Teaching strategies for engaging socially disadvantaged students in the classroom

In the education of socially disadvantaged students, attention is often paid to the role of teachers who can either reduce educational inequalities or, conversely, contribute to the deepening of the achievement gap. A possible framework for understanding teacher contributions to the education of socially disadvantaged students is the concept of student engagement. This multiple case study was conducted in five schools with a high proportion of socially disadvantaged students. Repeated interviews were conducted with teachers, school management, parents, students, and counselors at selected schools. The study thus focuses on teachers’ strategies to support engagement among socially disadvantaged students during teaching with regard to the affective, behavioral, and cognitive dimensions of engagement. The results show that teachers implement strategies that foster engagement among socially disadvantaged students. Teaching is designed to be interesting for students and evoke positive emotions, support the development of trust-based relationships, and respond to the individual learning needs of students. This support is directed primarily at encouraging participation, whereas support for learning itself tends to be rather secondary—often due to low expectations and teaching goals oriented more toward the perceived practical life orientations of the students. • Teachers adjust their support to enhance engagement among disadvantaged students. • Engagement support focuses on relationships and engaging instruction. • Support limits include an emphasis on external motivation and less academic time. • Learning support uses differentiation, rotation, and visuals but lowers goals.