This study makes the case for change by highlighting how teacher motivating styles (autonomy supportive, indifferent, controlling) impact student motivation and engagement, which is highly relevant to addressing student disengagement often seen in Years 7–9. It emphasizes that students’ agentic engagement, driven by their interests and goals, is crucial for learner motivation and a supportive learning environment, implicitly supporting curriculum/pedagogy that fosters student input and potentially informing alternative school models focused on student agency and belonging .