Why Secondary Students Disengage 

 Summary by Patall et al., (2023)

Patall et al. surveyed 954 teachers across 108 U.S. schools and found that secondary teachers provide less autonomy support and relational feedback than elementary teachers. This decline aligned with reduced motivation and self-regulation among adolescents. The transition to subject-specialist teaching and time pressure reduced personal connection. Yet teachers who maintained supportive dialogue and choice kept engagement levels higher. The authors argue for mentorship models that help secondary teachers retain relational empathy despite curricular demands. Strengthening communication and relational pedagogy across grades can restore emotional connection in classrooms. When teachers respect adolescent autonomy, motivation and participation improve dramatically. Structured mentorship and smaller advisory groups encourage consistent contact between teachers and students. Such strategies ensure that teacher support evolves with students’ developmental needs rather than diminishing over time.

 Reference: Patall, E. A., et al. (2023). Teacher support for students’ psychological needs and student engagement: Differences across school levels based on a national teacher survey. Contemporary Educational Psychology, 75, 102149. https://doi.org/10.1016/j.cedpsych.2023.102149 

Suggested Citation: Ross & Malar (2025). Why Secondary Students Disengage. Excellent Educator, 2(21), 5.