Even the most casual reader cannot miss the tie that binds the contributions in this issue: Students who are engaged in learning—whether in the classroom or outside of it—are those making connections to interesting, real-world problems throughout the school day, to adults at school, and to their peers. But given the widespread reports of increased student disengagement, this vision for learning environments appears to be easy to describe but challenging to animate at scale.
Getting Students Engaged in Learning
By Jennifer A. FredricksTargeted interventions and savvy classroom practices, coupled with supportive state policy, can draw disengaged students back in.
Centering School Connectedness
By Robert BalfanzHigh schools are creating student success teams that prioritize relationships and leverage actionable data to reconnect students to school.
Chronic Absence: A Call for Deeper Student and Family Engagement
By Hedy ChangConnecticut's experience underscores the value of a positive, systemic approach to improving attendance.
Understanding Who Is Missing and Why
By Hailly T.N. KormanThe pandemic only magnified chronic absence among students with the greatest needs and made the problem harder to ignore.
How State Leaders Can Stand Up for the COVID Generation of High Schoolers
By Robin Lake and Travis PillowFamilies need better data on students' academic progress; students need meaningful learning experiences and better information on postsecondary options.
Reengaging High School Students through Career Academies
By Edward C. Fletcher Jr.When built around four key elements, academies deliver rigorous, relevant learning tied to students' career aspirations.
Trauma-Informed Practices: A Whole-School Policy Framework
By Janet VanLone and Nicole ReddigState leaders can ensure that more school staff are equipped to help children deal with the effects of trauma.
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