In this episode, we share how the FUSE (Fellowship Using the Science of Engagement) program at The University of Texas at Austin is addressing both challenges by translating decades of research on adolescence, motivation, and belonging into practical, everyday practices for educators.

At the core of this work is a simple but powerful insight from the research:Adolescents are highly attuned to status and respect—and the way adults communicate during moments of struggle can either fuel disengagement or unlock motivation.

What the research shows

Led by UT Austin researcher Dr. David Yeager, whose work builds on foundational research by Dr. Carol Dweck, FUSE focuses on how teacher language, framing, and expectations shape students’ willingness to engage—particularly when learning feels uncertain or demanding.

Rather than lowering standards, the research points to the importance of maintaining high expectations while making support unmistakably visible to students. When students interpret struggle as evidence that they do not belong, disengagement cycles take hold. When adults communicate belief, respect, and purpose—especially in moments of error—students are far more likely to persist, seek help, and improve.

What this looks like in classrooms

FUSE does not ask teachers to adopt a new curriculum or instructional model. Instead, teachers learn and practice research‑backed communication strategies that are embedded into what they are already doing:

* How they talk about mistakes and assessments

* How they frame challenge and effort

* How they explain why rigorous expectations matter

Teachers are supported throughout the year through a cohort‑based fellowship model, coaching conversations, and structured reflection—allowing these practices to take root over time rather than fading after a single workshop.

Why districts are paying attention

Districts partnering with FUSE consistently point to two outcomes that matter deeply to system leaders:

* Stronger classroom cultures, where more students report feeling respected, supported, and willing to engage

* Improved teacher well‑being, with participating teachers reporting significantly lower burnout and greater intention to remain in the profession

At a time when engagement, morale, and retention are top concerns, this dual impact has made the work especially relevant for schools serving adolescents in academically demanding settings.

Interested in a brief conversation?

If strengthening student engagement and supporting teacher well‑being are priorities for your district, we invite you to schedule a short discovery conversation to explore fit for the 2026–2027 school year.

👉 Schedule a brief conversation: Meet with the FUSE TeamOr reach us at fuse@austin.utexas.edu

In this episode of FUSE Live, Sergio Estrada and Ryan Smith discuss Sergio’s experience as a teacher and instructional coach. Two research papers in particular have influenced his views on engagement and creating a classroom culture where students feel the level of support they receive matches the high academic expectations he sets.

Here are links to both:

Boring but Important: A Self-Transcendent Purpose for Learning Fosters Academic Self-Regulation

Lessons in Learning

We challenge FUSE members to examine those internal feelings; to think about who they are protecting by putting up that wall. We also build an understanding that one of the most powerful ways to show someone else respect, especially adolescents, is through acts of transparency.

And that transparency starts with how you are approaching your own learning and development. FUSE members are encouraged to tell their students that they joined this program and to be specific about the impact they are hoping to achieve.

Three points are raising the percentage of students who believe their teacher:

* Rejects an “all or nothing” view of ability

* Believe all students can be successful

And that students believe:

* Their classroom is a place where everyone feels comfortable making mistakes

We foster this culture through a variety of research-backed strategies in motivation and cognitive science that tap into adolescents’ need for status and respect.

In this month’s FUSE Live, Krisstian Langford and Ryan Smith discuss the Teacher Reports that members receive after each student module. We discuss the impact of sharing this data with students and how the three interventions improve student outcomes and engagement.

Are you ready to join teachers like Adam in the 2026-2027? We are enrolling new FUSE fellows right now, and the program will kick off in June. Send us a message here on Substack.

Or learn more at www.fuse.prc.utexas.edu.

Adolescents often worry that if they make a mistake publicly, they will lose their teachers' respect and face humiliation from their peers for being labeled a “bad” student.

But what if we could chip away at that worry?

What if, rather than choosing to hide their confusion or mistakes, they believed their teacher and their classroom culture saw mistakes as a natural part of learning?

Teachers and students participating in FUSE learn science-based techniques to intervene at the moment of potential embarrassment and disrupt the disengagement cycle.

Watch this month’s FUSE Live above, where we share how to tweak your language during certain key culture-building moments during instruction.

Here are a few slides from the webinar.

We would love to hear about how you are implementing this strategy in your classroom. Feel free to share your feedback, ideas, and questions in the comments or join the FUSE chat.

The 2026-2027 FUSE cohorts launch June 16th-18th. It’s open to secondary teachers from around the world. Book a call here to learn how to join.

This month, Dr. David Yeager, FUSE Lead Scientific Director and author of 10-25: The Science of Motivating Young People, joined the discussion to review the research and share the critical importance of the FUSE Exam Speeches module.

Fellowship members first encounter the Exam Speeches module during the FUSE Fall Professional Learning Institute.

We look deeply at how we might reframe our language about exams to help students build confidence and re-appraise the stress they may feel before, during, and after an exam.

Here is a condensed version of the above video focusing specifically on the Exam Speeches FUSE practice:

Next month, we are focusing on the Optimizing Memory Encoding FUSE practice and on how understanding the science of learning can make it less likely that your students will make the same mistakes in April that they did in October.

We are currently enrolling teachers from around the world for our 2026-2027 FUSE cohort. Share this post with your colleagues, and we would love for you to join us in the Fellowship.

Schedule a call below to start the journey.

Using Predictive Language to Improve Student Engagement

I see how prediction makes them more engaged in their learning because it feels different from what they’re used to in math.”​

-FUSE Fellow

A recurring theme throughout the Fellowship Using the Science of Engagement experience is closely examining every aspect of communication in the classroom and how we influence the culture of learning.

This month, we look at Engaging Brains with Prediction. Fellows first encounter this practice at the FUSE Summer PLI and incorporate it

The full video at the top provides an overview of FUSE, featuring a conversation between Krisstian Langford and Ryan Smith about the strategy, as well as information on joining our fellowship in 2026.

We also know your time is precious, so here is the portion focused on elements of the practice you can try out in your classroom immediately:

We would love to hear about how you are implementing this strategy in your classroom. Feel free to share your feedback, ideas, and questions in the comments or join the FUSE chat.

Join us next month on December 11th at 11:00 am Central Time when we examine our next element of the FUSE Library of Practices - Exam Speeches.

Watch live here on Substack or join on LinkedIn.

See you then!

This month, we focused on a practice that fellows consistently point to as one of the most impactful when improving student engagement - Mining for Mistakes: A Collaborative Troubleshooting Approach.

If you are familiar with 10-25: The Science of Motivating Young People, by FUSE Lead Scientific Director Dr. David Yeager, then this will sound familiar to chapter six. The process focuses on three key steps:

The full video at the top shares a background on FUSE, Krisstian Langford and Ryan Smith’s conversation about the strategy, and information on joining our fellowship in 2026. We encourage you to check it out.

But we also know your time is precious, so here is the portion focused on elements of the practice you can try out in your classroom immediately:

We would love to hear how you might be trying out this strategy in your classroom. Hit us up with feedback, ideas, and questions in the comments or join the FUSE chat.

Join us next month on November 13th at 11:00 am Central Time when we examine our next element of the FUSE Library of Practices - Engaging Brains with Prediction.

Watch live here on Substack or join on LinkedIn.

See you then!