Student Apathy in Schools: It’s More Complicated than You Think

The first time I realized something had fundamentally shifted in the classroom wasn’t during a difficult lesson. It was during one of those low-stakes, can’t-fail activities I’d used for years in my high school classrooms. My juniors stared at me like I’d asked them to perform surgery. These weren’t hostile or disruptive kids…they just refused to engage with their schoolwork in my first showing of student apathy. When I finally got one student to talk after class, she told me the quiet part out loud: “What’s the point? It’s not like any of this matters.”

That was 2018, a full two years before COVID hit, and I’d been teaching since 2007. I’d seen disengagement before, but this student apathy was different. This was apathy as armor. Looking back, that moment was the first step in a long journey toward understanding what was actually happening with our struggling students…not just in my classroom, but across schools everywhere.

It’s no secret that student apathy feels like it is at an all-time high. Frustrated teachers are reporting student disengagement and a complete lack of motivation among elementary, middle school, and high school students. It seems that no educational grade level is immune to this growing problem of student apathy. In middle schools and high schools across the United States, the issue is particularly pronounced, with teachers observing that even new students, who traditionally bring fresh enthusiasm to the classroom, are showing signs of apathy early on. Private school teachers are reporting the same trend, proving this isn’t confined to any one setting.

This lack of motivation not only hampers individual students’ learning but also affects the class dynamic, making it harder for teachers to maintain an engaging and productive learning environment. The main problem isn’t just that students won’t do the work… It’s that many don’t see the point, and that’s a much harder issue to solve.

School officials and educators are increasingly concerned about the long-term effects of student apathy on academic success and the overall health of the public education system. Many attribute the increasing student apathy to a combination of factors, including the pervasive influence of social media influencers, who often promote values that may conflict with educational goals, and the overwhelming presence of electronic devices that distract students from school work. A candid look at what students are consuming online reveals a world that often undermines everything we’re trying to build during school days.

While all of these factors have a role in where we are, how we got here is more important to understand if we want to find ways to revitalize student engagement and intrinsic motivation. This is where professional development needs to shift…away from quick-fix strategies and toward understanding the deeper roots of what we’re seeing, including the student apathy that’s been building over the years.

What is Student Apathy?

Understanding the concept of student apathy is crucial for educators aiming to engage their students effectively. By recognizing the signs of student apathy, teachers can better tailor their approaches to meet students’ needs and foster a more dynamic learning environment.

Student apathy refers to a lack of interest, motivation, and engagement among students toward their schoolwork and learning environment. This phenomenon is increasingly observed across various educational stages, from elementary schools to colleges. Apathetic students often show little choice but to comply minimally with academic requirements, missing out on a richer learning experience that could foster their academic success and personal growth. Some refuse to participate at all.

Student apathy particularly impacts older students, especially high school seniors who are already known for ‘senioritis’. This disengagement can feel especially pronounced as they near the transition to college students or the real world, questioning whether their own education has prepared them for either path.

Many educators believe that addressing student apathy requires a multifaceted approach, including creating a more engaging curriculum that speaks to students’ interests and real-world applications.

For older students, particularly high school seniors who are already known for “senioritis”, this disengagement can feel especially pronounced as they near the transition to college students or the real world, questioning whether their own education has prepared them for either path.

The general consensus is that the past few years of life have been full of plague (literally), political unrest, and a polarization of society…and guess what? Our children are watching.

Here’s the kicker: I’ve heard so many times that people claim we’ve gone through tough times as a society throughout our history, and that this hasn’t been an issue before. I wanted to dig deeper into this, and I found something fascinating.

In 1960, fresh off two World Wars, exiting the Korean War and entering the Vietnam War, and trudging through the Cold War with the Civil Rights Movement brewing, we can argue that THAT time in modern American history might have been one of the toughest.

So, why weren’t there these massive shifts in student behavior then?

In 1960, the school dropout rate was 27.2%.

In 2021 (the most recent data at the time of my writing this, released in 2023), the school dropout rate was 5.2%.

I think that’s very telling. The students who (most likely) would have had behavior issues in 1960 left school. In 2021, most of them stayed.

Our kids are still coming to school, even though it seems like they don’t want to be there. We need to do some more digging on this concept: if they don’t have to be there, why are they staying? What does that mean?

Why are Kids More Apathetic?

Let’s backtrack to why this is even happening. 

Jeff Marshall, a researcher who has extensively studied student motivation, notes that engagement isn’t just about effort …it’s about whether students see value in what they’re asked to do. When they don’t, no amount of enthusiasm from the front of the room will bridge that gap.

The rise in student apathy can be attributed to several factors. The impact of COVID-19 on public perception of the entire field of education is significant, and I will touch on that in a moment. However, the shift to virtual learning itself during the 2020-21 school year diluted the personal connection and immediacy typically found in the classroom. Additionally, the transition increased students’ stress levels and highlighted their need for resilience as they returned to in-person classes. That virtual setting created habits we’re still untangling, and many students need extra time and support to rebuild the skills they lost (or, worse, feel are no longer necessary).

The use of electronic devices and social media, which provide instant gratification and are often more appealing than traditional learning activities, is right up there as well. You often hear teachers complain that our students are addicted to the dopamine hits they have been getting since they were old enough to hold a phone or iPad. It’s hard to compete with the 3-second dopamine hits they are used to getting from screens.

Additionally, the pressure of standardized testing and the structured nature of public education can lead to a lack of student engagement as our schools push “teaching to the test.” When test scores become the primary measure of success, student growth in areas that can’t be bubbled in gets ignored, and kids know it. The pressure of a single standardized test can overshadow weeks of meaningful learning.

While all of these certainly contribute to a lack of student motivation and are a major problem, I would argue that they are not the root cause, which goes much deeper and is also much further back. Prior years of disengagement have compounded, layer by layer, and we’re seeing the cumulative effect now.

It’s the Parents, but Not How You Think…

Statistically, when this article was originally researched and written in 2024, our children (both Generation Z and Generation Alpha) were mostly raised by Gen X. Millennials and the occasional older Gen Z are now the norm among our K-12 students (you can see my research on Millennials as parents here). I’m personally considered an “Elder Millennial”… a Xennial, if you will (#1984)… and am one of the youngest parents in the room with my own kids (born in 2011 and 2013)… and always have been.

Here’s the thing about parenting: we want better for our kids. As younger generations become parents, they are becoming more focused on breaking generational cycles and giving our kids what we didn’t have or what we needed and were denied.

Let’s take a look at what that means for Gen X: the latchkey generation. They were highly unsupervised, and while they had a lot of freedom, they didn’t want their children to feel how they did on a number of levels. Shannon Carpenter summarizes this well:

“As a kid in the mid-1980s, my friends and I played at a place we called Water Moccasin Pond. It was full of poisonous snakes and drowning hazards, and completely unsupervised by adults…remember, the parents that raised Gen Xers needed a public service announcement to remind them to check on their kids at 10 pm.  (However), I used to hover around my children when they were younger, always on high alert for possible dangers. This is the Gen X dichotomy: We romanticize the freedoms of our pasts, and then do everything in our power to keep our kids from experiencing anything remotely like it” (2022).

Enter the age of Helicopter Parents (there are actually 7 different kinds of parents… yes, all animal-related… that span the entire spectrum). There are many reasons for this, but Carpenter explains, “Gen X doesn’t have one style of parenting, because we were raised to distrust authority or anyone claiming to have all the answers” (2022).

It all comes down to this: people parent based on their own traumas; they either continue the cycle or try their best to break it. 

Most teachers know the helicopter parents: they seem to “hover” over their children, trying to help them avoid any type of adversity in their lives.

While this sounds noble, there’s an issue with Helicopter Parenting: data increasingly shows that it is terribly unhelpful to children in the long run. 

“Helicopter parenting has been linked to a decrease in well-being, self-regulation, self-efficacy, and poorer academic outcomes…The restriction of exposure to challenges by intervening before a child has struggled or failed undermines the child’s effort to establish healthy regulatory strategies” (Vigdal et al., 2022). While this type of parenting might seem helpful when children are little, and our job as parents is (literally) to keep them alive, they never learn how to deal with adversity as they get older.

I tell my own children all the time: things happen that seem like a big deal but aren’t, so you have practice dealing with problems when the big things do happen.

The APA, back in 2018, did a study on the effects of this type of parenting. Their “research showed that children with helicopter parents may be less able to deal with the challenging demands of growing up, especially with navigating the complex school environment,” said Nicole B. Perry, PhD, from the University of Minnesota, and lead author of the study. “Children who cannot regulate their emotions and behavior effectively are more likely to act out in the classroom, to have a harder time making friends, and to struggle in school.”

Couple that with the world shutting down, their only means of socializing being on a screen during some of their most formative years, and a society that can’t have a civil conversation with someone who has a different belief than they do, and we have a recipe that cooked up one of the biggest long-term societal disasters we have seen in modern history.

COVID Merely Exacerbated an Existing Problem

No teacher who has been in the classroom for a decade or more will dispute that our students have been changing for quite some time. Alisa Bowman’s article “Children’s Socialization and Returning to Social Norms Post COVID” highlights the nuance of this. She writes, “People are anchoring on the idea that the pandemic caused all of this, but we were seeing these increases long before the pandemic hit. I will 100% agree that the pandemic exacerbated the problem, but these issues were present and on a steady upswing 10 to 15 years before the pandemic.”

I can fully agree with that. I began in the classroom in 2007 and saw the change happen seemingly before my eyes. If you remember back to March 2020, so many of us were excited because it seemed that the problems in education that had been swept under the rug for so long were now coming to light. We were heroes for those few months, and the silver lining was that it was finally going to get better.

Until it didn’t.

With the polarization of society came the vilification of teachers, and seemingly every other issue under the sun. Baylor College of Medicine (2023) studied the cultural effects of COVID and technology and recognized, “from confrontations on airplanes to political arguments, many have noticed an increasingly hostile social environment in the past few years. During the pandemic, people were able to focus more on their own ideas without hearing from outside perspectives…some people may experience more difficulty when dealing with others who have different opinions than their own.”

It was kind of like everyone was on edge and needed to take it out on someone, or something, and the place to do that was online. Last week, a colleague showed me a thread on a New York forum where teachers described the exact same hostility bleeding into their classrooms, and the responses numbered in the thousands.

And our kids were watching…they still are.

The Pandemic’s Effect on Technology

There has never been a time when advancements in technology weren’t both a blessing and a curse.

While we were confined to our homes, we were still able to connect with one another. In the years of life when kids were most apt to learn how to connect socially, they were doing it on a screen, with no other option. “The pandemic didn’t necessarily change whether kids socialized. It changed how they socialized. During the pandemic, children spent twice as much time online as before. (However) Well before 2020, children became more comfortable talking with their thumbs than with their mouths… As far back as 2011, scientists and pediatricians were sounding alarm bells about children and social media. The pandemic merely caused an existing trend to mushroom.” (BCM 2023)

In some ways, this was a blessing and in others, a curse. My own son will get a big group FaceTime with his buddies so they can all play video games without having to coordinate whose house they’re going to or whether anyone’s parents can drive. On the flip side, reliance on screens is now hampering face-to-face interactions. “The pandemic has made us more reliant on technology and virtual communication, which has made us more efficient in some ways…but the negative with virtual communication is that sometimes we’re not getting the same level of gratification that we would get from in-person interactions. It can limit opportunities to feel connected.” (BCM 2023)

In a society where we’re more connected than ever, we are also seemingly more disconnected than ever before. 

Campus life at colleges is feeling the same strain… students are arriving less prepared for the social demands of higher education than at any point in recent memory.

Remember, kids were growing up when this was the norm…and as much as we want to say, “but COVID was already so long ago”, remember the students’ age and figure out the percentage of their lives that were affected by that time (and, arguably, the social issues are still very much alive and [un]well).

During that norm, “Zoom classrooms and social media transformed our way of living and made students not need to interact with people. The first behavioral issue is that students have relied more on online interactions; however, COVID-19 led to more problematic internet use (PIU) and further increased loneliness. Costa et al. [38] stated that PIU leads to greater use of social media and online communication, which is related to a sense of loneliness because humans tend to recognize satisfying social interactions when experiencing rich sensory information and bodily feedback during face-to-face interactions.

In addition, many students have found the transition from virtual learning to in-person learning challenging, particularly those from minority groups who are experiencing microaggressions and discrimination. In remote learning, minority students may have felt secure and safe in their own homes, shielded from the daily slights and negative experiences they encounter at school.

These individuals, however, are once again exposed to an environment where microaggressions are likely to take place, and the emotional toll can be significant…The experience of microaggressions may result in increased stress, anxiety, and a reduced sense of belonging, which can negatively impact academic performance.” (Ni et al. 2023). Mental illness among young people has risen sharply, and schools have become de facto mental health providers, a role we were never funded or staffed to fill.

It is no secret that many of our students are missing soft skills and SEL elements that we were trying to teach prior to the pandemic (let alone the attack on SEL that occurred as well). All of these compounds, over time, cause things to suffer: mental health, intrinsic motivation, and lack of engagement within the educational system. It’s the perfect storm for the student apathy we’re battling.

So, How Do We Move Forward?

That’s the million-dollar question, isn’t it?

The best thing we can do right now is start with an honest action plan…not a district-mandated initiative, but a real, classroom-level strategy for rebuilding what’s been lost.

Ultimately, we have an entire generation that is being raised to try to counter their parents’ traumas, who also lived through their own share of traumatic events, and who are trying to learn how to become adults in a world that is completely polarized. “Post-COVID, students are still reeling from the loss of learning, socialization, and other increased stressors related to the pandemic. For many students, SEL wasn’t offered during remote learning. This made it difficult for students to progress as they should have with their development of self-control, self-awareness, behavior, and other interpersonal skills that are essential to the social-emotional learning curriculum.” (Cox 2022).

Before even considering moving ahead with this, there’s still another aspect we need to understand.

Think of all the compounded events that have happened in just the first half of this century: these kids have parents coming of age in the shadows of Columbine (1999) and 9/11.

Depending on their age, the students have lived through The Great Recession, the Deepwater Horizon oil spill, Guantanamo Bay, the Boston Marathon Bombing, multiple school shootings, political polarization not seen since the Antebellum era, a global pandemic, social movements pulling laws every which way, weather disasters, a climate disaster, economic distress…should I keep going?

The kids are watching.

Why do my own kids have a phone and a smartwatch, respectively? Because I want them to be able to get in touch with me in case of a lockdown emergency at school. From conversations I’ve had on the parent side, that’s 1000% why these kids have these devices early: we’ve lived through too many of these things to have rose-colored glasses thinking it couldn’t happen to us.

The kids are watching.

There are constant news alerts with different biased views of the exact same events. People are quick to tell someone they’re wrong because they don’t believe the same as them on any number of events, rather than having a rational discussion to hear the opposing viewpoint.

The kids are watching.

Is it any wonder they’re apathetic in the classroom? Many students think that school doesn’t really teach them anything new or useful, especially since they can learn much more quickly and on their own by using the Internet. They find school boring and feel it stops them from doing things they actually like, such as extracurricular activities that give them a sense of purpose and belonging. Being forced to sit with people they don’t get along with and learn stuff they don’t care about feels like a waste of time to them.

They view the whole school system as slow and outdated, wondering why they need a teacher when they can just find answers online. They’re still interested in learning, but they prefer to get their information from short online videos, such as those on YouTube.

This does NOT mean school is irrelevant, but it certainly does mean it needs to adapt.

What we see is a pervasive sense of hopelessness among young people. This isn’t solely due to the pandemic itself but rather the inadequate responses to it. It’s not just the challenge of finding a job; it’s the bleak prospects for building a future with those jobs. Student debt has become a weight that shapes every decision, and our students are watching older siblings and former students of ours graduate into a world that demands a degree and then punishes them for getting one.

I came across this comment in an online forum. I think it is the epitome of this:

“When I was in college, I was pretty carefree other than my studies. I also knew that if I worked hard, I’d get a job. My kids are in high school now, and while they aren’t apathetic, their lives are heavier than mine was. Their uncle worked his ass off in college and grad school, and he’s currently being strung along as an instructor on a year-to-year contract (which is better than a lot of academics).

Their aunt is a successful attorney, but will be paying off student loans until she dies. They will probably never own a house. They’ve watched adults bungle a pandemic. They’ve watched adults destroy the environment.

They’re aware that their lives may be marred by more problems associated with climate change, imperialism, late-stage capitalism. They’re more socially disconnected because of the pandemic. They missed out on critical developmental experiences and are catching up. They’re watching civil rights be rolled back. They’re seeing what’s happening with abortion and LGBTQ protections.

They’re seeing what’s happening with higher education freedoms in places like Florida. It’s actually shocking to me that they’re not more disengaged from school.” (I have a link to this entire thread in my sources at the end.

Simple engagement strategies aren’t sufficient to address these issues. Many are feeling disengaged and depressed because the world itself can seem overwhelmingly negative, and there appears to be little personal or external reward for staying engaged. As a result, they seek fleeting moments of happiness where they can and merely coast through everything else.

Simply put, we are seeing apathy as a form of self-protection. We cannot teach these students like we’ve taught those who came before them. 

Read this scenario and tell me if it sounds familiar: “Students complete a short assignment on geological time scales, and the teacher begins to work through the questions on their sheets. “OK,” (the teacher) announces cheerfully. “What landforms occur at different locations on Earth?” No one volunteers a response. When the teacher calls on a student, she murmurs something that’s too quiet to hear, then shrugs and smooshes up her cheeks with her hands.

He tries another student, then suggests that kids discuss their answers with classmates in their table groups. Despite the low-stress, open-ended format, the discussions flounder. “I know we just switched groups,” he pleads, “but you still know the people at your table. Don’t be afraid to talk.” (Williams 2023)

And this isn’t just academic. It’s physical, too. Here’s another scenario from a P.E. teacher:  “It’s, like, totally flipped from before,” says Coach Gregg Pentony. “Used to be that most of the sixth graders would come in able to run the mile, and you’d usually be able to tell ahead of time which ones were going to struggle. Now? Now it’s the opposite: Most kids can’t make it, even the ones who look like they should be able to.” (Williams, 2023).

Sixth-grade teacher Kimberly Chang hits the nail on the head. She says, “I think they’re still resocializing. The way people interact in an online space is how students now interact in real-life space—no filter. And that was already hard for middle schoolers before the pandemic: that act of stopping, taking a moment to form your words and think through the consequences of each choice.” (Williams, 2023)

Sadly, the adults in the room are doing the same thing. How in the world can we expect our students to be different than the people who are supposed to be their role models?

So, as much as we want to pin this problem down to a single real-world issue, it’s much more complex than that. It may seem like our students are apathetic, but if anything, they’re just being realistic. 

We need to find creative ways to give them hope. We have to realize that with everything they have experienced in their short lives, “many are starting to question the value of the many subjects that comprise the core curriculum…they are incessantly exposed to multimedia elements such as images, videos, and audio, and they engage in interactive games and apps.

As a consequence, they expect faculty to use technology so as to make the learning process more engaging and effective. In a recent study, more than half of the respondents said they learn best by doing, and a further 38 percent said they learn by seeing (e.g., videos)….(they) expect content to be relevant and practical.” (Darrock 2023). Student choice is no longer a nice-to-have…it’s the mechanism through which engagement happens or doesn’t. A checkpoints sheet that lets students track their own progress goes a long way toward rebuilding the agency they’ve lost. Notice statements, those small, specific observations about what a student is doing well, can shift a dynamic faster than any rubric.

Can we honestly say that we embrace that model? The model in which students are coming right out and saying, “Yes, this will help us learn”?

Real-world contexts matter. An English teacher who connects persuasive writing to something students actually want to persuade someone about will see more genuine effort than one who assigns another five-paragraph essay on a topic nobody cares about. There’s no such thing as lowering standards… It’s about making the standards matter.

As much as we may want to say that our students should know “how to student”, that simply doesn’t exist like it used to. “The answer to declining student engagement is not to blame COVID and the impact it had on our students as learners, but instead to recognize that today’s students engage differently, and did so before the pandemic. They expect to be recognized for their knowledge and their ability to self-direct as they learn and grow.

As faculty members, we need to hold students accountable, allow them to self-direct, encourage them to innovate, meet them where they are digitally, and provide relevant examples to help what we are teaching come to life. Ultimately, we have to trust the ability and capacity of the next generation of leaders.” (Darroch 2023) That includes giving full credit to the skills they already have, even when those skills don’t look like what we’re used to.

Some of my former students who struggled most in my class are now thriving in careers that demand exactly the kind of creative problem-solving and resilience we didn’t know how to measure. There’s a little bit of irony in that, and a whole lot of lessons.

My Honest Take

The students who seem the most apathetic are often the ones paying the closest attention. They’ve done the math on whether school matters, and they’re waiting for us to prove it does. That means flashy engagement strategies won’t cut it. What actually moves the needle is giving students real agency…choice in how they learn, work that connects to something beyond a grade, and an adult who doesn’t flinch when they push back. I’ve seen more breakthroughs from asking a checked-out student what they’d actually want to learn than by redesigning an entire unit. Start there. Ask them.

To adequately address student apathy, schools need to adopt strategies that encourage student participation and interaction, such as project-based learning and collaborative activities.

The caveat? This takes extra time that most curriculum maps don’t account for, and it won’t work for every kid in the first month. Some won’t trust it’s real until you’ve been consistent for half a year. That’s not a reason to skip it…it’s a reason to start sooner. Extra help after school or during lunch, offered consistently and without strings attached, sends a message that grades aren’t the only currency in your classroom.

Ultimately, tackling student apathy requires a commitment to understanding the unique challenges students face today and providing the necessary support to cultivate a culture of engagement.

Sources:

• American Psychological Association. (2018, June 18). Helicopter parenting may negatively affect children’s emotional well-being, behavior [Press release].  https://www.apa.org/news/press/releases/2018/06/helicopter-parenting
• Bowman, Alisa. “Children’s Socialization and Returning to Social Norms Post COVID.” Mayo Clinic Press, 29 June 2023, mcpress.mayoclinic.org/parenting/childrens-socialization-and-social-skills-post-covid/.
• Carpenter, Shannon. “I Was a Latchkey Kid, So Why Am I a Helicopter Parent?” AARP Arrow, 21 Dec. 2022, www.aarparrow.com/family-fatherhood/i-was-a-latchkey-kid-so-why-am-i-a-helicopter-parent.
• Cox, Janelle. “Why is Social-Emotional Learning Important Post-COVID?” Graduate Programs for Educators, 27 July 2022, www.graduateprogram.org/2022/07/importance-of-social-emotional-learning-post-covid/.
• Darroch, Jenny. “Students Are Less Engaged; Stop Blaming COVID.” Inside Higher Ed, 30 May 2023, www.insidehighered.com/opinion/views/2023/05/30/students-are-less-engaged-stop-blaming-covid-opinion.
• “Knock the Rust Off Your Social Skills After Pandemic Setbacks.” BCM, Baylor College of Medicine, [Nov 13, 2023], https://www.bcm.edu/news/knock-the-rust-off-your-social-skills-after-pandemic-setbacks.
• Ni, Yang, and Fanli Jia. “Promoting Positive Social Interactions: Recommendation for a Post-Pandemic School-Based Intervention for Social Anxiety.” Children (Basel, Switzerland) vol. 10,3 491. 2 Mar. 2023, doi:10.3390/children10030491
• Prothero, Arianna. “Student Behavior Isn’t Getting Any Better, Survey Shows.” Education Week, 20 Apr. 2023, www.edweek.org/leadership/student-behavior-isnt-getting-any-better-survey-shows/2023/04.
• The epidemic of student apathy – has anyone asked them why?:  https://www.reddit.com/r/Professors/comments/11lw7i0/the_epidemic_of_student_apathy_has_anyone_asked/
• Vigdal, Julia Schønning, and Kolbjørn Kallesten Brønnick. “A Systematic Review of “Helicopter Parenting” and Its Relationship With Anxiety and Depression.” Frontiers in psychology vol. 13 872981. 25 May. 2022, doi:10.3389/fpsyg.2022.872981
• Williams, Conor P. “Covid Changed Student Behavior—How Are Schools Responding?” Edutopia, George Lucas Educational Foundation, 28 July 2023, www.edutopia.org/article/covid-changed-student-behavior-how-are-schools-responding/.

This article was originally published on April 12, 2024.

About the Author: Jenn Breisacher

Jenn began teaching high school history in 2007. After moving from a teacher-dominated classroom to a truly student-centered one, she found herself helping colleagues who wanted to follow her lead. In 2018, she decided to expand beyond her school walls and help others who were also trying to figure out this fantastic method of instruction to ignite intrinsic motivation in their students. She launched Student Centered World at the urging of her colleagues.Fast forward to today, she has a unique perspective not many educators share. Since the start of the pandemic, she has worked with teachers from diverse backgrounds to identify what works in the classroom and what needs to be left behind. She’s shared strategies from rural Nebraska that have also succeeded in the Bronx. Together, they’ve experimented, refined, and evolved as a community.The student apathy crisis is real. If you’re still teaching like it’s pre-2020, you’ll find yourself frustrated...fast. Jenn is here to help you work your way through it.