Understanding Engagement

Helping students navigate high school with purpose—and the college process with clarity

“What should my student be doing in high school so they look ‘ready’ for college?”

It’s one of the most common—and most anxiety-filled—questions families ask. But the truth is this: Engagement isn’t about doing more. It’s about doing what matters and doing it with intention.

One of the frameworks I use in working with students is something I call The Pillars of Engagement. This framework helps students make sense of their high school choices by turning the abstract idea of “being involved” into something purposeful and personal. With this approach, students can—

• uncover their strongest values, strengths, and interests

• understand and articulate their growth and contribution during high school

• recognize where they’re most likely to thrive within college communities

• translate their experiences into the evidence admissions officers look for in application stories

How does this approach work?

First, it starts with four questions. When colleges review an application, they aren’t merely counting activities. They’re looking for patterns that help them understand four broad themes about each student:

• How does this student learn?

• How does this student serve their community?

• How does this student lead others?

• Who is this student becoming—and what do they care about?

Admissions officers want to understand student engagement, contribution, and growth across these four areas (learning, care for the community, leadership, and self) as a measure of how likely the student is going to engage, contribute, and grow on those same dimensions at their institution.

In other words, admissions officers want to know:

• How will this student learn on their campus?

• How will this student serve their community?

• How will this student lead others there?

• Is this student likely to thrive and contribute at their institution?

And, we can revise these questions as four simple words, the Pillars.

Scholarship. Citizenship. Leadership. Self.

Second, I help students see that the choices they make during high school can be grouped into one of these four Pillars (and of course, sometimes choices “live” across Pillars). These choices serve as evidence of the student’s engagement, contribution, and growth—whether that’s in the courses one selects, how a student spends their time outside of classes, the way(s) in which they show up to care for their various communities, and what they value as a person, learner, and peer.

Third, once students understand the framework, I ask them to complete a guided Engagement Audit—a process I use to help students see their existing patterns, identify direction, and set a sustainable plan for growth.

Crucially, this approach does not tell students what choices to make. Instead, it helps them understand the “why” and “how” of their engagement and growth. It offers a way to see throughlines across their experiences, opportunities for development, gaps to be closed (if they choose), and how they’ve had an impact during their high school years.

Most importantly, the framework creates an “a-ha!” moment in which students finally understand the connection between their choices and how someone else (the admissions officer) learns about them. It’s a simple framework—but one that I have found to be very empowering for students.

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How families can think about engagement

Start with curiosity, not comparison. Every strong engagement story begins with something real—an interest, a question, a value. Instead of asking what other students are doing, ask what naturally draws your student in. Curiosity creates authentic direction, which becomes the clearest evidence of Scholarship and Self.

Encourage depth that feels lived, not layered on. Students don’t need more activities—they need experiences that allow them to grow, contribute, and form a point of view. Depth shows movement across the Pillars because it reveals initiative, persistence, and impact. It’s the development over time that matters, not the number of commitments.

Think in developmental “seasons.” High school is not a single moment; it’s a progression. Students may explore one year, strengthen commitments the next, and step into leadership or contribution later on. Viewing engagement in seasons helps students understand that growth is expected, nonlinear, and valid across many pathways.

Recognize the evidence hidden in everyday life. Some of the most meaningful indicators of a student’s character and capability don’t show up on a club list. Family responsibilities, personal projects, self-directed learning, part-time work, creative exploration—these experiences often reveal essential qualities in Citizenship, Leadership, and Self. The key is understanding what each experience shows about the student.

Let purpose guide pace. Healthy engagement is steady, intentional, and centered on well-being. When students understand the “why” behind their choices and how those choices shape their story, they feel more grounded and less overwhelmed. Purpose-driven involvement supports confidence, autonomy, and readiness for college—not burnout.

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Ultimately, the goal isn’t to “impress” colleges. It’s to help a student grow into a more capable, curious, and self-aware version of themselves—so they can navigate choices within high school and the college process with intention.

That clarity doesn’t come from doing more.

It comes from doing what matters for you.

Stay tuned—

Beth

ROSECLIFF College Consulting, LLC