Promoting school connectedness among urban youth of color: reducing risk factors while promoting protective factors

Abstract

While the concept and definition of school connectedness has changed over the years, several common indicators are generally agreed upon by educators, researchers, and clinicians. Specifically, feeling connected to school involves positive and prosocial connections to peers, teachers, and staff at school; a sense of enjoyment and liking of school; a belief that school is important; active engagement in school activities; and a perceived sense of belonging, closeness, and commitment to school (Thompson, Iachan, Overpeck, Ross, & Gross, 2006). High levels of school connectedness are associated with positive physical and mental health outcomes such as increased emotional well-being, less substance abuse, better physical health, decreased levels of suicidal ideation, reduced depressive symptoms, lower risk of violent or deviant behavior, and reduced risk for teen pregnancy (for review, see Thompson et al., 2006). Moreover, youth with higher levels of school connectedness also demonstrate positive academic and educational outcomes that include more regular school attendance, enrollment in school for a longer period of time, and higher academic performance as measured by grades and classroom exam scores (for review, see Blum, 2005a).