ISSN: 2226-6348
Open access
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.
Aziz, R. C., Hamzah, S., Hashim, N. A. A. N., Rahim, M. A., Zulkifli, W. F. W., & Ahmad, G. (2019). S.O.A.R Model?: An Alternative Approach for 21 th Century Education to Shift from “Classroom Management” to “Classroom Leadership.” International Journal of Academic Research in Progressive Education and Development, 8(2), 485–493. https://doi.org/10.6007/IJARPED/v8-i2/6142
Cole, M. L., Stavros, J. M., Cox, J., & Stavros, A. (2022). Measuring Strengths , Opportunities , Aspirations , and Results?: Psychometric Properties of the 12-Item SOAR Scale. Frontiers in Psychology, 13(April), 1–17. https://doi.org/10.3389/fpsyg.2022.854406
Committee, H. S. (2025). SDG4-Education 2030 High-Level Steering Committee.
Kamran, M., Bano, A., & Sohni, K. (2025). Optimising the teaching and learning process for children with special educational needs in an inclusive school?: A SOAR analysis in Karachi , Pakistan. British Journal of Special Education, 52(1), 37–48. https://doi.org/10.1111/1467-8578.12569
Kim, M. J. (2024). Scripting solutions for the future: the OECD’s advocacy of happiness and well-being. Comparative Education, 60(3), 441–457. https://doi.org/10.1080/03050068.2024.2354638
Mahand, T., & Caldwell, C. (2023). Quiet Quitting – Causes and Opportunities. Business and Management Research, 12(1), 9. https://doi.org/10.5430/bmr.v12n1p9
Ministry of Education Malaysia (MoE). (2015). Malaysia Education Blueprint 2015-2025 (Higher Education). Ministry of Education Malaysia, 2025, 40.
MoE. (2023). Annual report.
Muhammad, H., & Hromada, M. (2023). Evaluating an E-Government Stage Model by Using SOAR-AHP Process. Transportation Research Procedia, 74, 1538–1545. https://doi.org/10.1016/j.trpro.2023.11.131
Omran, F., Ahmed, K., & Al-magarbi, A. O. (2023). Strengthening Libyan Hospitality?: A SOAR Analysis of Digital Marketing Strategies and Practices in the Tourism and Hospitality Sector. Journal of Economics, Management and Trade Volume, 29(12), 144–159. https://doi.org/10.9734/JEMT/2023/v29i121181
Palo?, R., Vîrg?, D., & Dediu, R. (2025). Students’ approach to learning and their intrinsic motivation to know – the moderating role of psychological needs. Current Psychology, 44(12), 11757–11770. https://doi.org/10.1007/s12144-025-07990-x
Patel, P. C., Guedes, M. J., Bachrach, D. G., & Cho, Y. (2024). A multidimensional quiet quitting scale: Development and test of a measure of quiet quitting. PLoS ONE, 20(4), 1–47. https://doi.org/10.1371/journal.pone.0317624
Pham Thi, T. D., & Duong, N. T. (2024). Investigating learning burnout and academic performance among management students: a longitudinal study in English courses. BMC Psychology, 12(1), 1–15. https://doi.org/10.1186/s40359-024-01725-6
Pokharel, S. D., & Adhikari, R. (2020). Teachers’ Awareness Toward Students’ Psychosocial Wellbeing. Dhaulagiri Journal of Sociology and Anthropology, 14, 22–27. https://doi.org/10.3126/dsaj.v14i0.29454
Prabu, A., Id, K., Omprakash, A., Kumar, P., Mani, C., Id, M. K., Wael, D., & Sathiyasekaran, B. W. C. (2023). E-learning and E-modules in medical education — A SOAR analysis using perception of undergraduate students. PLoS ONE, 18(5), 1–14. https://doi.org/10.1371/journal.pone.0284882
Putri, A. I., & Pertiwi, V. I. (2025). Analisis SOAR Terhadap Strategi Keterbukaan Informasi Publik Melalui Pejabat Pengelola Informasi Dan Dokumentasi Provinsi Jawa Timur. Jurnal Tata SejutaSTIA MATARAM, 11(1), 87–102.
Qin, Z., Yang, G., Lin, Z., Ning, Y., Chen, X., Zhang, H., & Un In Wong, C. (2025). The impact of academic burnout on academic achievement: a moderated chain mediation effect from the Stimulus-Organism-Response perspective. Frontiers in Psychology, 16. https://doi.org/10.3389/fpsyg.2025.1559330
Sugiarti, W. S., Pujangkoro, S. A., & Sembiring, M. T. (2023). Analisis SOAR (Strength, Opportunity, Aspiration & Result) Sebagai Upaya Peningkatan Penjualan Melalui Digital Market. Jurnal Ilmiah Manajemen Dan Kewirausahaan, 2(2), 25–34.
Tok, H. H., & Uzun, L. N. (2025). Investigating quiet quitting tendencies among nursing students: a descriptive study. BMC Nursing, 24(1). https://doi.org/10.1186/s12912-025-03565-0
Yasmin, B. (2022). SDG4: Quality Education. A Legal Guide. In Advocates for International Development (A4ID) (p. 50).
Zarina, M., Razali, M., Anwar, N. A., & Omar, N. (2023). ABRIC2023Langkawi. Enviromental-Behaviour Proceedings, 9(9), 137–143.
Alias, N. R., & Matore, M. E. @ E. M. (2025). Quiet Quitting vs SOAR Model: A New Lens on Student Disengagement. International Journal of Academic Research in Progressive Education and Development, 14(4), 1925–1935.
Copyright: © 2025 The Author(s)
Published by HRMARS (www.hrmars.com)
This article is published under the Creative Commons Attribution (CC BY 4.0) license. Anyone may reproduce, distribute, translate and create derivative works of this article (for both commercial and non-commercial purposes), subject to full attribution to the original publication and authors. The full terms of this license may be seen at: http://creativecommons.org/licences/by/4.0/legalcode