Quiet Quitting vs SOAR Model: A New Lens on Student Disengagement

Abstract

Quiet quitting among secondary school students refers to a situation where learners are physically present in class but emotionally detached from the learning process. These students often do what is necessary to meet expectations but show little enthusiasm, initiative, or sense of purpose in their studies. Such disengagement not only affects academic achievement but also influences students’ emotional well-being and their connection to the school community. To address this issue, a more positive and strengths-based framework is needed. This concept paper discusses quiet quitting through the SOAR Model, which focuses on Strengths, Opportunities, Aspirations, and Results. The methodology involves a conceptual exploration of the SOAR framework, explaining how each element can be applied to understand the causes, responses, and potential interventions related to quiet quitting. The discussion highlights that recognizing student strengths, creating meaningful opportunities, and nurturing aspirations can encourage renewed motivation and active participation in learning. The SOAR approach also emphasizes measurable outcomes that focus on holistic growth rather than academic performance alone. Findings suggest that when schools apply a strengths-oriented perspective and foster supportive relationships, students are more likely to remain engaged and resilient. However, this paper is limited to theoretical discussion and secondary sources, without empirical validation. Moving forward, it is recommended that future researchers conduct systematic assessments to evaluate the effectiveness of existing engagement strategies and the overall learning climate.