In every classroom, there is a danger that some pupils may go unnoticed because they are quiet and seem to coast through their lessons. These pupils are often calm and compliant and present no obvious challenges to their teachers. However, beneath the surface, they may not be achieving their full potential, and worse, may feel unimportant and overlooked. It is crucial that we recognise this and find ways to unlock their capabilities, so they don’t leave school feeling like ‘also-rans’.

Educational research consistently highlights the importance of fostering individual growth in every student, regardless of whether they are extroverted or introverted. Quieter students, because they do not draw attention to themselves, often need carefully targeted strategies to ensure their success. But how do we support these pupils and help them thrive on their own terms?

Dr Laurie Helgoe, associate clinical professor at Augsburg University and author of Introvert Power (2013), contends that introversion is a natural disposition that, when properly understood and nurtured, permits individuals who may otherwise be sidelined to work productively and to flourish creatively. And the key is to find ways to allow the positive nature of introverted people to shine through. As Dr Helgoe puts it, ‘if you ask an introvert a question, wait until she thinks about it. Introverts think before speaking, not through speaking. If you want to get to the good stuff, you need to slow down’.

In many cases, quieter pupils may not ask for help when they need it, or they may not engage in classroom discussions as frequently as their peers. This can lead to the misconception that they are happily progressing when, in reality, they may not have fully understood the concepts, or at the very least are not being stretched or challenged in ways that would enable them to achieve as well as possible.

It may also lead to feelings of exclusion among such pupils, if they think the teacher has not really seen or understood them. A study by Furrer and Skinner (2003) highlights the importance of a sense of belonging in fostering student engagement and academic success. Pupils who feel they are noticed and valued by their teachers are more likely to engage with learning. For quieter students, this sense of belonging can often be more tenuous because they do not actively participate in ways that are visible to others.

The first step in supporting quieter pupils is recognising them as individuals with unique needs. Teachers need to be proactive in identifying these students in their classes and finding ways to engage them meaningfully. Establishing a strong rapport is fundamental to encouraging quieter students to come out of their shells. These pupils often feel more comfortable in one-on-one interactions than in whole-class settings. Finding moments during the lesson to check in with them individually can help build trust – smaller class sizes can certainly help teachers to find time to check in with pupils and allows for these relationships to develop more quickly than in larger groups.

Good teachers also recognise that not all students respond to the same methods and it may be beneficial to provide alternative forms of participation. More introverted pupils may excel in written work or smaller group discussions rather than whole-class questioning – in fact, as highlighted by Dr Helgoe, whole-class approaches can sometimes leave these pupils feeling overwhelmed. Offering varied opportunities for students to demonstrate understanding allows quieter students to shine without feeling pushed. 

Teachers at the High School benefit from detailed profiling of student achievement, which can help them identify pupils who may not yet be flourishing academically, prompting them to review their approaches in class. For these pupils, structured tasks and clear expectations can reduce the anxiety that might prevent them from participating fully. By providing them with clear steps and goals, they are more likely to feel capable of success. Offering opportunities for feedback outside of the lesson, for example using verbal feedback through Google Classroom, also helps them recognise where they are making progress and how they can improve, without drawing undue attention to them in lessons.

Of course, being able to adapt pedagogy to suit the needs of different learners is central to the job of a good teacher. However, additional approaches can also be helpful in building a sense of self-belief and confidence in pupils. In particular, we have focused on the value of praise in recent school blogs as we introduce our new positive culture policy. There is sound theory behind this too. Carol Dweck’s famous work on growth mindset suggests that pupils who believe their abilities can be developed through effort and persistence are more likely to take on challenges and persevere. Teachers know that they can encourage quieter pupils to adopt a growth mindset by praising their efforts rather than just the outcome. This can help these pupils feel more confident in taking risks and trying new things.

In essence the core responsibility of a good teacher is to ensure that pupils receive the tailored support needed to thrive, whether they are outgoing or reserved. At the High School, our focus on personalised learning, supported by data and regular pedagogical training, means that teachers at the school have the skills to understand each pupil’s learning style, strengths, and areas for development. For the quieter student, this might mean recognising that they are capable of deeper thinking, even if they are not the most vocal in class discussions. Teachers might create specific strategies that allow such pupils to contribute in ways that suit their temperament, for example, through small group project-based learning or independent research work.

Moreover, the Northampton High School characteristics as seen on the Approach Wheel, focus on fostering resilience and self-belief. By integrating growth mindset principles and offering continuous feedback, the school encourages pupils to see mistakes as learning opportunities. This is particularly important for quieter students, who may fear standing out or getting things wrong.

Quiet, compliant pupils often fly under the radar, but we must never lose sight of the fact that they have just as much potential as their more outspoken peers. It is the responsibility of teachers to ensure that these pupils are not overlooked and that their potential is unlocked. By building relationships, adapting our teaching, encouraging a growth mindset and providing structured support, teachers can help these young people achieve amazing things both in school and into the future.

Mr Rickman
Deputy Head Academic

Dweck C, (2008). Mindset: The new psychology of success, Random House

Furrer C, & Skinner E (2003). Sense of relatedness as a factor in children’s academic engagement and performance. Journal of Educational Psychology, 95(1), 148–162

Helgoe L (2013). Introvert Power: Why Your Inner Life Is Your Hidden Strength, Sourcebooks