NAIS Research: Trends in the 2024 Middle Grades Survey of Student Engagement (MGSSE) and Pre-Pandemic Benchmark Comparison

By Phillip Brooks
NAIS Research Analyst
July 2025

Background

NAIS Research: Trends in the 2024 Middle Grades Survey of Student Engagement (MGSSE) and Pre-Pandemic Benchmark ComparisonThe National Association of Independent Schools (NAIS) partners with Indiana University’s Center for Evaluation, Policy, and Research (CEPR) to provide
the High School Survey of Student Engagement (HSSSE) and the Middle Grades Survey of Student Engagement (MGSSE) to independent schools to assess student engagement. The HSSSE (grades 9-12) and MGSSE (grades 5-9) examine student attitudes, perceptions, and beliefs about academics, the
learning environment, and social interactions.

Student engagement is a cornerstone of a safe, positive, and innovative school climate that supports academic success while reducing boredom, alienation, and dropout rates. Unlike traditional assessments, the HSSSE and MGSSE prioritize engagement, providing actionable insights into fostering 21st century skills and creating supportive educational environments.

This report includes the results of the 2024 MGSSE.

Introduction

The school experience has undergone significant changes since 2020, impacting middle school students academically and socially. The transition to online learning during the pandemic has had long-term effects, some of which are still unfolding. This report analyzes post-pandemic engagement levels in students at independent middle schools by comparing data from the 2019 and 2024 MGSSE. Examining these data sets can help school leaders identify and address the areas most impacted by the pandemic.

In spring 2024, a total of 1,692 students from 14 U.S. independent schools across seven states and territories participated in the MGSSE. Participating schools varied in size, with enrollments ranging from 100 to 1,795 students and an average enrollment of 488. Since students could opt out of certain questions, reported data reflect the number of responses received per question. Findings are categorized into three dimensions of engagement:
  • Dimension 1: Emphasizes students’ cognitive and academic dedication, as well as their learning strategies. This dimension can be characterized as “engagement of the mind.”
  • Dimension 2: Focuses on students’ social behavior, participation, and relationships within the school community. This dimension can be conceptualized as “engagement in the life of the school."
  • Dimension 3: Reflects students’ emotional experiences, sense of belonging, and overall well-being within the school environment. This dimension can be articulated as “engagement of the heart.”

Executive Summary

This report examines the effects of the COVID-19 pandemic on middle school student engagement by comparing findings from the 2019 and 2024 MGSSE. The 2024 survey gathered responses from 1,692 students across 14 schools in various geographic regions. The data report on three dimensions of student engagement: engagement of the mind, engagement in the life of the school, and engagement of the heart.

Key Findings

Engagement of the Mind

  • Students report that their schools have significantly contributed to their abilities in writing, speaking, critical thinking, and comprehension of challenging materials. These skills are essential for academic success and personal growth, reflecting schools’ dedication to intellectual development. However, there is room for improvement in students’ ability to apply school knowledge to everyday life, their understanding of how their learning will be important in later life, and their career readiness.
  • Students report that they feel academically challenged and their teachers engage them, with percentages remaining steady since 2019. Nearly half of the students find that most of their classes challenge them to reach their full academic potential.

Engagement in the Life of the School

  • Students’ primary motivation for attending school comes from their friends, followed closely by their parents. Teachers play a lesser motivational role.
  • Participation in school-sponsored activities outside school hours remained consistent with 2019 data.
  • Efforts to foster empathy in schools have decreased, particularly in teaching students to treat people with respect and helping them understand diverse perspectives within the community.

Engagement of the Heart

  • Four out of 10 students feel that their school significantly contributed to their personal beliefs and values.
  • The biggest motivators for student learning are a desire to get good grades and to succeed outside of school. A desire to learn for its own sake is a weaker motivator.
  • Perceptions of rule enforcement have remained consistent with 2019 MGSSE results, as has students’ willingness to choose the same school if given the option.

Downloadable Content

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