Does my teacher know anything about my life? If I make a mistake, how will my principal treat me? Do I believe working hard in school will propel me to college, a good job, and a happy and healthy adulthood?
How students respond to those questions reveals important insights into how they view their schools, whether they feel valued while they are there, and how they see their relationships with educators.
And how students feel about school has high-stakes implications for the rest of their lives. We know well the hallmarks of a disengaged student鈥攑oor attendance, low achievement, and too often, giving up on school completely. Likewise, the signs of an engaged and motivated student鈥攃oming to school regularly, working hard, and staying on track toward a bigger goal, be it graduation, college, or a job鈥攁re well understood by educators.
But cultivating the conditions and nurturing the relationships that allow all students to thrive in school require hard and deliberate work. In this report, 91制片厂视频 Week takes an expansive look at student engagement and motivation and a range of strategies schools, educators, advocates, and parents are using to help students get鈥攁nd stay鈥攙ested in their learning. In the resulting stories, it鈥檚 clear that relationships are the linchpin.
An Oregon district is forging ties with families and tribes to combat chronic absenteeism among its Native American students. New ways of recruiting and holding onto mentors are helping deepen connections between students and the adults or peers who mentor them. An innovative take on engaging parents鈥攅specially those who work in low-wage jobs鈥攊n their children鈥檚 education has taken root in New Orleans and is about to spread to Boston.
The Cleveland school district鈥攚here nearly every student is low-income鈥攈as scrapped the isolation of in-school suspensions in favor of building trust with students who are disruptive. And if you鈥檙e an English-learner, seeing your peers succeed has a powerful influence on your own success with learning a new language.
Finally, in a pair of explainers, we explore how simple, low-cost 鈥渘udges鈥� show promise for influencing students to act in positive ways, while the research on using financial incentives to coax higher performance is far more mixed.
