As we learn more about how to improve classrooms in higher education, the concept of the “shy student” is a recurring one that serves as a convenient shorthand for describing students who don’t speak up. As a result, some faculty members may be frustrated with students who are less vocal in group activities and conclude that it’s part of a student’s personality.
But what if the problem is not with the student but the classroom itself? Insights in educational sciences suggest that engagement in the classroom isn’t just about a student’s innate disposition. In fact, it’s more likely to be a result of poor instructional practices or a failure to understand differences in context or culture. We can create more equitable spaces that value a broader range of student voices by rethinking how we define engagement and redesigning our learning environments.
The Research on Participation and Personality
Popular writing on the topic of education styles sometimes reinforces the idea of a “shy student”. It’s common when referring to students who are more forthcoming with answers or discussion that we use the words “extroverted” or “introverted”. However, although these traits can sometimes be visible in the actions of students, research suggests that this isn’t in fact an obstacle for all students to participate in meaningful and mutually beneficial interactions. Traditional classroom settings have often rewarded more rapid and spontaneous verbal responses, but this can unintentionally privilege extroverted communication styles.
Susan Cain’s well-known work on introversion explains how, although some students seem reserved, their presence in the classroom can complement more outgoing students. This is particularly true when conversations between the two veer between the lighthearted and the serious. “Extroverts need to know that introverts…may be only too happy to be tugged along to a more lighthearted place,” Cain writes about the variety in classroom conversations, adding that quieter students “should know that they make it safe for others to get serious.”
Analyses in educational psychology suggest that classroom participation is less about innate personality and more about whether students feel psychologically safe and intellectually respected to speak out.
Research by scholars such as Mary-Ann Winkelmes on transparency in learning and teaching (known as the TILT framework) boosts students’ motivation by showing them the purpose behind their work. Students that understand the reason and method of a given task and connect it to their learning are more inclined to invest in it fully and participate more actively.
Similarly, the concept of “academic behavioral confidence” (or ABC), explored by researchers like Paul Sander suggests that confidence in higher education is malleable and responsive to classroom environments. Rather than assuming students are shy, we must ask whether we’ve fostered a learning environment in which students feel secure in sharing their thoughts.
The Role of the Classroom Environment
The design of a classroom plays a crucial role in shaping student participation. Lecture halls at traditional universities, with imposing tiered seating, can sometimes reinforce passivity. We all remember the time when lecturers would insist on the Socratic method and ask us questions point-blank as a means to illustrate knowledge! On the other hand, an active learning environment encourages dynamic learning spaces, smaller group discussions, and alternative forms of communication (through text or anonymous participation, for example).
The use of calling on students in the lecture room can inadvertently silence students who need more time to process. Inclusive teaching practices, such as think-pair-share, anonymous polling, or discussion boards, provide multiple modalities for students to contribute.
To this end, Cognitive Psychologist Stanislas Dehaene’s four pillars of learning—attention, active engagement, error feedback, and consolidation—can help articulate the design of a better higher education classroom. By fostering environments that capture students’ attention, be it through interactive or varied teaching methods, educators can cater to diverse learning styles.
Getting students to actively engage can be encouraged through collaborative activities or real-time responses. This ensures that all students participate and learn at their own pace. Providing immediate and constructive feedback on errors will additionally bolster students in their understanding of a topic.
Lastly, creating opportunities for consolidation, such as through spaced repetition or reflection sessions, allows all learners to reinforce and retain knowledge. This makes learning accessible and effective for everyone. Educators can scaffold this participation by providing low-risk entry points into discussion, validating diverse contributions, and offering constructive feedback that encourages further exploration.
Strategies for More Engaging Classrooms
Fostering participation among students who choose not to speak up requires careful planning and collaboration within higher education departments. As Head of Learning Innovation at Wooclap, here are several strategies that I’ve seen in action to help promote more engagement in the classroom:
- Redefine Participation: Expand the definition of participation to include active listening, written reflections, online discussion posts, as well as creative endeavors. Make these forms of engagement visible and valued when grading a student.
- Use Diverse Modalities: Offer students different ways to contribute. This can be done verbally, in writing, through technology, or in small groups. Digital Tools that allow for non-verbal or anonymous engagement can be leveraged to make quieter voices more audible.
- Set Clear Expectations: Use transparent teaching methods to clarify what participation looks like and why it matters. Share examples and model respectful discourse to encourage more engaging discussions.
- Create Psychological Safety: Cultivate an environment where students feel comfortable taking risks. This can include normalizing uncertainty, encouraging questions, and quickly intervening against microaggressions or dominance in discussions.
- Solicit Feedback and Adapt: Regularly check in on students to see how classroom structures are working for them. Use anonymous surveys to gauge comfort levels and adjust practices accordingly.
Designing for All Voices
Higher education instructors shouldn’t be quick to judge students who are less vocal during class. In many cases, choosing not to speak up might be a rational response to a classroom design that is overbearing or limiting in its structure for more thoughtful and reflective judgment.
Designing great learning environments that adhere to the four pillars of education, as articulated by Stanislas Dehaene, can help educators support all students and not just those who are the quickest to speak. By doing so, we can shift the narrative away from having “shy students” to fixing the systems that fail to engage them. We can improve on these systems by reimagining participation, embracing diverse communication styles, and prioritizing inclusion in our pedagogy.
Arlène Botokro has a decade of experience at the crossroads of pedagogy and digital transformation, working internationally. She has played a pivotal role in shaping Wooclap’s impact in higher education since joining the company in 2020. As Senior Manager of Education Partnerships and Innovation Projects Lead, she built strategic collaborations with leading universities, ensuring Wooclap’s solutions align with research-driven best practices. Her international experience spans the U.S., France, and Ghana with projects across multiple countries, including previous roles at Sciences Po and consulting in innovation for the publishing sector. This diverse background has given her a deep understanding of how digital learning practices can be adapted across different educational and corporate environments. Arlène continues to expand her knowledge in neuroeducation through coursework at Harvard University, reinforcing her commitment to integrating cutting-edge research into EdTech solutions.
References
Susan Cain, Quiet: The Power of Introverts in a World That Can’t Stop Talking, (Penguin Books, 2012).
“The TILT framework”: TILT Higher Ed effective July 21, https://www.tilthighered.com/
Paul Sander and Lalage Sanders, “Understanding academic confidence”, Psychology Teaching Review 12, no. 1 (2006): https://files.eric.ed.gov/fulltext/EJ876468.pdf
Katelyn M. Cooper, Jeffrey N. Schinske and Kimberly D. Tanner, “Reconsidering the Share of a Think–Pair–Share: Emerging Limitations, Alternatives, and Opportunities for Research,” CBE—Life Sciences Education 20, no. 1 (2021): https://doi.org/10.1187/cbe.20-08-0200
“Spaced repetition and the 2357 method”: Birmingham City Exams and Revision effective July 21, https://www.bcu.ac.uk/exams-and-revision/best-ways-to-revise/spaced-repetition#:~:text=Spaced%20repetition%20is%20a%20scientifically,reduce%20the%20time%20spent%20studying.
“What is reflection sessions?” Focus Keeper effective July 21, https://focuskeeper.co/glossary/what-is-reflection-sessions
