The Silent Crisis: Understanding the Rise in Student Disengagement

Introduction

Across the UK, a quiet crisis is unfolding in schools. Increasingly, teachers report students who are physically present in the classroom but emotionally and mentally disengaged, or even more worryingly, not attending. This trend is not confined to a small group of outliers; it is system-wide and growing, with Minister Helen McEntee of the Department of Education announcing new measures to tackle absenteeism only a few days ago.

This is not simply a matter of short attention spans or bad behaviour. It's about a breakdown in the connection between young people and their learning, between schools and their relevance, between classroom structures and the realities of life post-pandemic. Disengagement reveals itself in many forms: silence, disruption, chronic lateness, or persistent absence, and all speak to something critical: the current model isn’t working!

A particularly concerning aspect is the transition from primary to secondary school. According to the ImpactEd report, this shift marks a significant turning point in student engagement. The study found that compared to Year 6 pupils, Year 7 students scored lower in all social and emotional measures related to attendance and reported increased anxiety... and if you were thinking maybe they need a year to adjust, it gets even worse between Year 7 and Year 8. This is a worldwide concern, but the decline in engagement is more severe in England than in other countries, suggesting underlying contextual issues.

The Data: A Look at the ImpactEd Report

The 2025 report from the Research Commission on Engagement and Lead Indicators (RCELI) surveyed over 100,000 students during the 2024–25 academic year, revealing concerning trends in student engagement. The study found that one in four pupils in England 'disengage' upon transitioning from primary to secondary school. The average enjoyment score dropped from 6.0 in Year 6 to 3.2 in Year 8, indicating a significant decline in students' positive feelings towards school. Feelings of safety also diminished more among girls than boys during this transition.

The report also highlighted that students eligible for free school meals reported lower levels of trust and belonging, suggesting that socioeconomic factors play a significant role in engagement. Perhaps most importantly, the study also emphasised that engagement is closely linked to attendance. So the question remains, how can we ensure students regularly attend school once they progress into secondary education? To answer this, we need to understand the potential reasoning behind absenteeism.

Why the Student Absence?

One of the most visible and alarming consequences of disengagement is the steep rise in student absenteeism. According to the UK Department for Education, persistent absence, defined as missing more than 10% of school sessions, now affects over one in five students. The link between disengagement and absenteeism is clear: when students feel school is irrelevant, unsafe, or emotionally taxing, they are far less likely to attend regularly.

Here are four key factors contributing to this growing crisis:

a) Post-COVID Social Disruption

The effects of the pandemic still echo through schools, particularly among students who experienced critical developmental milestones in isolation. Many young people entered secondary school missing out on foundational experiences in communication, group learning, and structured routines.

“For some students, the return to school after lockdown felt more like a culture shock than a homecoming,” observed one headteacher quoted in the 2025 RCELI report.

This disruption has led to widespread social anxiety, confidence gaps, and difficulties re-engaging with formal education environments. All of these contribute to irregular attendance and emotional withdrawal from school life.

b) Mental Health Crisis

Rates of anxiety, depression, and emotional distress among young people have soared. According to NHS data, one in five children and young people in England now has a probable mental health disorder. In school settings, this translates into emotional exhaustion, avoidant behaviour, and an increased risk of absenteeism.

Teachers often find themselves on the frontline of these issues, without the training or resources to provide appropriate mental health support. Disengagement becomes a form of self-protection: students remove themselves from the environments that feel overwhelming or unsupportive.

c) Relevance

A common sentiment voiced by disengaged students is that they struggle to see the relevance of what they’re being taught. When young people don’t understand the purpose behind lessons or the connection they have to their lives or futures, it becomes difficult to motivate students to attend classes.

This is particularly evident during the Key Stage 3 years, where abstract academic content is often taught without contextual framing. The result? Students tune out.

“Young people need to know that what they’re learning matters, not just for exams, but for life,” says the ImpactEd report.

If school feels disconnected from real-world skills, personal identity, or future aspirations, it’s hardly surprising that students lose interest.

d) Parental and Economic Pressures

For some families, the rising cost of living and household instability mean school attendance isn't always the top priority. The RCELI report notes that students eligible for free school meals reported some of the lowest levels of belonging and engagement. When broader socioeconomic pressures intersect with a disengaged school experience, absenteeism often becomes a survival strategy, not a choice.

Conclusion: So What Now?

If disengagement is the symptom, then irrelevance, disconnection, and emotional overload are the root causes. But the solution doesn’t lie in punitive measures or tighter attendance codes, it lies in rebuilding the bridge between school and student, making education feel valuable, supportive, and connected to real life.

The 2025 RCELI report makes a compelling point: when students feel a sense of agency, relevance, and safety, their engagement and attendance improve drastically. So what does that actually look like?

Re-engaging students isn't a quick fix. Schools and education providers must think beyond exam prep and traditional classroom management. We must create learning environments that are:

• Experiential — where students learn by doing, not just listening

• Relational — where belonging, trust, and collaboration are part of the process

• Creative — where voice, imagination, and self-expression are not just allowed but encouraged

• Flexible — where different learning styles, interests, and pathways are valued

• Future-focused — where students can see how what they’re doing connects to their lives beyond school

Holding engaging classes gives students a reason to be there!

We’ve seen firsthand the difference it makes when students are given space to speak, create, and take ownership of their learning. When young people are asked to imagine their future, tell their stories, or solve real problems in groups, they will show up in full.

Reversing disengagement isn’t about fixing students. It’s about fixing the system around them, making school somewhere they want to be, not have to be. That's because when students learn things they believe matter, they turn up, and more importantly, stay.