This study makes the case for change by demonstrating that agentic engagement can causally improve a supportive learning environment and motivational satisfaction, which are crucial for addressing student disengagement in Years 7-9. It highlights the need for interventions that teach students to proactively influence their instruction and for teachers to provide autonomy-supportive conditions, directly informing curriculum/pedagogy design to foster learner motivation and a sense of belonging. The study’s findings suggest that agentic engagement interventions could be a key component in alternative school models aimed at improving student outcomes.