At a recent professional learning session on re-engaging disengaged students, we asked participants to describe a disengaged learner using just a few words on a Post-it. We then placed the notes on a whiteboard.

Then, as people grabbed coffee and chatted, we sorted the Post-its into two columns.

On the left, the comments focused on problems: distracted, late, incomplete work, disruptive, not focused, poor writing, interrupts the teacher, frustrated, leaves the classroom, frequent tantrums, has ADHD.

On the right, there were far fewer comments—and they focused on potential: thinks abstractly, strong communication skills, works well in quiet settings, easily engaged.

The imbalance was striking. Most of what we notice—and name—about disengaged students centers on what’s wrong, not what’s possible. It was a powerful reminder that we need to reframe how we see disengagement.

We know this matters. But in today’s busy, diverse classrooms, how do we do it?

Here are a few starting points:

• Don’t make assumptions. Disengagement can happen to any student, regardless of background or past achievement.
• Look beyond the score. Study student responses, not just grades. Even low marks reveal “the known”—what a student can already do.
• Name strengths for the student. Keep it simple and honest: “I noticed you can… The next step is…”
• Learn what matters to them. A student’s interests and experiences are powerful entry points for learning across subjects. What does the student know about, what are they interested in, etc. Why is this information useful? Units of study, linked to all subjects , can be developed around these interests. For example: If a student’s interest is hockey, the possibilities for K-12 lessons or units of study include: counting the numbers of players on the ice, examining the physics of a body check, determining the economic impact of hockey on the family budget, comparative studies of sports throughout the world and reading fiction and nonfiction accounts of hockey players, and using the texts and language of hockey as anchors for reading, writing, grammar, word work lessons. The possibilities are limitless.
• Design just-right challenges. Build lessons that stretch students from what they already know to a point where they can see progress. This is referred to as Vygotsky’s zone of proximal development (ZPD). The ZPD process is recursive.
• Stay focused on re-engagement. Set high expectations, monitor progress, and adjust  pedagogical practice when learning stalls

Want to see how this shift looks in a real school setting?  Click here.