Student Engagement in Early Childhood Classrooms: A Mixed Methods Study Examining Student and Teacher Perspectives

Student disengagement is a persistent issue in U.S. public schools and has been linked to negative outcomes for students. When students are engaged in learning, they are more likely to achieve academic success and socioemotional well-being in school. This study evaluated multiple perspectives on student engagement to gain a deeper understanding of how students and teachers in one school are making sense of engagement in their classrooms. Using a mixed-methods approach, I employed student surveys and conducted focus groups with both students and teachers to gather data on participants’ perceptions of student engagement. The findings from this study highlight that both students and teachers view engagement as a multifaceted concept influenced by affective, cognitive, and behavioral factors. It revealed a shared recognition of the importance of meaningful relationships, student behavior, interest-driven curriculum, and active learning. The findings also highlighted minor gaps between teacher and student perceptions, including when to use choice. In addition, both teachers and students agreed that the exclusion and isolation of English learners in the classroom impacts the entire community. Overall, the study suggests that enhancing student engagement requires collaborative and culturally responsive approaches that align instructional strategies with students’ interests, voices, and lived experiences. Future initiatives should focus on fostering communication between teachers and students, addressing issues of exclusion and marginalization of English learners, and teachers' professional development that helps them to create more engaging and inclusive learning environments.