Abstract

The global outbreak of the COVID-19 pandemic radically transformed the educational landscape, affecting millions of students worldwide. This unprecedented situation posed significant challenges to school engagement, a critical variable associated with the successful completion of educational stages and the development of positive academic trajectories. This article presents findings from a longitudinal qualitative study conducted in Chile, analyzing the meanings of school engagement and contextual factors from a participatory research approach that emphasizes children’s right to be involved in knowledge production. The study highlights notable improvements in cognitive engagement, reflected in increased academic interest and the development of study habits among post-pandemic students. Affective engagement, however, remains a challenge, with the need for more stimulating school environments to counteract low motivation. Additionally, a decline in behavioral engagement—evidenced by increased absenteeism—demonstrates the lasting motivational impacts of the pandemic on secondary school students. © 2025 Universidad Autonoma de Chile. All rights reserved.