Quiet Quitting in Education: A Deep Dive into Engagement

by

Dr. Justin Williams

In recent years, the term "quiet quitting" has gained attention, especially in the education sector. As an educator, I’ve seen how technology—specifically laptops and cell phones—has influenced the engagement levels of both students and teachers. This trend prompts a crucial question: Have these devices led to a culture of disengagement in our classrooms?

Reflecting on my own experiences, I believe it is essential to explore the connection between technology use, engagement, and what it means to be a “quiet quitting” educator and student.

Understanding Quiet Quitting in Education

Quiet quitting refers to when individuals do the bare minimum required by their job. This raises concerns about productivity and morale. In education, we often observe teachers merely going through the motions. This can stem from burnout due to frustration caused by various issues like poor professional development, negative public perception of schools, excessive workloads, or policy shifts that limit autonomy. A 2022 Gallup poll found that 44% of K-12 teachers felt burned out "always" or "very often." Additionally, 40% of teachers indicated dissatisfaction with their students' academic achievements. I am part of that 40%.

While much research focuses on teachers and quiet quitting, I’ve noticed that a significant percentage of my students have also been quietly quitting. They often fail to engage with assigned readings, like stories, poems, or chapters from books. I regularly provide quiz questions in advance, yet I typically have only one or two students passing these quizzes out of classes of 15 to 30 students. When I ask why, the most common responses are "I’m being lazy" or "I just didn’t feel like it." This forces teachers to read aloud to students, which consumes valuable time that could be spent discussing great works and deepening understanding.

Building Independence in Learning

I realize I haven't been effectively teaching my students to be independent readers and learners. By frequently reading to them, I’m not fully preparing them for academic independence. It raises two important questions for educators: What do we want our students to know? How do we want them to learn what we want them to know? Learning is often not linear; it can be messy and multifaceted.

The Technology Takeover in Our Classrooms

When I began my teaching career in 1996, classrooms were equipped with chalkboards—black or green—books, and overhead projectors. This setup fostered a dynamic learning environment that depended heavily on face-to-face communication. Students were raised in a “paper-trained” world, guided by adults who also relied on printed materials.

Today, my classrooms overflow with laptops, tablets, and smartphones, often devoid of assigned books. Although some books still exist, I’m no longer required to use them. I still value books in my senior elective African American Literature class, but their absence from other classes is notable.

While technology grants students vast access to resources, it also introduces significant distractions. More than 70% of teachers report that cell phones cause major disruptions in the classroom. Over the years in my classroom settings across New York and the United Arab Emirates, I've seen a substantial number of students struggling to keep their phones away to focus on their work.

The Impact of Distractions

Too many students seem addicted to their cell phones. I often wonder how many teachers and administrators share this addiction. One international study published in 2024 reveals that educators are not immune to the draw of technology and the internet. How often are you sidetracked by your tech when you should be grading or responding to emails?

My professional experience indicates that off-periods with colleagues have shifted from engaging discussions without tech to sitting together, all distracted by our devices.

High school students readily admit to using their phones for non-academic purposes throughout the school day, leading to diminished learning experiences. While I have permitted my students to use their phones if their district-issued Chromebooks are malfunctioning, this is not an ideal solution. Monitoring their phones is impossible compared to tracking activities on district-issued devices through applications like GoGuardian.

The Shift in Learning Materials

Many students are no longer carrying book bags filled with textbooks, pens, or notebooks. Instead, lessons are structured around the assumption that students have their Chromebooks. All assignments are posted on Google Classroom, leaving little room for traditional learning materials.

This situation poses a significant challenge. How do we teach when students are either distracted by technology or uninterested in reading assigned material? This dilemma is exacerbated as students opt for social media, texting, or gaming instead of engaging with educational content.

Ultimately, if we can’t convince our students that what we offer is worthwhile, our classroom interactions may not improve. Quiet quitting, for both students and teachers, can become a pervasive issue. However, we must not surrender to this trend.

Strategies to Reignite Engagement

It's crucial to adopt strategies that foster engagement among both students and teachers. Here are some effective techniques I've implemented in my classroom:

1. Incorporate Technology Wisely

Utilize technology as a tool for enhancing learning rather than allowing it to be a distraction. Use educational apps or interactive platforms that actively engage students and encourage participation.

2. Emphasize Personal Connections

Establishing personal relationships with students can boost their engagement. Show genuine interest in their lives and learning preferences to create a more supportive classroom environment.

3. Provide Choice in Assignments

Offering choices in assignments allows students to take ownership of their learning. This can alleviate feelings of disengagement and quiet quitting, as they feel empowered to explore topics that interest them.

4. Create Interactive Lessons

Incorporate discussions, group work, and projects to promote teamwork and active learning. This approach can inspire students to engage more purposefully and reduce passive learning.

5. Encourage Reflection

Encourage students to reflect on their learning experiences regularly. This can help them identify their interests, strengths, and areas for improvement.

In conclusion, teaching can be both challenging and rewarding. I have spent 26 years in this profession, and I still love teaching. I aspire for all educators to reclaim their joy and passion in teaching.

Recovering Joyous Teaching

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