A major new study has highlighted a significant drop in pupil engagement as students move from primary to secondary school, with Year 7 identified as a key turning point.
The research, conducted by the Commission on Engagement and Lead Indicators and led by ImpactEd Group, is the largest study of its kind in England. It draws on insights from over 100,000 pupils across the country and paints a concerning picture of declining engagement during the early secondary years, especially for girls and disadvantaged pupils.
A Steep Drop in Enjoyment
Using data from The Engagement Platform (TEP), the study found that average pupil enjoyment scores fell from around 6 out of 10 in Year 6 to just 3.8 in Year 7. The decline continues into Year 8, dropping further to 3.2.
This decline in engagement is more than just a dip in enjoyment. Researchers found that students with lower engagement scores were significantly more likely to become persistently absent. Pupils in the top 25% for engagement were 10 percentage points less likely to be persistently absent than those in the bottom 25%.
Vulnerable Groups Hit Hardest
The transition appears to be particularly difficult for girls and pupils from disadvantaged backgrounds. Girls’ reported feelings of safety fell from 7.21 in Year 7 to 5.89 by Year 9, while boys’ scores also dropped, though not as steeply.
Pupils eligible for free school meals consistently reported lower levels of trust, belonging, and enjoyment, with the gap widening as they progressed through secondary school. This group was also less likely to report positive relationships with peers and a sense of respect in the school environment.
Why the Drop Matters
These findings are a call to action for educators, school leaders, and policymakers. Engagement is not a vague or abstract idea—it has real-world consequences. The study found strong links between engagement and attendance, well-being, and student outcomes.
What’s more, the report compared England’s figures with international data and found that the decline in engagement is more severe in England than in most other countries. This suggests the problem is not just a result of adolescence but may be linked to structural or cultural issues within the English education system.
Early Warning Signs
Separate research by Axiom Maths adds further context. Their study found that the proportion of Year 7 pupils describing school as “fun” fell by 15 percentage points between the first and second terms of the academic year. Over the same period, reported levels of stress increased from 42% to 50%.
These shifts, researchers say, are emotional warning signs. If not addressed early, they can lead to longer-term issues with engagement, attendance, and achievement.
The Path Forward
Sector leaders are calling for better use of data to track engagement trends and identify at-risk pupils early. Interventions don’t have to be complex—they can start with building trust, promoting positive relationships, and ensuring pupils feel safe and supported.
The findings also show a link between pupil and staff engagement, underlining the importance of fostering a positive and supportive school culture for both students and educators.
While most pupils in the study reported a strong academic drive and desire to succeed, many face barriers to staying motivated and connected. By understanding when and why pupils begin to disengage, schools can take targeted action to keep students on track—and help them thrive throughout their secondary education.