School connectedness refers to student’s feeling of belongingness at his school, which includes the persons at school. Studies have affirmed the importance of providing programs to promote school connectedness, as it was associated with better academic outcomes (Niehaus, Rudasill, & Rakes, 2012), likelihood of finishing high school (Bond, et al., 2007), and lower violent attitudes (Chung-Do, Goebert, Hamagani, Chang, & Hishinuma, 2015). Moreover, it is one of the determinants affecting the changes in behavior of school children (Loukas, Roalson, & Herrera, 2010). Likewise, lack of school connectedness was related to depressive symptoms in adolescence (Shochet, Dadds, Ham, & Montague, 2010); low mood, which is a factor of depression (Millings, Buck, Montgomery, Spears, & Stallard, 2012); and high suicidal thoughts and behaviors (Marraccini & Brier, 2017).
Karcher and Lee (2002) identified three elements underlying school connectedness, namely, belongingness, relatedness, and connectedness. Both belonginess and relatedness pertains to the perception of an individual towards the amount of social support he receives. The only difference was that belonginess involves more general relationships, while relatedness was in terms of more specific relationships. Connectedness, on the other hand, considers
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School apply to the student’s connection to the aspects of school that are not related to social relationships, like classes, activities, and the importance of education and sense of school spirit. Teachers or adults at school pertains to the relationship with teachers and other adults in school, like counselors, principal, school staff. Lastly, peers refer to the relationship of students with other students at his school including but is not limited to classmates and school
We will address attachment bonds, using activities where parents and children work together to solve problem, demonstrating teamwork on a project that translate into teamwork. For instance, we can give them a puzzle to work on and this will show how well they work together as a team to solve a problem. The belief system will be strengthened by educated parents about their real role in their adolescents lives. Correspondingly to the belief system, the parents commitment bond will strengthen if the parents understand that it has an affect on their child’s lives. We want to instill that the parents understand that they need to be emotionally and psychologically invested in their relationship with their child. For example, we will ask the parents questions about their relationship with their child to see how commit and how well they know their child. The involvement bond will also teach the parents and the children 's that having his or her child busy, whether it is playing a sport or joining a club, will deter the child into criminal
Many students become more disengaged from school as they progress from elementary to middle to high school. It is estimated that 40 to 60% of urban, suburban and rural high school students become disengaged from school (Weissberg, Taylor, Schellinger, Payton, Dymicki and Durlak, 2008). Approximately 30% of high school students participate in high risk behaviors, such as; drug use, sex, violence and depression (Weissberg, Taylor, Schellinger, Payton, Pachan, Dymic...
Structural-functional views show the importance of being connected to friends and family to remain mentally happy and healthy. Symbolic-interaction shows us that we need to be proactive when it comes to youth and bullying and make sure that there is absolutely no tolerance for this behavior, because youth take to heart and internalize what others think about them. The social conflict perspective educates us on the importance that teens place on money and power and places socioeconomic youth at risk for many behaviors that can be linked to suicide and depression. Looking at teen depression and suicide through different sociological perspective provides an awareness and gives us valuable information that should be shared to make a difference in teen depression and suicide
The relationship that a teacher creates with their students can affect the environment or atmosphere of the classroom. In an article, by Hamre & Pianta (2001), it states that, “supportive relationships help maintain students’ interests in academic and social pursuits, which in turn lead to better grades and more positive peer relationships” (p. 49). Most students will work harder for teachers if they build a good connection with the student. Teachers will also look more “human” to a student and remind them that the teacher does care very much about them. The article also states that, “Talking with students about their lives outside of school is one way teachers can show an interest in and appreciation for students” (Hamre & Pianta, 2001, p. 54). Students love talking about their lives outside of school and their interests. It also allows them to show their personalities and lets the student know that their teacher wants to know about
“At the heart of a high-community school is an inclusive web of respectful, supportive relationships among and between students, teachers and parents. We learn best from, and with, those to whom we relate well. High-community schools emphasize not only the importance of academic learning, but also the other qualities that ...
Baumeister & Leary (1995) argue that the need to belong is a important human need to form and maintain at least a small amount of lasting, positive and significant interpersonal relationships. Satisfying this need requires frequent and positive interactions with the same individuals, and engaging in these interactions within a framework of long-term, stable care and concern. A sense of belongingness is crucial to our well-being.
The repetitive structure of a school day, in a way, provides me with a sense of security, an awareness of what to expect, but it can be monotonous and lack excitement. When you consider how much time students spend in school it is clear that the experience shapes their lives and can have a lasting effect. It is for this reason that it is crucial to have the correct balance of conformity and individuality for the benefit of both civilization and individuals.
Relationships with students, staff, and parents are vital to the success of a school. By building relationships that empower students and
One of the greatest relationships an individual can cultivate is the one they maintain with self. Through school clubs, they're able to get a better view of how they handle situations and how they adjust to new situations. Children discover their personalities more in these settings and learn more about what they respond to. Granted, they may not have the intellect to fully know that it's self-discovery, but it will eventually catch up with someday when they're older.
The socializing among learners is not at its optimum is most schools. Schools are known as environments for socializing process for learners. It is a place where knowledge, culture, opinions, skills are exchanged and learnt. Teachers can start by involving learners by creating group work and activities so learners can interact with one
A community, such as a church organization or simply classmates, brings about many close acquaintances and possible friends. In a school situation, a group of children in the same age group are placed together to learn and develop relationships that will last them the rest of their schooling lives. Many people who are placed together in school are still great friends, even after they ha...
Teachers have the unique opportunity to support students’ academic and social development at all levels of schooling (Baker et al., 2008; Bronfenbrenner, 1979; Bronfenbrenner & Morris, 1998; McCormick, Cappella, O’Connor, & McClowry, in press). According to the attachment theory (Ainsworth, 1982; Bowlby, 1969), positive relationships enable learners to feel safe and secure in their learning environments which helps providing scaffolding for social and academic skills. Learners who have positive teacher-student relationships may have the feeling of closeness, warmth and positivity which will increase their learning ability (Hamre & Pianta 2001). Students will use this relationship as a secure base for them to explore the classroom both academically and socially. Positive relationship with an adult may protect against the negative outcomes associated with children who stay in poverty (Gallagher 2014). According to Murray and Malmgren (2005), low-income students who have strong teacher-student relationships have higher academic achievement than peers who do not have a positive relationship with a teacher. Therefore, if a learner is born in a rural area, he/she may still able to have great learning capacity if he/she has a positive relationships with everyone in the
School community relationship is a mutual understanding through which the school and the community link with each other for the achievement of goals of the community and school too. School is a social organization functions properly on the effective interrelationship within it and with its associate communities. An issue in a school affects the community likewise to what happens in the community affects school. This implies that the community builds its schools likewise to the schools (Sidhu, 2007). Therefore, school relation with the community is mutually interdependence.
I interviewed both a teacher and a parent regarding school and community partnerships. School and community partnerships are vital because taxpayers have a vested interest in what their dollars are being used for, effective communication contributes to public confidence in schools, and students benefit when all stakeholders play a role in education. The teacher I interviewed is a Kindergarten teacher in a school that is very diverse and works with many students and families that live in poverty. The parent I interviewed is the mother of five children, but I asked her to focus on her youngest son who is in fourth grade when answering the questions. The school he attends is a small private school.
Education and the school environment are one of the three primary agents of socialization where children and adolescents spend most of their time over any other environment. With this in mind, it is very important that everything about the school environment rears positive outcomes for children and adolescents because they spend most of their time there. This essay will explore the topic of the characteristics of school environments that promote positive student outcomes and the studies that suggest the importance of these characteristics. Some of the characteristics that will be discussed as sub-topics will be the importance of the classroom climate, the teacher-student relationship, the socio-emotional climate of the classroom, school organizational structure, teaching and learning environment and student connectedness to the school. If the school environment is positive and students feel safe and supported, they are more likely to do well and achieve their full potential.