Enhancing Engagement of Academically Able Students

Ashley Park School

Daily therapeutic check-ins to strengthen connection, readiness and participation

Ashley Park School explored whether brief, daily therapeutic check-ins could help academically able autistic students move from being present in lessons to participating more actively in their learning.

The four-week inquiry focused on two Year 9 students whose attendance was high, but whose engagement and progress were being affected by emotional readiness, low resilience and passive participation. Five to ten-minute check-ins during the morning transition provided predictable relational support and helped students identify what they needed before entering lessons.

Students attended 35 of the 38 available check-ins. Evidence from student voice, family views, classroom observations and engagement information indicated increased readiness to learn, persistence, communication and participation. Following the inquiry, the school extended the approach beyond the original students and added further choice and visual support.

Key insight: Attendance shows who is present. Engagement shows who is learning.

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