Professional Development

Student Engagement

Educators are continually seeking effective strategies to foster student engagement. This starts with helping students achieve emotional regulation, creating a calm environment where they feel safe to express themselves. Building strong, trusting relationships is essential, as students who feel connected are more likely to participate. Collaborative problem-solving encourages students to work together, enhancing their social skills and investment in learning.

Making learning culturally responsive acknowledges and values students' backgrounds, fostering inclusivity. Utilizing the Zones of Regulation allows teachers to identify students' emotional states and support them accordingly. Providing voice, choice, and challenge encourages autonomy and critical thinking among students.

Lastly, reflecting on the context in which students learn can yield insights into their needs and motivations. By implementing these strategies, educators can create an enriching classroom environment where all students thrive. Student engagement is about more than just participation. It’s about creating a space where learners feel safe, valued, and curious. When we view engagement through a relational and trauma-informed lens, we recognise that connection, trust, and relevance are at the heart of meaningful learning.

Here’s how I approach student engagement, drawing on key frameworks like Collaborative & Proactive Solutions, The Neurosequential Model, Teaching to the North-East, Niho Taniwha, Zones of Regulation, and the MOE’s inclusive education resources.

Regulation

1. Start with Regulation.

Regulate → Relate → Reason (Dr. Bruce Perry) Before learning can happen, students need to feel safe and settled. I check in with how students are arriving - emotionally, physically, and socially. If students are disregulated, I don’t push into content. I connect first. We use breathing, movement breaks, or quiet moments to calm. Rhythm and routine help create predictability and safety.

Strong Relationships

2. Build Strong, Trusting Relationships. No significant learning occurs without a significant relationship, (James Comer).

Students engage when they feel seen, heard, and respected. I prioritise getting to know their stories, their strengths, and their whānau. I uphold Whanaungatanga and Manaakitanga (within a New Zealand context) in daily interactions. I demonstrate that I care, consistently and without condition. I work hard to pronounce names correctly, learn whakapapa where appropriate, and honour cultural identity in the classroom.

Solve Problems

3. Solve Problems Collaboratively, Not Punitively Kids do well if they can, (Dr. Ross Greene).

When students disengage or act out, I look for the unmet needs or lagging skills behind the behaviour. Instead of jumping to consequences, I lean into Plan B conversations: “I’ve noticed you’re finding it hard to get started. What’s up?” I listen with curiosity, not judgment. Together, we come up with a solution that works for both of us. This builds trust, reduces power struggles, and teaches problem-solving.

Culturally Responsive Engagement

4. Make Learning Culturally Responsive Engagement deepens when learners see themselves in the curriculum.

Drawing on the work of Russell Bishop and Melanie Riwai-Couch, I strive for learning that affirms students’ identity and upholds Māori values such as Whakapapa, Ako and Manaakitanga. I co-construct learning with students. I embed local, cultural and lived experiences into lessons. I hold high expectations that are paired with high relational support.

Zones of Regulation

5. Use the Zones of Regulation to Build Self-Awareness Naming feelings helps students manage them. In our class, we use the Zones of Regulation to talk about emotions and energy levels. We do check-ins using colours (Blue, Green, Yellow, Red). Students learn what helps them shift zones. Emotional literacy becomes part of our daily language, not just when there’s a problem.

Personalised Learning

6. Create Student Voice, Personalised Learning and Challenge Engagement grows when students have:

Voice - They help shape the direction of learning.

Choice – They choose how to show their understanding.

Challenge – Tasks are not too easy or too hard. They’re just right. We explore real-world problems, use project-based learning and let curiosity lead. I look for moments to hand over to students to invite them to be part of the decision-making.

Reflection

7. Reflect on Context

Sometimes disengagement isn’t about the student. It’s about the fit between the learner and the environment. Is the pace too fast? Too slow? Is the space too loud, bright or rigid? Are social dynamics getting in the way? The Ministry’s Understanding learning and behaviour reminds us that behaviour is communication. So I ask: What is the student trying to tell me?

Final Thoughts

Engagement isn’t a strategy - it’s a relationship. It’s the product of safe spaces, shared power, and culturally sustaining practice. When we see students as partners in learning, when we listen deeply and teach responsively, engagement becomes the natural result.