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Student engagement is critical to student success: The more deeply students connect with their learning, the more they see learning as relevant and motivating, and the more likely they are to succeed. But as Discovery Education’s Education Insights 2025–2026 report reveals, engagement is not a simple concept — and often viewed differently depending on point of view and context.
Drawing on the responses of 1,400 K–12 superintendents, principals, teachers, parents and students across the United States, the Insights report spotlights the promise and the challenge of keeping students connected to learning.
More than 90% of teachers, principals, and superintendents agree that engagement is one of the most important predictors of student success. Nearly all students (92%) say that engaging lessons make school more enjoyable. And 99% of superintendents rank engagement as one of the top indicators of achievement.
But they don’t agree on how to measure engagement – or even how to define it. For example, students report higher levels of engagement than teachers do, but even then, only 63% of students say they feel “highly engaged” in class. There is an almost 20-point gap between students reporting being highly engaged and what teachers believe.
And teachers overwhelmingly point to outward indicators of engagement, such as asking thoughtful questions or contributing to discussions. Less obvious signs, like persistence, are often overlooked.
This gap in the perceptions between students and teachers is an essential challenge to address. When educators miss the signals of engagement, they may misinterpret students as being disengaged, even when they are fully vested in learning.
Superintendents, unsurprisingly, view student engagement from a lens focused on student outcomes. Nearly all surveyed superintendents rate engagement as a top predictor of success and are far more likely than teachers to see test performance as a leading sign of engagement.
These differences — leaders equating engagement with performance, teachers seeking observable behaviors and students experiencing quiet or compliance-based engagement — undercut the effectiveness of efforts to increase student engagement. Often, leaders’ emphasis on systems of measurement collides with teachers’ limited time and tools to enact engaging, personalized learning at scale.
Students are clear about what fuels their motivation. They want relevance: learning that connects with their lives and future plans. Across all groups surveyed, relevance consistently ranked as one of the most critical factors impacting engagement. Students also seek challenge. Somewhat surprisingly, nearly four out of five say that school often feels easy, while wanting deeper, more meaningful work. Students report that challenging lessons can spark curiosity and engagement, which is consistent with teachers’ views.
Educators are aware of the obstacles to greater student engagement. One of the biggest is that engagement can vary by learner, subject and even the day of the week. Teachers also point to the lack of time and resources as a barrier to creating the right conditions.
In the Insights report, teachers identify a concern around the lack of tools to measure engagement. While nearly all superintendents say their district has a system for measuring it, only about 60% of teachers agree. This disconnect is a tall hurdle to overcome in fostering more engagement for all students.
Alignment across teachers, principals and district leaders can create the clarity needed to recognize different forms of engagement and respond effectively. Students thrive when teachers have the time they need to prepare and personalize lessons.
The report’s findings emphasize that engagement isn’t a “nice to have.” It is a precondition for student success. Without it, students may comply but not necessarily thrive. With it, they are more motivated, ready for challenges and more likely to succeed in the present and the future.
It is imperative that districts build more coherent strategies that move beyond encouraging engagement to shared definitions, frameworks and measurement. The approach should recognize that quiet, reflective or multilingual learners may demonstrate engagement differently than more outwardly expressive students do. Districts should also provide the time, tools and training for teachers to design relevant, personalized lessons; and harness engaging multimodal content and digital tools to support, not distract from, engagement.
Engagement is a prerequisite to learning. However, as the Insights eport shows, engagement doesn’t just happen, and it doesn’t have a widely or universally accepted definition or measurement. Instead, fostering and sustaining engagement requires clarity, alignment, intentional strategies and purposeful resources. Garnering widespread agreement on a definition — and adoption of that definition — will enable engaging and successful learning experiences for all students.
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