Vayathmi, O.K.P.Tennekoon, S2026-01-072025-10-10978-624-6010-15-72783 – 8862https://rda.sliit.lk/handle/123456789/4443This study investigated some of the barriers faced by students when participating in the teaching learning process actively, such as social anxiety, lack of confidence, or difficulty in communication. The study focused on a student in a Grade 6 classroom who consistently remained silent, avoided discussions, group work, and peer interactions. This behavior not only affected the student’s learning but also influenced the classroom dynamics. Recognizing the importance of inclusive education, we conducted action research to identify the reasons behind the student’s silenceand to develop strategies to encourage his engagement through structured peer collaboration activities and lowpressure strategies. These strategies aimed to build confidence, foster connections with classmates, and create a supportive environment where the student felt safe to contribute. The efficacy of the strategies was assessed through teacher observations and by comparing the student’s participation before and after the intervention was implemented. Findings revealed that small-group interactions and non-verbal participation methods helped the student to gradually increase his engagement in the classroom activities. Over time, his willingness to communicateimproved, positively influencing classroom inclusivity. This study highlights the need to address silent learners who are often overlooked in traditional teaching approaches. By identifying individual challenges and adapting classroom practices, educators can ensure that all students feel valued and empowered. Therefore, this research underscores the importance of fostering an inclusive learning environment where every student’s voice can be heard.enQuiet LearnersClassroom ParticipationSocial InteractionTeacher StrategiesInclusive EducationArticlehttps://doi.org/10.54389/QBLD3702