FOSTERING A SUPPORTIVE CLASSROOM CLIMATE TO RE ENGAGE DISENGAGED LEARNERS

Abstract

Learner disengagement has emerged as a critical concern in contemporary 
education, with implications for academic achievement, retention, and long-term 
educational outcomes. Increasing evidence suggests that disengagement is strongly 
shaped by classroom climate rather than being solely attributable to learner 
characteristics. This chapter critically examines classroom climate as a central 
mechanism for re-engaging disengaged learners. Most times the classroom culture 
determines the classroom climate. The current attitudes, moods, and feelings within 
the classroom influenced by the culture constitute the climate. Drawing on recent 
empirical research and established learning theories, the chapter analyses the 
relational, instructional, and organizational dimensions of classroom climate and 
their influence on student engagement. Emphasis is placed on translating research 
evidence into sustainable classroom practices that foster belonging, motivation, and 
cognitive investment. The chapter contributes to festschrift scholarship by 
synthesizing current research while offering contextually grounded strategies 
relevant to science and technology education and broader teaching contexts.