The ENGAGE project (Project Number: 2024-1-IT02-KA220-SCH-000249540) has been co-funded by the European Union. Views and opinions expressed are however those of the author(s) only and do not necessarily reflect those of the European Union or the European Education and Culture Executive Agency (EACEA).
Student Profile
Queen Elizabeth is a highly capable student with strong academic performance, particularly in English, as she was born in an English-speaking country. Despite her linguistic talents and good grades, she is extremely shy and rarely speaks in class unless directly asked, and even then, her voice is barely audible. She has very few friends and does not initiate conversations, preferring to remain in the background. Her social withdrawal became more pronounced after a serious conflict with her best friend, which seemed to have a significant emotional impact on her. Since then, she has shown signs of distress, including avoiding school, particularly missing morning lessons, and further isolating herself from her peers. Teachers have noted that while she performs well academically, she lacks engagement and participation in class. Her parents, who maintain open communication with the school, acknowledge the issue but feel powerless in addressing it, as their daughter frequently refuses to attend school, saying she simply does not want to go. In response to these challenges, the family has sought professional support outside of school, and Queen Elizabeth is now attending therapy sessions in another city. However, her disengagement from school remains a concern, as she continues to struggle with motivation, confidence, and social interaction. The root of such behaviour might be in missing her previous life in an English-speaking country and her school friends.
Signs of Student Disengagement
Queen Elizabeth is a bright and academically capable student who excels in English, which she speaks fluently due to having been born in an English-speaking country. However, despite her strong academic record, she demonstrates significant signs of disengagement. She is extremely shy, never speaks voluntarily, and when asked a question, she answers in a barely audible voice.
In recent months, her disengagement has intensified following a conflict with her best friend, which has led to visible emotional distress. She has stopped attending morning lessons, and her class teacher has repeatedly contacted her parents to address this issue. The parents report that Queen Elizabeth wakes up and refuses to go to school, claiming she does not want to attend. Her prolonged absences, combined with her emotional withdrawal, have raised concerns about the risk of academic decline and further isolation.
While the school does not have official documentation confirming a medical diagnosis, her parents have acknowledged her emotional difficulties and have sought professional psychological support outside the school. Queen Elizabeth attends therapy sessions in another city.
The school has taken a proactive approach in monitoring her disengagement through attendance records, teacher observations, and communication with her parents. Early identification of her emotional struggles has allowed for ongoing discussions regarding interventions and potential accommodations.
Learning Style
Observations from teachers indicate that Queen Elizabeth is highly capable but avoids active participation in the classroom. She is a reflective learner who prefers working independently or in small, familiar groups. Despite her strong understanding of English and other subjects, she does not volunteer answers or contribute to discussions unless directly asked. Even then, she responds with hesitation and in a very low voice, almost as if she is afraid of speaking.
Team analyses among teaching staff have highlighted that while she is engaged in written tasks, her social and oral participation is significantly lacking. Teachers note that her performance remains strong when assessed through individual assignments and tests, but she struggles with interactive learning and peer collaboration.
Given her preference for structured, low-pressure environments, teachers have explored strategies such as assigning her structured speaking tasks with advance preparation time, using written reflections instead of verbal participation, and offering one-on-one support to ease anxiety.
Personal Challenges
Queen Elizabeth comes from a well-off family with a high socio-economic status. Her parents are actively involved in her education and maintain open communication with the school. They do not dismiss the school’s concerns but admit that they feel powerless in addressing their daughter’s refusal to attend classes.
The family provides a supportive home environment, and they have taken steps to seek external psychological assistance for Queen Elizabeth. However, the fact that her therapy sessions take place in another city means that there is little collaboration between her external therapist and the school’s support system.
Her personal challenges stem primarily from her social isolation and the emotional toll of losing a close friendship. She has very few friends in class, and after the fallout with her best friend, her social circle has become even smaller. She struggles to build new friendships and often isolates herself during breaks.
To support Queen Elizabeth’s re-engagement in school, the following interventions are recommended:
Gradual Reintegration Plan for Attendance
Classroom Accommodations
Social and Emotional Support
Parent-School Collaboration
Exploring ways to integrate insights from her external therapy into school support plans.
To systematically track Queen Elizabeth’s learning and behavior, the following tools have been used:
Student’s Perspective
Queen Elizabeth likely feels overwhelmed by social interactions and the pressure to participate verbally in class. The loss of her best friend has deeply affected her emotional well-being, making school an uncomfortable place. She may view school as a source of stress rather than a place of learning and connection. Her refusal to attend morning lessons suggests that she is struggling with motivation and possibly experiencing depressive symptoms. While she does not explicitly ask for help, her behavior indicates a need for emotional support and a more comfortable classroom environment.
Teachers’ Perspective
Teachers recognize Queen Elizabeth’s academic potential but are concerned about her lack of engagement. While she excels in written work, her reluctance to speak or participate in group activities limits her full academic development. They acknowledge her emotional struggles and have attempted to implement strategies to make her feel more comfortable, such as allowing alternative forms of participation. However, her persistent absence and emotional withdrawal make it difficult to address these issues effectively. Teachers worry that without further intervention, her disengagement may lead to a long-term decline in academic performance and social well-being.
School Leaders’ Perspective
School leaders view Queen Elizabeth’s case as an example of the challenges in supporting students with social and emotional difficulties. They recognize that despite her strong academic abilities, her disengagement poses a risk for long-term academic and personal struggles. The school has taken steps to address her needs through teacher training, student support services, and ongoing communication with her family. However, they see the need for stronger collaboration between the school and her external therapist to develop a unified support plan.
Counselors’ Perspective
From a counseling standpoint, Queen Elizabeth exhibits signs of social anxiety and depression, particularly following her falling out with her best friend. Her refusal to attend morning lessons is a red flag that requires careful intervention. School counselors would like to establish a more trusting relationship with her to encourage open discussions about her emotions. They also see a need for structured interventions, such as social skills development, peer mentoring programs, and possible in-school counseling sessions in addition to her external therapy.
Parents’ Perspective
Queen Elizabeth’s parents are engaged and responsive but feel helpless in addressing their daughter’s struggles. They acknowledge the problem and have taken steps to seek external psychological support, but they have not yet found an effective solution. They are concerned about her withdrawal and school absences but are unsure how to motivate her. While they appreciate the school’s efforts, they may need additional guidance on how to support their daughter emotionally at home.