Hay Happens and Hay's Happen

By Dr. Stephanie Knight-Hay

(this was a post I wrote for GCU’s website 2026)

There are certain phrases in education that sound impressive (and yes, we love our acronyms) until you say them outside of education. Then suddenly, you’re met with blank stares and polite nods as people quietly tune you out.

I’ve used the term student agency often, assuming everyone understands it. Yet when asked to explain it, I’ve found myself offering a multitude of definitions: students “taking ownership,” “having voice and choice,” or “actively participating instead of having school done to them.” Each explanation sounds fine but doesn’t truly get to the core. 

When I began asking, What is student agency, really? I quickly realized that definitions vary widely. To clarify, I like to go back to the beginning. Drawing on Bandura’s (2006) work on human agency and Zimmerman’s (2002) model of self-regulated learning, student agency can be understood as the capacity to set meaningful goals, take strategic action, reflect on progress, and believe in one’s ability to influence outcomes.

Still, not clear, so let’s ground it. Student agency means students do not just complete assigned tasks; they set goals, take ownership of their progress, learn from mistakes, and trust that their effort matters. In other words, they stop being passengers in their education and start becoming drivers.

Currently, student agency is starting to nosedive. Not because students “care less,” but because many classrooms have unintentionally done too much of the thinking for them. Agency will not return through more support, tighter rules, or louder encouragement. It returns when students are trusted with real decisions, real responsibility, and real higher order thinking. That is what this article will explore.

Crisis in the Classrooms

Sure, students are showing up, completing tasks and following directions. Yet something seems to be missing. If asked to initiate or make meaningful decisions about their learning, they seem paralyzed. This isn’t a “kids these days” problem. It grows out of well-intentioned efforts to scaffold, guide, and support students (especially to reduce failure!) so that they have fewer chances to practice making decisions and owning their learning. This is where independence and ownership are built.

What does the research say? Student-reported data reinforces this showing that many middle and high school students feel “bored and perceive little control” over their learning conditions closely tied to diminished ownership and readiness (James & Frome, 2025). Moreover, there has been a shift toward passive compliance when instructional systems prioritize efficiency and guidance over student decision-making (Ng, 2024). From the outside, it can appear that students are succeeding since assignments are submitted, objectives are met, and behavior is managed. As Ng (2024) notes, students may appear engaged while remaining dependent on external direction, highlighting why participation alone is not a reliable indicator of agency. But, remember, performance is not the same as agency. All is not lost, however! We can intentionally design learning environments that return responsibility, trust and meaningful challenge to students.

Why Agency Is Slipping (Without Blaming Students or Teachers)

The intentions are pure. Many modern classrooms have increased support in ways that improve task completion but can gradually diminish independence. Like water warming slowly, the shift happens so incrementally that it is easy not to notice until autonomy has quietly faded.

Here are some of the ways this shift shows up (all well-intentioned, but not always helpful for building independence):

• Constant reminders and step-by-step directions replace planning and self-monitoring.
• Success becomes about getting the “right answer” instead of working through mistakes and improving along the way.
• Fear of making mistakes or earning a lower grade discourages risk-taking.
• Students don’t get enough chances to make mistakes, learn from them, and try again.

I see this play out in my own daughter’s classroom. She receives a grade on her math test, but she has no opportunity to revisit the problems she missed or demonstrate growth. The grade becomes the endpoint rather than part of a learning process.

None of these practices are harmful by themselves. In fact, most were implemented to increase equity and ironically help students succeed. But when decision-making and that “productive” struggle are repeatedly removed from the learning process, students have fewer opportunities to practice initiating, pushing through, and regulating their own progress.

Research reinforces this pattern. When learning environments minimize opportunities for independent decision-making, students become less confident initiating and persisting on their own even when motivation is present (Ng, 2024).

Similarly, an AVID Center (2026) analysis notes that when classroom systems prioritize compliance and adult control, students may internalize the belief that learning is something done to them rather than driven by them.

The same research emphasizes that when teachers intentionally adjust structures, language, and expectations, students begin to emerge as decision-makers capable of taking ownership and being persistent. This is great news. 

Practical Solutions: What Rebuilding Student Agency Can Look Like

Not just in my classroom thinking, but I see this most clearly in my parenting. When I give my daughter structured choices, two or three options…not an overwhelming menu, something shifts. When I allow her room to decide within clear parameters, and when I speak confidence into her, telling her she is capable, she rises to it. She takes ownership. She persists longer. She believes she can figure things out.

Research across practitioner and education discussions converges on a consistent thought: agency grows when responsibility is intentionally transferred through design (Ng, 2024; Marshall, 2022). Taken together, rebuilding student agency can be understood through five opportunities, and what I call the 5 R’s of Rebuilding Agency.

Practical Solutions: The 5 R’s of Rebuilding Agency

1. Room to Decide: Structured choices (not unlimited freedom) where students practice real decision-making but with clear parameters. Research consistently emphasizes that agency develops when students participate in real decisions about how, what, or how deeply they learn (Ng, 2024; Pearson, 2023). 

Classroom Example:

• Instead of assigning one format for a final product, offer three clear options and try to give an example of each for clarity. For example (with same learning objective): a written product, a visual model, or a recorded explanation.
• Provide two problem-solving pathways in math and allow students to choose which strategy to attempt first. Then they would provide a short reflection statement on why it worked or didn’t. 
• Reasoning Out Loud: Students need opportunities to publicly justify, explain, and defend their thinking. Pearson (2023) highlights the importance of students sharing opinions, asking questions, and articulating perspectives. When students process out loud, they are thinking and out their ideas. (Then they are ready to write more clearly, and when your writing is clear, your thinking is clear). 

Classroom Example:

• Replace “What’s the answer?” with TAG: “Tell answer, Add reason, Give how.”  
• Build in “Think pair shares” daily to allow processing with a partner and then writing out their thoughts on paper. This way students explain their reasoning publicly before writing their final answers. 
• Use sentence starters like: “I disagree because…” or “I approached it by…”; When students justify ideas, they move from compliance to clarity of thought.
• Risk and Recover: Allow revision and learning from mistakes without permanent penalty. Marshall (2022) and Ng (2024) both stress that agency cannot grow when uncertainty and iteration are removed. Students must have space to try, adjust, and try again. Risk-taking disappears when students are not allowed to productively struggle in the trial and error process. 

Classroom Example:

• Allow test corrections for partial credit but require students to explain what they misunderstood. (a short reflection paragraph)
• Require “Draft–Feedback–Revision” in the writing process. If students see writing as a process rather than a single graded event, they’ll risk mistakes and revise to strengthen.
• Reflect and Reset: Research shows that students build ownership when they set goals, monitor progress, and reflect on outcomes (Ng, 2024). AVID practitioners note that asking students to explain their choices and reflect on outcomes is a key lever for shifting beliefs about learning—from passive completion to active ownership (AVID Center, 2026). Reflection should be built into the routine after every assignment. This allows ownership and self-progress monitoring and transforms activity into growth.

Classroom Example:

• End lessons with a quick reflection: “What strategy worked for you today?” or an exit ticket: “If you had five more minutes, what would you improve?”
• Have students set a weekly learning goal and revisit it on Friday.
• Reinforce Belief: Encouragement is important, but alone, it is insufficient. Students need to believe that their effort and hard work lead to change and growth. 

Classroom Example:

• Instead of saying, “Let me show you,” ask, “What do you see happening next?”
• Instead of “Good job,” say, “You stuck with it although it was hard!”
• Make challenges part of the day: “This is supposed to be hard, and that is ok!”

How GCU’s College of Education Supports Agency

GCU’s College of Education supports current and future educators in building confident, independent learners through preparation that connects research, practice and real classrooms:

• Clinical practice and field experiences: Candidates complete practicum/field experience, student teaching and internships supported through GCU’s Office of Clinical Practice and clinical requirements systems. 
• Teacher preparation pathways: COE programs include field experience, exam preparation and student teaching as part of the learning journey—helping teacher candidates practice instructional decisions that promote student ownership. 
• Professional development support: GCU’s education support offerings include professional development resources (e.g., Canyon Professional Development) that can strengthen instructional practices aligned with student engagement and ownership. 
• Skill-building through advanced study: Graduate programs emphasize evidence-based instruction, differentiation and assessment—key levers for designing agency-rich learning environments. 

Degree Programs That Align With Building Student Agency

• M.A. in Curriculum and Instruction 
• M.Ed. in Educational Leadership 
• M.A. in Reading Education (K–12) 
• M.Ed. in Special Education 

Agency Is Built, Not Assumed

Student agency has quietly eroded unintentionally as responsibility and student decision-making have been outsourced to the teacher. This article has shown that it can and should be rebuilt but with intentional strategies.

When students are given room to decide, opportunities to reason out loud, space to risk and recover, time to reflect and reset, and reinforcement of belief in their effort, something happens. Students begin to see themselves not as recipients of instruction, but as participants in learning. They begin to trust that their thinking matters.

References

AVID Center. (2026, January 20). Student agency in action: Understanding beliefs to unlock potential.https://www.avid.org

Bandura, A. (2006). Toward a psychology of human agency. Perspectives on Psychological Science, 1(2), 164–180. http://wexler.free.fr/library/files/bandura%20%282006%29%20towards%20a%20psychology%20of%20human%20agency.pdf

James, M. P., & Frome, H. (2025, June 3). How student agency can boost engagement and readiness. Gallup. https://news.gallup.com/poll/660503/student-agency-boost-engagement-readiness.aspx

Marshall, T. R. (2022). The promise, power, and practice of student agency. Educational Leadership, 80(3). https://www.ascd.org

Ng, R. (2024). From passive to proactive: Exploring the role of student agency in educational transformation. IOSR Journal of Research & Method in Education, 14(1), 40–44. https://www.iosrjournals.org/iosr-jrme/papers/Vol-14%20Issue-1/Ser-2/F1401024044.pdf

Zimmerman, B. J. (2002). Becoming a self-regulated learner: An overview. Theory Into Practice, 41(2), 64–70. https://www.leiderschapsdomeinen.nl/wp-content/uploads/2016/12/Zimmerman-B.-2002-Becoming-Self-Regulated-Learner.pdf