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Research has long linked academic engagement to positive social, psychological, and physical developmental outcomes; however, qualitative studies in high-performing schools find that some students who work hard in school may be compromising their mental and physical health in the pursuit of top grades. Such research calls for closer and more contextualized examinations of the concept of engagement. This study examines academic engagement in a sample of 6,294 students (54 % female; 44 % White, 34 % Asian, and 22 % other racial or ethnic background) attending 15 high-achieving schools. Findings show that two-thirds of students at these schools are not regularly "fully engaged" in their academic schoolwork; that is, they do not regularly report high levels of affective, behavioral and cognitive engagement. Although most students report working hard, few enjoy their schoolwork and find it valuable. This lack of full engagement, particularly the absence of affective and cognitive engagement, is associated with more frequent school stress, higher rates of cheating, and greater internalizing, externalizing, and physical symptoms of stress. The study also finds that full engagement is strongly related to positive teacher-student relationships. Implications for practice and future research are discussed.

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Although considerable research has demonstrated the importance of supportive teacher-student relationships to students’ academic and nonacademic outcomes, few studies have explored these relationships in the context of high-performing high schools. Hierarchical linear modeling with a sample of 5,557 students from 14 different high-performing high schools reveals that students who believe more of their teachers care for them and students who have an adult confidant within the school fare significantly better in terms of academic anxiety, internalizing symptoms, and physical problems related to school stress than their less supported counterparts. Results also show that having support from more teachers may be a stronger protective factor for students in these schools than having a close relationship with a single adult in the school. Implications for practice and future research are discussed.

When students have a strong sense of belonging in their school community, they are more likely to thrive academically. In a study of 55,000 secondary school students across the United States, Challenge Success found further evidence of the bilateral relationship between students’ experiences of academic engagement and their sense of belonging, specifically when tied to school practices aimed at creating an authentic culture of inclusion and respect, an environment that fosters student agency, and assessment practices that are perceived as fair and equitable. Denise Pope and Sarah Miles share research-based strategies for educators seeking to create a climate of care that promotes both engagement and belonging.