Understanding Student Disengagement in Schools

Of all the challenges students face in school, disengagement is the one that keeps showing up—again and again. No matter the subject, no matter the age group, it’s always there. And if you’ve ever stepped into a classroom, I’m sure you’ve seen it too.

“I’m bored.”
“I can’t be bothered.”
“Why do I even need to know this?”

Sound familiar? These phrases are becoming far too common in schools, and let’s be honest—we’ve probably said them ourselves at some point. While they might seem like harmless complaints, they’re actually red flags. They signal something deeper: a growing disconnect between students and their learning. And that’s something we need to pay attention to.

But why does disengagement happen? And more importantly, what can we do about it? These are questions I’ve been racking my brain with so decided to sink my teeth in and see what I can find. I’ll be diving into the psychology behind student disengagement, sharing insights from research, and exploring practical ways to make learning more meaningful and engaging.

Let’s start the conversation—because education should be something students want to be part of, not something they feel stuck in.

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Why do Students Disengage

It’s not just about boredom. While it’s tempting to blame social media or short attention spans, the reality is way more complex. Disengagement isn’t just about being uninterested; it’s often a psychological response to a student’s learning environment, how they’re being taught, and their personal experiences. There are so many factors at play when a student starts switching off. Here are some of the key ones:

1. Feeling Like They Have No Control

We all like to feel in charge of our own choices, right? Well, students are no different. Psychologists Edward Deci and Richard Ryan (2000)¹ talk about how autonomy is key to motivation. If students feel like they have zero say in their education—what they learn, how they learn it, or how they’re assessed—it’s no wonder they check out. Schools that give students more choices tend to see higher motivation and engagement (Ryan & Deci, 2009)².

2. “When Will I Ever Use This?”

Ever had a student ask, Why do I need to know this? If they can’t connect what they’re learning to real life, they’re much more likely to disengage. Research from Piaget (1972)³ and Vygotsky (1978)⁴ suggests that students learn best when they can relate new material to their own experiences. When lessons feel meaningful, engagement naturally improves.

3. Fear of Failing

Some students disengage not because they don’t care, but because they’re scared of getting it wrong. Albert Bandura’s (1997)⁵ theory of self-efficacy highlights that students who repeatedly struggle can develop a “why bother?” attitude, also known as learned helplessness (Seligman, 1972)⁶. If they don’t believe they can succeed, why even try?

4. Obsession With Grades Over Learning

A school culture that puts all the focus on grades can be seriously demotivating. Research shows that when students feel pressured to achieve high marks rather than enjoy learning, their motivation can drop (Deci, Koestner, & Ryan, 2001).⁷ The more they feel like they’re just jumping through hoops, the less engaged they become.

5. Social Struggles and Emotional Well-Being

School isn’t just about academics—it’s a social experience. If a student feels isolated, anxious, or is dealing with bullying, school can become a place they’d rather avoid. Maslow’s Hierarchy of Needs (1943)⁸ tells us that a sense of belonging is crucial for motivation. Without it, engagement suffers (Wentzel, 1997).⁹

6. Teaching Styles That Don’t Work for Them

Let’s face it—listening to a teacher talk for an hour straight isn’t exactly thrilling. Research by Freeman et al. (2014)¹⁰ shows that active learning—things like group discussions, hands-on projects, and interactive tasks—can make a huge difference in keeping students engaged.

What Can We Do About It?

The good news? There are ways to bring students back into the learning process and I talk more about this here.

There are some amazing resources and organizations out there that are coming after this issue and staring it straight in the eye and I love it!. One that I’d love to highlight is Nudge Education who are providing amazing means of alternative education to those who are chronically disengaged from school in the UK. Give them a visit!

Have you noticed disengagement in schools? I’m working on a resource with practical ideas that I intend to use with my disengaged students and would love to share. But in the meantime, what strategies have worked in your experience? Let’s chat in the comments!

1. Deci, E. L., Koestner, R., & Ryan, R. M. (2001). Extrinsic rewards and intrinsic motivation in education: Reconsidered once again. Review of Educational Research, 71(1), 1-27. ↩︎
2. Ryan, R. M., & Deci, E. L. (2009). Self-determination theory: A consideration of human motivational universals. In P. J. Corr & G. Matthews (Eds.), The Cambridge Handbook of Personality Psychology (pp. 191-207). Cambridge University Press. ↩︎
3. Piaget, J. (1972). The psychology of the child. Basic Books. ↩︎
4. Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press. ↩︎
5. Bandura, A. (1997). Self-efficacy: The exercise of control. Freeman. ↩︎
6. Seligman, M. E. P. (1972). Learned helplessness. Annual Review of Medicine, 23(1), 407-412. ↩︎
7. Deci, E. L., Koestner, R., & Ryan, R. M. (2001). Extrinsic rewards and intrinsic motivation in education: Reconsidered once again. Review of Educational Research, 71(1), 1-27. ↩︎
8. Maslow, A. H. (1943). A theory of human motivation. Psychological Review, 50(4), 370. ↩︎
9. Wentzel, K. R. (1997). Student motivation in middle school: The role of perceived pedagogical caring. Journal of Educational Psychology, 89(3), 411. ↩︎
10. Freeman, S., et al. (2014). Active learning increases student performance in science, engineering, and mathematics. Proceedings of the National Academy of Sciences, 111(23), 8410-8415. ↩︎