A significant and growing sense of apathy is taking hold in England's secondary school classrooms, according to a major new government survey. The research reveals that more than one in four pupils describe themselves as unmotivated, with the issue worsening over recent years.
Key Findings: A Rising Tide of Apathy
The Department for Education (DfE) poll of 2,500 pupils found that 30 per cent now label themselves as not motivated. This marks a concerning rise from 25 per cent the previous year and a significant jump from a low of 20 per cent recorded in 2022. The data highlights a challenge for ministers who are concurrently grappling with national skills shortages.
The survey uncovered notable disparities across different pupil groups. 32 per cent of girls reported feeling unmotivated, compared to 28 per cent of boys. The gap linked to family income was even more pronounced, with 35 per cent of pupils from lower-income households lacking motivation versus 28 per cent of their more affluent peers.
Among pupils with special educational needs and disabilities (SEND), 32 per cent felt unmotivated, slightly higher than the 29 per cent of other pupils. The research also indicated that enthusiasm wanes with age; pupils aged 11 to 14 were more engaged than their older counterparts aged 14 to 16, who are in the crucial GCSE phase.
Belonging, Safety, and Teacher Relationships
The wide-ranging study also probed pupils' broader feelings about their school environment. While there have been some positive shifts, concerning figures remain. Only 57 per cent of pupils said there is often or always an adult at school who ‘really cares about me’, though this has improved from 50 per cent in 2024.
On a more optimistic note, the proportion stating they felt like they belong at school rose significantly to 69 per cent, up from 57 per cent last year. Furthermore, 78 per cent said they felt safe in school at least most of the time, an increase from 72 per cent.
The report follows a government commitment to expand data on pupil belonging, safety, and enjoyment. The findings resonate with the experience shared by Aaliyah, 24, a member of the youth advisory board for Mission 44, a foundation run by Sir Lewis Hamilton. ‘I didn’t feel like anyone there really cared about me... It was demoralising, and when you don’t feel supported... it makes you feel like school isn’t a place where you belong,’ she said, recalling her own school exclusion.
Government Response and Wider Context
The publication comes after Prime Minister Keir Starmer met with Sir Lewis Hamilton in June to discuss making education more inclusive. The survey also follows independent research from UCL earlier this year, which suggested secondary pupils in England have some of the lowest school engagement rates globally.
In response to the findings, Olivia Bailey, Minister for Early Years Education, stated: ‘These findings show we are making real progress in creating school environments where every child feels valued and supported – and through our plan for change we are determined to go further.’
She pointed to the rollout of mental health support teams in schools, a renewed national curriculum, and specific plans to drive up pupil engagement as key strategies to ‘break down barriers to opportunity for every child.’
