A new report by the National Center for Education Statistics and the Department of Education, known as the Nation's Report Card, revealed surprising discoveries:
Academic scores are at a historic low, but more homework and more pressure are not the answer. It’s learner readiness.
Learner readiness is the ability and willingness to engage. It encompasses a student’s determination to connect with the instructor, take an interest in the discussion, and focus on and remember the concepts.
Positive Action, a comprehensive whole-child program, addresses these teaching and learning challenges by nurturing readiness across every dimension of student growth: physical, intellectual, social, and emotional. It provides a foundation for students to:
These abilities make way for true readiness, in which students feel steady, motivated, and empowered.
In this third installment of our Learner Readiness Series, we examine the relationship between academic growth and students' ability to engage in learning.
Achievement rests on more than skills; it rests on readiness. Readiness grows both from within a student — through motivation, self-concept, and persistence — and from the environment around them. When students feel safe and supported, they are more likely to engage fully in their learning.
Student readiness and engagement are the strongest predictors of learning performance and long-term success.
U.S. research highlights three key factors that shape student engagement:
The takeaway is clear: academic progress doesn’t begin with homework routines alone; it begins with building readiness in environments where students feel supported and motivated to participate.
Positive Action strengthens this readiness by helping students connect their thoughts, actions, and feelings in positive ways. Self-worth and intrinsic motivation developed through this connection become the fuel for focus, stamina, and perseverance in the classroom.
When we share these numbers with educators, the first question is almost always the same: How does a program that focuses on how students feel about themselves actually move the needle on academics?
It is a fair question. The answer is that readiness fuels persistence, motivation, and focus, the very things academics depend on. This highlights a truth that is often underestimated: student readiness is not separate from academics; it is the foundation for them.
Building readiness becomes easier when common myths about academic progress are set aside. Teachers know the struggle: they try various strategies, yet some students still don’t move forward. That’s because many well-intentioned approaches rest on misconceptions about what actually drives learning, or they overlook the hidden barrier of mindset, the students who can but won’t.
While test scores provide useful data points, research from RAND cautions that relying solely on them can obscure deeper, more enduring learning. A student may perform well on a test today but struggle to retain or apply those skills for tomorrow’s progress.
Adding harder work may seem like the solution, but when students aren’t prepared, increased rigor often creates more anxiety and resistance. Sequence matters: build readiness first, then raise the bar.
Excessive pressure can produce the opposite effect of what educators intend. Studies have linked academic stress to burnout and reduced motivation in students and to negative mental health outcomes that undermine persistence and achievement The Lancet Child & Adolescent Health, 2023.
“I have not failed. I've just found 10,000 ways that won't work.”
-Thomas Edison, on his journey to invent the lightbulb.
Many learners struggle with what psychologists refer to as “learned helplessness.” This mindset drains persistence and undermines achievement. Studies like “This Is Not My Forte” show that readiness depends not only on mindset but also on the conditions in which students learn, including the support they receive and the cultural messages they internalize. These are the students who can but won’t: they have the ability, but their mindset blocks them from trying.
Even when students believe they can succeed, constant distractions, especially those from smartphones, can erode stamina and derail engagement. A study of high school students found that limiting phone distractions in the classroom was associated with improved attention and performance. Reducing interruptions protects the readiness that allows students to persist long enough to grow.
Growth comes not just from knowing, but from doing.
The truth is clear: academic growth doesn’t come from quick fixes, false assumptions, or waiting until students “know enough.” It comes from trying. And in doing comes the knowing. Readiness is what gets students to do.
As a whole-child development program, Positive Action prepares students by nurturing growth at every level of the self. The program's six-unit design instills life skills in the physical, intellectual, social, and emotional domains, ensuring positive actions are absorbed into daily routines and reinforced through practice.
Educators play a vital role in shaping students’ readiness by building connections and creating understanding in the classroom. Before applying specific strategies, it helps to first consider the foundations of learner readiness that Positive Action provides.
Students can’t be ready if they don't know what they are preparing for. They can't engage if they haven’t recognized their interests, and they can't find meaning if they don't have a clear understanding of themselves.
These are truths that convey a clear message: at the heart of readiness is how students see themselves.
Positive Action develops learning readiness from the inside out, helping students build a positive self-concept, which is:
Positive Action emphasizes the simple idea that when students feel good about themselves, more positive thoughts, actions, and feelings about themselves follow.
“When I do good, I feel good.” -Abraham Lincoln.
So, how can educators help students feel good about themselves? Guide them to understand their sense of self and what helps shape it…their family, experiences, and behavior.
Self-concept and whole-child readiness don't stand alone; they develop when students care for their bodies, minds, and habits.
Learner readiness is more than a mindset or a motivation; it also depends on physical well-being. Students who struggle with personal issues often find it challenging to get enough sleep, eat a healthy diet, or stay physically active. They lose the energy to care and engage, so pushing them past their health limits will not be physically, emotionally, or academically productive.
Like Positive Action, educators can treat wellness as a readiness pillar and promote healthy actions for the body and mind. The program encourages simple, daily practices that students can easily follow and integrate into their lives:
Healthy actions don’t need to be intimidating or strict; they need to be doable and enjoyable. Teaching students simple routines that recharge them and clear mental clutter helps fuel engagement, and engagement fuels growth. When students feel healthy and in control, they show up ready to learn.
Once students begin to see their potential and view themselves positively, each positive step that follows becomes easier. They start taking responsibility for their choices, staying motivated in their efforts, and acting with greater thoughtfulness. But readiness doesn’t stop at feeling good; it requires building habits that sustain engagement over time.
Positive Action is a whole-child development program that prepares students for lifelong learning and long-term academic success. The program empowers greatness from within by addressing every dimension of a student’s self: physical, intellectual, social, and emotional.
Improving academic growth is never a one-size-fits-all effort. Just as students bring different abilities and backgrounds to the classroom, they also bring different levels of readiness to learn. Meeting them where they are is key.
Positive Action integrates seamlessly with MTSS, enabling schools to support learners across all tiers. Whether students are advanced, struggling, or have special needs, the program provides a universal foundation that adapts to individual readiness levels. It can serve as Tier 1 universal support for all students, while also complementing Tier 2 and Tier 3 interventions for those who need more targeted help.
Teachers often face moments where they simply don’t know what else to try. That is where Positive Action can fill in the readiness gap. By focusing on connection-building, intrinsic motivation, and helping students feel good about themselves, educators can move students from “not ready at all” to “just a little more ready.”
Progress may be slow and subtle, but it is meaningful. Even small steps — the quiet student raising their hand for the first time, the reluctant learner turning in an assignment — represent important gains. Just as schools track annual progress in academics, we can also think of readiness in terms of growth and development. A student may not get an “A” in readiness, but moving from failing to passing is still success.
Readiness cannot rest solely on the shoulders of teachers. Schools, administrators, families, guardians, and caregivers must all work together to nurture students’ growth. It takes a village to help a child move from reluctance to readiness, and while progress may sometimes feel slow, it creates the foundation for lasting academic gains.
Ultimately, what matters most is not perfection, but progress. Just as the smallest positive actions build into lasting habits, the smallest academic gains add up to meaningful growth.
These strategies are not just theory. To see the impact of learner readiness, we can look at three kinds of evidence: broad research on SEL programs, studies of Positive Action specifically, and reporting on how these skills matter beyond school.
A widely cited meta-analysis of school-based SEL programs found that students who participated in evidence-based SEL programs not only improved their social-emotional skills but also made measurable academic gains. Importantly, the strongest outcomes occurred when schools took a comprehensive approach, embedding skills into the culture rather than treating them as add-ons.
“There is both national and international evidence to suggest that improving social and emotional learning (SEL) allows students to connect with others and learn in a more effective way, thereby increasing their chances of success both in school and later life”
(Clarke, Morreale, Field, Hussein, & Barry, 2015; Weare & Nind, 2011; Yoshikawa et al., 2015).
Building on this, research led by University College Dublin analyzed Positive Action specifically and found strong effects across subjects: improvements in reading (+0.78), mathematics (+0.45), and science (+0.26) (Corcoran et al., 2018). These findings were also highlighted in a summary article for The Conversation, making the results accessible to a broader audience. Together, the evidence reinforces that Positive Action’s comprehensive whole-child approach builds readiness into the daily life of a school, shifting culture in ways that fuel academic growth.
Finally, reporting from Education Week shows that these same readiness skills are not only tied to stronger engagement in school but are also highly valued by leading employers such as Google and Microsoft. Skills like self-management, empathy, and responsible decision-making are now seen as essential for success in academics, college, and the workplace (The SEL Skills Google, Microsoft, and Other Top Companies Want Schools to Teach).
The lesson is simple: when students engage in positive actions day after day, they gain confidence and stamina. It is the steady practice that breaks through the hidden barrier of “I can, but I won’t.” In doing comes the knowing. Readiness is not built in the abstract; it grows through action, and that action leads directly to academic gains.
Positive Action doesn’t miss the first step to academic growth: learner readiness. And schools don’t have to miss it either.
Through Pasela, Positive Action’s digital learning platform, students build readiness with lessons that reinforce the program’s six core units. These daily routines help them develop positive thoughts, actions, and feelings, so they arrive ready for math, reading, science, and more.
When readiness becomes part of every routine, students show up motivated, confident, and prepared to learn.
Extra homework or stricter rules may push students in the short term, but they don’t lead to lasting growth. Real progress begins with readiness, when students are emotionally steady, mentally prepared, and motivated to engage.
That is why readiness must come first. It fuels stamina, focus, and resilience. These are the skills that carry students beyond test scores into lifelong learning. Positive Action helps students build this foundation from the inside out, so achievement follows naturally.
We’ve explored learner readiness, its connection to mental health, and how it drives academic growth. Next, we’ll look at the foundation beneath them all: a student’s sense of self.
When students believe in their own strengths and potential, they approach learning with confidence instead of hesitation. Positive Action helps cultivate that inner foundation so students are ready not just for academics, but for life.
