Flow in Schools: Cultivating Engaged Learners and Optimal Learning Environments

Abstract

Educators have oft en observed that children have limitless curiosity and thirst for knowledge before they enter school (e.g., Jackson, 1968). Several years later, those same children can be found in school buildings with their minds wandering and attention straying. Suddenly, student motivation is a problem. Public schools are continually characterized by pervasive boredom (Goodlad, 1984; Steinberg, 1996), with up to two-thirds of public school students classifi ed as disengaged from learning (Cothran & Ennis, 2000). Student perceptions of school appear to range from apathy to anger (Gilman & Anderman, 2006). Th is holds true for students nationally and internationally (Larson & Richards, 1991). So, if children begin life as curious learners, why is it that they dislike the main place that they come together to learn?

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