The Engagement Gap We Can’t Ignore

The findings show a clear pattern:

• Only about 30% of students feel highly engaged in Math
• Slightly more in English but still far from the majority
• Students with learning challenges report even lower levels of motivation

This isn’t about ability. It’s about experience.

Many students are sitting in classrooms where learning doesn’t fully connect with who they are, how they learn, or what they need to succeed.

What Students Are Missing

1. Connection to Their Learning

Students shared that their interests and talents are rarely included in lessons. In fact, only about one-third feel their teachers regularly connect learning to what they care about.

That matters more than we might think.

When students don’t see themselves reflected in their learning, it becomes harder to stay engaged. For students with learning challenges, this disconnect is even stronger.

Students aren’t just asking to be taught—they’re asking to be understood.

2. Opportunities to Use Their Strengths

Students clearly identified their strengths, especially in areas like communication, teamwork, and technology. But they also shared challenges, particularly with anxiety, attention, and writing.

While many students sometimes get to use their strengths in class, it’s not consistent and often limited.

Imagine knowing how you learn best, but rarely being given the chance to use it.

That’s the reality for many students.

3. Flexible Ways to Learn and Show What They Know

Students reported a wide range of learning preferences. Many prefer visual, hands-on, and interactive approaches; like videos and active learning.

Yet only about half feel they are regularly taught in ways that match how they learn best.

It doesn’t stop there.

Students also want more options for how they demonstrate their learning. While they prefer multiple ways to show what they know, classrooms often rely on just a few traditional methods.

The result? Students may understand the material, but struggle to show it.

4. A Voice in Their Own Learning

One of the most powerful findings in this research is about choice.

• Over 80% of students say having choice in their learning is important
• But only 12–18% actually experience it regularly

That gap is significant.

And when asked if they want more choice?

75% of students said they would be very interested.

This is especially important for students with learning challenges, who reported that choice matters even more to them.

Choice isn’t just a preference; it’s a pathway to engagement.

5. Motivation Isn’t One-Dimensional

Students shared that they are motivated by a mix of things:

• Feeling recognized and valued
• Having engaging, interesting teachers
• Receiving rewards or incentives

This tells us something important: motivation isn’t just internal or external—it’s both.

Students benefit from a balance of:

• Intrinsic motivation (interest, curiosity, autonomy)
• Extrinsic motivation (recognition, rewards, encouragement)

When both are present, motivation grows.

What This Means for Classrooms

The message from students is clear:

They want learning to feel relevant, flexible, and personal.

They want:

• Teachers who know their interests
• Opportunities to use their strengths
• Multiple ways to learn and show understanding
• A voice and choice in their education

When these elements are missing, engagement drops.
When they’re present, motivation has the potential to thrive.

A Shift Toward Holistic Learning

In response to these findings, this research led to the development of a holistic assessment approach; one that looks beyond grades to truly understand the learner.

This approach includes:

• Identifying student strengths and challenges
• Understanding learning preferences
• Incorporating student voice and choice
• Strengthening teacher-student relationships

The goal isn’t to add more to teachers’ plates; it’s to align learning with what students actually need to succeed.

Final Reflection: The Power of Listening

Perhaps the most important takeaway is this:

Students have already told us what works.

They’ve told us they want:

• To feel connected
• To feel capable
• To have control over their learning

These aren’t extras—they are essential.

The question now is not what students need.

The question is:

Are we ready to respond?

Because when we truly listen—and act—we move closer to classrooms where every student feels motivated, included, and empowered to learn.

Check out the full research in phase one of our study, “A student-directed holistic assessment approach to help teachers support the diverse needs of students and develop self-regulated learners in inclusive educational settings”.

Reference Source:

Montgomery, D. (2026). A student-directed holistic assessment approach to help teachers support the diverse needs of students and develop self-regulated learners in inclusive educational settings [Doctoral thesis]. University of Prince Edward Island. https://islandscholar.ca/islandora/object/18417