Throughout American High Schools in 2024, the average math and reading scores fell to the lowest levels in two decades, according to data from the National Assessment of Educational Progress (NAEP).
The report found that 65% of seniors performed below the NAEP’s “proficient” level in reading, and 78% below that level in math.
But test scores only reveal part of the story. Teachers, students, and parents alike have noticed a deeper issue: it’s becoming increasingly difficult for teens to stay focused and engaged in school.
The Teacher’s Perspective
At Hendrick Hudson High School, Mr. Rogulski, an English teacher with years of experience working closely with students, sees how motivation can shift based on who students spend their time with.
“I believe that the most important influences on a student are their friends,” he said. “If you have latched yourself onto people who do not value education, and don’t take school seriously, then there is a very good chance you will do that too.”
Research done by BioMed Central Psychology supports his views, which found that among high school students, the ones who feel more supported by friends and see motivation in their peer group perform better.
“For junior high school students to achieve academic success, the appropriate interventions should be implemented to improve peer relationships, learning motivation, and learning engagement.”
Other teachers see the issue from a different perspective. Mr. Witkowich, who teaches history at Hendrick Hudson, says educators should be trying to engage students.
“As a teacher, you have to look at what you could do better. How could I get this kid engaged in the class?” he said. “Most of the teachers here at Hendrick Hudson will try and engage you into why you should try and learn in a class.”
The Student Experience
From a student perspective, staying motivated is a daily challenge. Sage Kato, a student at Hendrick Hudson who balances playing on the Varsity football team and multiple Advanced Placement level classes, said thinking about the future keeps him driven.
“I think about the future. If I don’t do this now, I will set myself back in the long run.”
Like many students, Sage believes the COVID-19 pandemic changed the way teens approach schoolwork. “It took away two key years from kids in school. It was hard to get back on track for some people.”
Studies completed by the British Psychological Society back up Kato’s idea. A survey of high schoolers in the United Kingdom found that during online learning, “Pupils’ learning experiences (concentration, engagement, ability to learn, and self-worth from learning) were significantly lower for online learning compared to the classroom learning.”
Also, the sense of self worth dropped significantly compared to learning in a classroom.
Matthias Seenjan, another student at Hendrick Hudson, sees some of the reasons behind the drop in effort. When asked why some students don’t put much effort into school, he said, “Students will use [AI] to get an easy grade, and not actually learn from the experience.”
The Parent’s View
Parents often are the bridge between expectations and motivation. Zamina Inayet, mother of a Hendrick Hudson student, believes communication plays a big role in keeping kids motivated.
“If the child is failing, many parents don’t talk with the teachers, or communicate with the students about what is going on in their life,” she said. “That lack of communication can make it even harder for students to turn things around.”
Research strongly supports this statement. A large study from students at the University of Texas, which involved over 15,000 tenth graders found that both parental involvement with schools, and their expectations, are significantly associated with teens’ grades, and the students’ academic performance.
Another study, done by the Education Research International, found that when parents have frequent communication about their kid’s school plans and progress, the parents’ expectations, and a parenting style that supports autonomy while still giving guidance, correlates with academic achievement.
These are exactly the kinds of behaviors Zamina points out; where lack of communication or involvement can lead to lower effort.
Looking Ahead
The drop in effort among students isn’t just laziness, but a larger shift on how educational, social, and technological changes affect learning.
Teachers continue to adapt, students are trying to find motivation, and parents are learning how to better support their children. But the real challenge now isn’t just boosting grades, it’s building a sense of purpose behind learning, where students feel supported by friends, family, and teachers alike.
