A recent report by the Resolution Foundation found that many UK workers are “quiet quitting” - meaning they are essentially doing the bare minimum of their job and no more.
It’s an attitude that teachers may recognise from certain pupils - those who are more than capable but never seem to exert themselves beyond what is required or whose initial enthusiasm has now waned.
In a busy classroom where keeping things calm and consistent is a must, it can be easy to gloss over these pupils because they are ostensibly doing what is asked of them. But it’s important to look for the signs that something may be amiss.
Here are four things to look for:
1. The child who no longer puts their hand up
This is the child who was once a keen learner, always happy to get involved in conversations and debate, and offer a possible answer to a question.
However, over time they slowly withdraw from these engagements, perhaps fearing mockery from peers or a loss of confidence if they believe they have got an answer wrong in a previous lesson.
If you notice this from a previously engaged pupil, it’s important not just to simply try and encourage them to get involved again but do so in a manner that helps that contribution feel positive - perhaps showing how their answer or idea helped the class move towards a final answer even if their idea was not “correct”.
It won’t change things overnight, but supporting their feelings of competence among their peers, you will help bring their voice back to the classroom and strengthen their resolve.
2. When homework suddenly stops
When a pupil who usually completes their homework suddenly stops doing so, or turns in uncharacteristically poor work, even though their work in class remains strong, approach the change with curiosity.
A simple conversation with that pupil may reveal difficulties with the work that had not surfaced in class, competing demands on their time or worries that extend beyond the classroom.
Listen without judgement and work together on a manageable next step, drawing on pastoral support where needed.
If you have concerns about the child’s safety or welfare, follow your school’s safeguarding procedures and speak to the designated safeguarding lead.
3. The pupil who starts choosing the easy option
You have set out your spicy questions, but the child who was tackling vindaloos last term is suddenly only choosing kormas, yet their answers suggest they are capable of more.
This could be a confidence issue or a change in life circumstances, and this child may well need a curious ear from a teacher to unpick what is going on - or simply encourage them to push themselves again.
Showing you care can be the first step to re-engaging them during turbulent times, and remember, the foundation of academic resilience is built on trusted relationships.
4. Friendship fallouts
It’s a fact of life that children will fall out with one another, but the impact can be far-reaching. In secondary school, peer relationships are central to wellbeing, identity formation and learning behaviours.
Therefore, when you notice a child no longer sitting with their usual friend group and disengaging from their learning, it’s important to take it seriously and recognise it could also affect their engagement with classroom learning.
You don’t have to solve the problem, but by showing you have noticed a change in them, they may feel less alone and more able to cope.
Indeed, a major review of research found that pupils who had better relationships with their teachers also tended to show more positive classroom behaviour, feel more connected to school and engage more in learning.
Ultimately, all pupils have ups and downs, but keep an eye out for those who have gone quieter than usual - stepping in can be a vital intervention in their academic journey, and their wellbeing, too.
Dr Adam McCartney is an educational psychologist, former editor of the British Psychological Society’s Educational and Child Psychology journal and former deputy chair of the BPS Training Committee for Educational Psychologists
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