My capstone research explores a simple but often overlooked question: who gets noticed in the classroom, and why.

Drawing on both academic research and teacher perspectives, I examined how quiet or withdrawn students are perceived in elementary school settings. My findings show that attention is often driven by visibility, meaning students who are quiet, even when engaged, can be unintentionally overlooked.

Rather than reflecting a lack of care from teachers, this points to how classroom environments are structured to respond to what is most immediate and visible. These findings point to the importance of small, intentional communication practices, like structured participation and consistent check-ins, in creating more inclusive and balanced dialogue.