Creating Value In Schools
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ImpactEd’s engagement research report highlights how pupil engagement in school drops off during Year 7, and doesn’t recover. Pupils are also less likely to feel safe at secondary school, feel that behaviour is worse, and trust their teachers less. However, there is a positive connection between staff and pupil engagement, indicating that where staff are happier and more engaged, pupils are more likely to be so too (or vice versa).
The research was commissioned by ImpactEd Group and the Research Commission on Engagement and Lead Indicators.
Over 80,000 pupils from a range schools were surveyed at two points: November 2024 and March 2025, against measures such as:
These questions were designed to examine engagement across three domains: cognitive, emotional and behavioural.
At 102 pages, the report is not a quick read. The executive summary chapter probably gives most of what you need to know!
The Year 7 drop: Year 7 marks a steep and lasting drop in engagement, with more than one in four pupils beginning to disengage from school during Year 7.
Safety: Around a third of pupils awarded their feeling of safety at school a score of five out of ten or below. Pupils are likely to feel less safe in secondary school.
Attendance: More engaged pupils are less likely to be absent.
Enjoyment: Many pupils in England do not look forward to going to school. On average, pupils respond to the statement “I feel happy to go to school in the morning” with a score of around 4.6 out of ten. There is a particularly big decline in school enjoyment scores between pupils in Year 6, Year 7 and Year 8. FSM pupils are less likely to enjoy school than their non-FSM peers.
Value placed on education: Almost a third of pupils in England to some extent question whether what they are learning at school will help them in the future. White pupils are the least likely to agree that what they are learning at school will help them in the future. Around a third (32%) of White pupils award a score of 5 out of 10 or below in response to this statement, compared to 21% of Asian and 20% of Black pupils.
Drive to achieve: however, most pupils want to do well at school (average score of 8.8) and want to achieve good marks in most of their classes (average score of 8.7).
Teacher trust: primary pupils are much more likely to say they trust their teachers.
Happy staff, happy students? In schools where teachers are more engaged in their work, their pupils are more engaged in their studies.
When teachers are more engaged in their work, pupils may be more likely to reciprocate with increased attention and effort. This can then translate into a more vibrant classroom experience, where pupils feel valued and actively participate.
On the other hand, pupil engagement may also directly influence teacher engagement. When pupils are engaged and responsive, it can boost teachers’ morale and job satisfaction, creating a virtuous cycle where both groups support each other to succeed in their role. (Report page 81)
The report doesn’t include recommendations or next steps, but here are some questions for discussion and reflection which might help make use of this information.
