Building School Connectedness
DOI:
https://doi.org/10.54097/c9bv6502Keywords:
School connectedness, student engagement, whole-school approach, inclusive education, student well-being, peer relationships, teacher support, school climate, academic success.Abstract
This study examines school connectedness as a multidimensional construct influencing student engagement, academic performance, and well-being. Through a synthesis of existing research, the paper identifies key strategies for fostering connectedness, including whole-school approaches, relational support systems, and inclusive policies. Drawing on evidence from various theoretical models—such as the Health-Promoting School framework and the Index for Inclusion—the study highlights the importance of student-teacher relationships, participatory decision-making, and peer support in creating a positive school climate. The findings suggest that while interventions promoting school connectedness have shown promise, further research is needed to evaluate their long-term impact and adaptability across diverse school contexts. This paper underscores the necessity of sustained, evidence-based strategies to enhance students’ sense of belonging and prevent disengagement.
Downloads
References
[1] Bellei, C., Morawietz, L., Valenzuela, J. P., & Vanni, X. (2019). Effective schools 10 years on: Factors and processes enabling the sustainability of school effectiveness. School Effectiveness and School Improvement, 31(2), 266–288. https://doi.org/10.1080/09243453.2019.1652191
[2] Biag, M. (2014). A descriptive analysis of school connectedness. Urban Education, 51(1), 32–59. https://doi.org/10.1177/0042085914539772
[3] Bower, J. M., van Kraayenoord, C., & Carroll, A. (2015). Building social connectedness in schools: Australian teachers’ perspectives. International Journal of Educational Research, 70, 101–109. https://doi.org/10.1016/j.ijer.2015.02.004
[4] Carrington, S. B., Saggers, B. R., Shochet, I. M., Orr, J. A., Wurfl, A. M., Vanelli, J., & Nickerson, J. (2021). Researching a whole school approach to school connectedness. International Journal of Inclusive Education, 27(7), 1–18. https://doi.org/10.1080/13603116.2021.1878298
[5] Gowing, A., & Jackson, A. C. (2016). Connecting to school: Exploring student and staff understandings of connectedness to school and the factors associated with this process. The Educational and Developmental Psychologist, 33(1), 54–69. https://doi.org/10.1017/edp.2016.10
[6] Leurs, M. T. W., Schaalma, H. P., Jansen, M. W. J., Mur-Veeman, I. M., St. Leger, L. H., & de Vries, N. (2005). Development of a collaborative model to improve school health promotion in the netherlands. Health Promotion International, 20(3), 296–305. https://doi.org/10.1093/heapro/dai004
[7] Na’ilah Suad Nasir, Jones, A., & Milbrey Wallin McLaughlin. (2011). School connectedness for students in low-income urban high schools. Teachers College Record, 113(8), 1755–1793. https://doi.org/10.1177/016146811111300805
[8] Rowe, F., Stewart, D., & Patterson, C. (2007). Promoting school connectedness through whole school approaches. Health Education, 107(6), 524–542. https://doi.org/10.1108/09654280710827920
[9] Vidourek, R. A., King, K. A., Bernard, A. L., Murnan, J., & Nabors, L. (2011). Teachers’ strategies to positively connect students to school. American Journal of Health Education, 42(2), 116–126. https://doi.org/10.1080/19325037.2011.10599179
[10] Whitlock, J. L. (2006). Youth perceptions of life at school: Contextual correlates of school connectedness in adolescence. Applied Developmental Science, 10(1), 13–29. https://doi.org/10.1207/s1532480xads1001_2
Downloads
Published
Issue
Section
License
Copyright (c) 2025 International Journal of Education and Social Development
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
How to Cite
