Effective strategies to overcome low participation

Engaging students in learning may seem straightforward—teachers design compelling lessons, present relevant content, and students absorb it while quietly listening and contributing when prompted. In theory, it sounds simple.

But in reality, it’s often much more complicated. Teachers today are facing a growing range of challenges that make student engagement harder than ever. From diverse learning needs and behavioural issues to teacher shortages, personal and family factors, lack of motivation, and oversized classrooms—these factors, some of which are beyond our control, can significantly hinder the learning process. 

Add to that the pressures of limited planning time, resources, and training, and it’s no wonder that keeping students engaged is an ongoing challenge in schools.

Why engagement matters

Engagement supports students to feel a sense of belonging and purpose as learners. It encompasses students’ behavioural, emotional and cognitive engagement – essentially, how students behave, feel and think as they undertake learning activities. When young people are engaged at school they show interest and curiosity in their learning and feel a sense of belonging within their school community. 

Engagement in learning and a student’s school environment is proven to lead to academic achievement. Education NSW found that students who are positively engaged are up to six months ahead in their learning after socioeconomic status and prior achievement are taken into account. 

However, according to the Grattan Institute, many students within Australia are consistently disengaged in class; this is as many as 40% in a given school year. Often this is attributed to learning content being too hard or too simple, and the quality of teaching that can be provided to every student. Additionally, the Grattan Institute outlines that disengaged students are at least one to two years behind their peers with their findings illustrating that 1 in 4 students are compliant in class but quietly disengaged making it difficult for teachers to identify those students who need re-engagement. 

With a large proportion of students in Australian schools struggling to properly engage with learning, we’re experiencing students falling years behind their expected level. This can have an overflow effect on student readiness to take on senior subjects and as a result higher education. 

Leading engagement strategies

To overcome disengagement and low participation in schools, teachers and school leaders need the right strategies and teaching techniques to keep students on task, on track and involved in the learning process.

 
Behaviour management
Student behaviour can be difficult to manage and is a leading cause of disengagement for both the student with behavioural problems and those students who are disrupted and distracted by the behaviour. Research indicates that although the vast majority of student misbehaviours are low-level, including talking out of turn and engaging in off-task behaviours, research attributes such disruptions as a major contributor to teacher stress and self-efficacy, negatively impacting the learning environment and diminishing student engagement

A Positive Learning Framework (PLF) uses a three-phase model to enhance student engagement by preventing misbehaviours. This model includes self-awareness and management, lesson design, and corrective action plans. Key prevention strategies involve thoughtful seating arrangements, classroom displays, groupings, and a clear understanding of rules, routines, procedures, and consequences. Additionally, effective lesson designs, such as active and collaborative learning, motivational hooks, and diverse methods of representation and expression, help maintain student focus and reduce misconduct (McDonald, 2013). While prevention is essential, teachers must also be skilled in implementing corrective actions. Low-level responses like proximity, non-verbal communication, and eye contact can minimize disruption and allow for escalation if necessary (McDonald, 2013).

Classroom environment and relationships 

According to Education NSW, effective classroom and teaching practices matter for learning. Students whose teachers use effective teaching practices and set high expectations for all can be up to seven months ahead in their learning after socioeconomic status and prior achievement are taken into account.

According to the Grattan Institute teachers have the chance to shape the classroom environment, which can set the tone for the rest of the year. A positive classroom climate is crucial for both student well-being and academic success. Teacher expectations, behaviours, and interactions significantly influence student learning. Studies have identified various factors that impact classroom climate, such as clarity in communication, high expectations, and strong teacher-student relationships, all of which boost student engagement and achievement. A well-managed classroom also enhances teacher satisfaction and efficacy, with positive teacher-student relationships being key to job satisfaction.

Studies show that the best teacher-student relationships are built when students feel emotionally and physically safe, treated fairly, and respected. Empathy is important, but teachers must also maintain emotional objectivity. Student-to-student relationships are also crucial, as peers can positively impact each other’s learning through helping, tutoring, offering friendship, and providing feedback. Teachers can foster these positive peer relationships through group work, feedback, and setting clear expectations for positive interactions in the classroom.

Teaching with a differentiated approach 

Differentiation enhances student engagement by recognising and addressing the diverse learning needs, interests, and abilities within a classroom. Tailoring instruction to meet students at their level, helps maintain their interest and motivation. When a student is learning what they’re ready to learn they are far more likely to have success which builds confidence and a stronger self-esteem. 

Differentiated instruction allows students to focus on work that’s aligned with their readiness, ensuring they are neither held back by material that’s too easy nor overwhelmed by work that’s too challenging. This fosters a sense of achievement and keeps them engaged. The relationship between performance and engagement goes both ways – engagement affects performance but performance improvements also positively affect engagement.

So, what is the best way to implement differentiation in the classroom, without creating mountains of extra work or neglecting age-based teaching requirements? 

Watch this video to find out!

Learn how our newest program, Instructive, can support differentiation in your classroom while also addressing age-based requirements.

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References
McDonald, T. (2013). Classroom Management: Engaging Students in Learning. South Melbourne: Oxford University Press.