The American public education system is designed to accomplish five purposes. These are to develop students civically, emotionally, cognitively, socially and vocationally (Stemler, Bebell, & Sonnabend, 2011). For this institution to succeed, it is imperative that both student and teachers are engaged at school (Schnaider-Levi et al, 2017; Uadyaya & Salmela-Aro, 2013). Engagement extends beyond merely learning, but also involves social interaction and emotional stability. Student and teacher engagement is affected by both the internal and external environment of the school and their home lives (Guglelmi, Bruni, Simbula Fraccaroli & Depolo 2016; Nasir et al,
