What do students want

They have a need for connection at the school level such as smaller schools , and without it, may run the risk of dropping out. Social Butterflies 16 percent are much likelier than their peers to report feeling like they belong at school, that they matter to others, and that they are generally understood and respected.

They most enjoy the social aspects of school such as sports and hanging out with friends , and tend to be average performers academically. Teacher Responders 15 percent value close relationships with teachers and other adults in their school, and thrive when they feel that adults are invested in them academically and personally.

These students forge tight bonds with their teachers and benefit from strong relationships that help them cultivate a connection to the subject. They are likely to choose their current school even if they could go elsewhere. Deep Thinkers 15 percent listen carefully, like to figure things out on their own, think deeply when they take tests, and complete their assignments.

They do well in school, but not as well as one might expect from a group that is intrinsically motivated. Interestingly, how a student engages in school is not strongly associated with his or her gender, race, current school type, or socio-economic background; In other words, students of all backgrounds fall within each of these engagement types. First, the vast majority of American high school students say they are trying hard and want to do their best in school.

Somewhat counterintuitively, our results indicate that most high school students want to work hard in class and figure out things on their own if possible. Second, distinct groups of students are primarily engaged in school through different levers. For some, the relationship with the teacher is key; for others, it is the subject matter or the social aspects of schooling. For still others, the level of engagement varies based on the extent that their emotional needs can be met in the classroom—or the extent that they actively participate in class.

Tailoring schooling and instruction to such needs, preferences, and tendencies has the potential to pay dividends in greater engagement—and ultimately in achievement gains. Third, engagement and choice go hand in hand. Both engagement and choice take many forms. In this case, choice does not have to be among schools though more of that would surely help.

It can also be among teachers, among courses, among delivery options, among instructional strategies, among programs, and among schools-within-schools. The bottom line is this: To address the needs of students who are engaged in multiple ways, the supply side needs to offer choices at multiple levels that are genuinely different, not just multiple versions of essentially the same thing. Skinner et al.

Finn and D. Bridgeland et al. Case Studies. Rate Card. Thought Leadership. Media Center. What do students want and expect from the future of education? The future role of technology and faculty, the importance placed in international study options, growing societal concerns, and perceived strengths and weaknesses in higher education — EDHEC Business School reports on a survey of students in France, the UK, US, India and South Africa The pandemic has pressed Business Schools and universities to offer students online courses, generating questions about the role of the teacher, how knowledge is transmitted, and the importance of international study options.

Social concerns are rising among students The survey also shows a high level of interest among students in the social issues of tomorrow. Higher education and the challenges of a changing world Overall, students in all of the countries surveyed have a positive image of higher education.

The possibility of expatriation during studies: an asset for students Sadly, the Covid pandemic has dramatically affected the number of international student exchanges that can take place, although what is reassuring is that the chance to study abroad during a course is still highly regarded among students and considered to be a real asset. You may also like For Business SchoolS. For Sponsors. Students identified kindness, integrity and understanding as the most important things that would improve or change their student experience.

These things are fundamental. Was I wrong to have assumed that all academic staff would simply be kind and treat students with respect? Then the penny dropped. Maybe some academics have little appreciation of how their behaviour impacts on and influences students. When asking for understanding, students highlighted the importance of acknowledging difference — different experiences, backgrounds, personal commitments and prior learning.

When alluding to kindness, students talked about wanting academic staff to have empathy and compassion, to smile and encourage.

Some academics act with contempt and irritation for the very people they should want to inspire, educate and collaborate with. Perhaps we have lost our self awareness. Maybe we have forgotten the point of higher education. How did this happen? Perhaps we need to stop and take a moment to think about the damaging effect of this type of behaviour. If we all took a bit more responsibility for our own actions and the actions of others, we could make a difference.