Abstract
This paper explores the impact of positive feedback on student engagement in British secondary schools over the period 2010-2020. Employing a comparative research design, the study analyzes the correlation between the frequency of positive feedback and academic performance in selected school. Results reveal a robust positive correlation, with Schools A and C demonstrating particularly strong associations. The paper delves into the implications for educational practices, advocating for the integration of positive feedback strategies. Strategies for optimization, including professional development, fostering positive school culture, and individualized tailoring, are discussed. The study concludes by highlighting avenues for future research and emphasizing the transformative potential of positive feedback in shaping a positive learning environment.
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