The power of 'student voice' in examining the motivation and engagement of high schools seniors with disabilities

The inclusion of student voice has been connected to increased engagement in learning and improved academic performance. However, student voice remains limited in educational decision making across the United States, with even greater gaps for students with disabilities. This multiple case study used thematic, within-case, and cross-case analyses to examine the strategies high school seniors with mental impairments at a suburban Midwestern school district use to stay engaged in their learning and motivated to succeed. The study was guided by two central research questions: (1) What strategies do high school seniors with mental impairments identify as contributing to their engagement in school? (2) What strategies do high school seniors with mental impairments identify as contributing to their motivation toward academic success? The findings espoused the reviewed literature and reflected that supportive learning environments, including strong relationships with adults and peers, play a critical role in promoting academic success. Additionally, inclusive school climates that foster student ownership and accountability, while providing individualized supports, further engagement and motivation. Implications for educators and recommendations for further research are discussed.

Name thesis:degree_name

Ed.D. (Doctor of Education)

Level thesis:degree_level

Doctoral

Discipline thesis:degree_discipline

Education (UMKC)

Grantor

University of Missouri--Kansas City

Year dc:date.issued

2026

Author dc:creator

• Swenson, Sonya M.

Advisors dc:contributor.advisor

• Davis, Donna M. (Donna Marie)
• McCarther, Shirley Marie

Language dc:language.iso

en_US

Handle dc:identifier.uri

https://hdl.handle.net/10355/112316

OAI identifier oai:identifier

oai:mospace.umsystem.edu:10355/112316