“I don’t think they know what it’s like to be a kid in the modern era”—Student perceptions of teacher motivational behaviours within a middle years curriculum innovation

Abstract This study explores student perspectives on a middle years curriculum innovation designed to enhance wellbeing by promoting academic, social, and emotional balance. Implemented in a high-performing Queensland independent school, the school-designed program responded to declining motivation and performance among Year 9 students (aged 14–15 years) navigating structured academic and parental expectations. Guided by self-determination theory, the initiative integrated curriculum design with innovative pedagogies and experiences within and beyond the classroom to foster autonomy, competence, and relatedness. The evaluation employed semi-structured focus group interviews with 12 students in Years 8 and 9, which enabled interactive discussions to capture diverse viewpoints. Year 8 participants offered baseline insights, while Year 9 students reflected on their experiences with the program. While the research aimed to assess the academic well-being program, the study showed the considerable influence of teacher behaviours on students’ perceived motivation. Findings revealed that students felt supported in environments that promoted agency and choice (autonomy), offered challenge and guidance (competence), and when they felt accepted, understood and worthy of attention (relatedness). Conversely, autonomy was thwarted by perceived teachers’ unapproachability, competence was challenged by assessment and extra-curricular pressures, and relatedness was undermined by inconsistent rule enforcement, a lack of communication, and teachers who students perceived did not understand young people. These insights highlight the enablers and barriers to learning and wellbeing in high-performance contexts, offering implications for teacher practice.