They are encouraged to keep going.
Then they get to choose something.
The social recognition is immediate.
That can be powerful because children often need feedback long before the long-term benefits of education become visible.
A teenager studying algebra does not necessarily see how today's homework will affect their life ten years from now.
But they can understand a reward today.
More importantly, they can understand praise today.
The long-term challenge is ensuring that external rewards do not become the only reason a child wants to learn.
Psychological research has debated this question for decades. A widely cited 1999 meta-analysis examining 128 studies found that certain expected, tangible rewards could undermine intrinsic motivation under some conditions, while positive feedback could enhance motivation.
That does not mean every reward system is harmful.
It means the context matters.
A child can receive a snack for a good report card while simultaneously learning that persistence, curiosity and personal growth have value beyond the prize.
The reward can be a celebration—not necessarily the entire purpose of learning.
A Community Started Paying Attention
As videos of Grades for Grabs spread, something else happened.
People began asking how they could contribute.
Alselwi originally funded the initiative largely himself, according to the fundraising page. But the growing number of students made it increasingly difficult for one business owner to carry the cost alone.
That led to the creation of a GoFundMe campaign.
And the response was extraordinary.
As of the latest available figures, the campaign shows more than $608,000 raised from more than 13,000 donations, against a $650,000 goal.
That means the story has moved beyond one man's generosity.
Thousands of individual donors have effectively said that they want to participate in the message.
They may never meet the children receiving the rewards.
They may never visit Staten Island.
They may not even live in New York.
But they can still contribute to the idea that children deserve encouragement when they work hard.
That is perhaps the most unexpected part of the story.
The original exchange involved one deli owner and one student.
The current version involves an entire network of supporters.
The Program Has Also Expanded Beyond Report Cards
The initiative has reportedly grown beyond simply handing out rewards for high grades.
ABC News reported in August 2026 that Alselwi was also seeking help distributing school supplies before the start of the school year. He told the outlet that he initially received several boxes per day, with the number eventually increasing substantially, including one day when he received 65 boxes.
That expansion reflects a broader understanding of what students need.
Academic success is not just about motivation.
Students also need materials.
They need books.
They need notebooks.
They need pencils and other supplies.
They need adults who notice when they are struggling.
They need environments in which success feels possible.
A reward cannot solve every educational challenge.
But a community can sometimes make the journey easier.
Why a Deli Became the Setting for This Story
There is something symbolic about the fact that the initiative takes place in an ordinary neighborhood store.
Schools have classrooms.
Libraries have books.
Community centers have programs.
But neighborhood stores have something different: accessibility.
People already come through the doors every day.
A child does not need to register for a formal program.
There is no complicated application.
The setting is familiar.
And that familiarity can make the interaction feel personal rather than institutional.
The deli counter becomes a place where academic achievement is recognized in the same everyday environment where children buy snacks after school.