Working with thousands of students across Victorian schools has shown me that student
engagement is not simply about keeping young people entertained. Genuine engagement
happens when students feel safe, included, connected and actively involved in their learning.
Every school and every group of students is different, but…
Students are more likely to engage when they feel respected and connected to the adults supporting them. I have learned that the first few minutes of a session can shape the entire experience. The way we greet students, explain an activity and respond to uncertainty matters. Students quickly notice whether an adult is genuinely interested in them or is simply delivering information. Learning names where possible, listening with curiosity rather than judgement and acknowledging each student’s contribution can help young people feel seen, heard and valued.
I strongly believe in the teaching model shared by Skye and Amanda from the Youth Engagement Project, which considers both extrinsic and intrinsic motivation. Extrinsic motivation, such as encouragement, recognition, rewards or an immediate outcome, can help a student begin participating. However, the deeper goal is to develop intrinsic motivation by helping students discover their own reasons for becoming involved, improving and continuing to participate. In my experience, students become much more invested when an activity feels personally meaningful and gives them a sense of enjoyment, belonging, achievement or pride. External encouragement may invite a student into an experience, but internal motivation is what supports lasting engagement.
Students need to feel safe enough to participate, make mistakes and try again without being embarrassed or judged. This is particularly important because we may not always know what a student has experienced or what they are carrying into the classroom that day. Creating psychological safety can include explaining expectations clearly, avoiding unnecessary pressure, responding calmly to mistakes and allowing students to build their participation gradually. Safety does not mean removing every challenge. It means creating an environment where students feel supported while attempting something new.
Students spend a significant amount of their day sitting, listening and processing information. Adding movement can help reset their attention, release built-up energy and make learning more enjoyable. Movement does not always require a full physical education lesson. It might be a short energiser, a movement-based quiz, a team challenge, stretching between activities or moving between different learning stations. Through our Proactivity programs, I
regularly see students become more focused and willing to participate once they have had an opportunity to move their bodies. For example, they start the sessions slowly and somewhat reserved. But once movement has commenced, they are fully engaged.
Students are often more engaged when they do rather than just listen. Hands-on activities, demonstrations, challenges, and practical experiences let them take an active role in their learning. Even complex wellbeing topics can become more accessible when students can practise the skills themselves. In our Wellbeing Incursions, students do not simply hear about confidence, communication, resilience, team building etc. They practise using their bodies, voices and decision-making skills in a safe and supportive environment.
Giving students an appropriate level of choice can increase their sense of ownership and responsibility. This might include choosing between activities, selecting a role within a group or deciding how they would like to present their learning. The teacher still provides clear boundaries, but students feel that their preferences and strengths are being recognised. Even small choices can help students feel more invested and support the development of intrinsic motivation.
Well-designed team activities can strengthen communication, problem-solving, leadership and connection. However, the focus should not always be on winning. I often begin team-building sessions with non-competitive rounds. Students are encouraged to communicate, experiment and work together before respectful competition is introduced.
This gives them time to understand the task and recognise that success relies on cooperation, not only speed or physical ability. A short reflection afterwards can help students connect the experience with situations in the classroom, playground and their everyday lives.
Students are more engaged when they understand why something matters. Rather than only explaining what students are expected to do, we can help them see how the learning relates to their friendships, wellbeing, safety and future. Questions such as “When might you need this skill?” or “How could this help someone in your year level?” encourage students to make personal connections with the activity. When students understand the purpose behind their learning, participation can begin to move from external expectation towards genuine internal motivation.
Sometimes what appears to be disengagement is actually confusion. Students may withdraw, become disruptive or copy others when they do not understand what is expected. Clear demonstrations, short instructions and visible boundaries make activities feel safer and easier to enter. Depending on the activity, I have found it is often more effective to explain one step, allow students to practise it and then introduce the next step, rather than giving them too much information at once.
When recognition is only given to the fastest, strongest or most confident students, others can quickly decide that participating is not worthwhile. Acknowledging courage, improvement, teamwork, persistence and respectful behaviour gives every student an opportunity to experience success. This is particularly important for students who may already believe they are “not sporty,” “not smart” or “not good” at a particular activity. Recognition can provide valuable extrinsic encouragement, but it should also help students notice their own progress and develop an internal sense of achievement.
From my experience, students engage most deeply when they feel safe enough to try, supported enough to make mistakes and valued for who they are. Increasing student engagement does not always require a complete change to the curriculum. Small, intentional changes, including more movement, clearer instructions, meaningful choices, stronger relationships and a better understanding of motivation, can significantly improve the way students experience their school day.
At Proactivity, we use movement-based wellbeing, team building, resilience building, social skills development and emotional regulation programs to help students connect, participate and discover what they are capable of. Our goal is not simply to keep students active. It is to create meaningful experiences that strengthen their confidence, wellbeing, teamwork and resilience.
Wellbeing Co-ordinator
