School

Connectedness

School connectedness is the belief held by studentsthat adults and peers in the school care about theirlearning as well as about them as individuals.

What is School Connectedness?

Developed by Claudia Lezar as part of QUT Vacation Research Experience Scheme 2018

Why is School Connectednessimportant?

Students are more likely to engage andsucceed academically when they feel

connected to school. School connectednessis particularly important for young people

who are at increased risk for feelingalienated or isolated from others, for

example, students with disabilities.

Developed by Claudia Lezar as part ofQUT Vacation Research Experience Scheme 2018

The four elements of  School Connectedness

The following four elements form thefundamental basis of connectedness.

Relationships

Relationships are theconnection with

others based on       warmth, empathy,      and respect. 

Respectfulrelationships are theglue that holds a       positive school        communitytogether.

Belonging is the senseof connection with agroup or institution,        for example a         group of peers,family or school.

Students and staffneed to feel like theybelong to a social        group as well as         belong to theschool itself. Belong i ng

I nclusion

Inclusion is thewillingness to formrelationships with        people who may          be differentfrom you. 

Schools can promoteinclusion by valuingdiversity as a strength,         and modelling          positive attitudesto diversity.

    Active 

Participation

Both staff andstudents benefit froma real sense of        contribution as        well as thecommunity itself.

Active participationinvolves individualscontributing to the        community in a        meaningful,posiitve and ongoingway. 

Developed by Claudia Lezar as part of QUT Vacation Research Experience Scheme 2018

How to promote school connectednessthrough a whole school approach?

The Health Promoting School (HPS) Framework is anevidenced-based whole school approach, established

by the World Health Organisation, which promotesschool connectedness. The model is centred around

three core components.

This component is concerned with boththe curriculum content as well as theaction and participatory teaching andlearning styles utilised throughout thedelivery of the curriculum. Student‐centredlearning activitieswhich encourageparticipation andpromote students'roles in decision‐making arehighlighted as aneffective teachingstrategy.

The school social environment, is formedby underlying values that are reflected in

school policies and procedures, such asstandards of behaviour and attitudes

adopted by staff towards students andparents.

    

This framework promotes asupportive social

environment that valuesall members of theschool community

with respect fordiversity.

In the broad school community environment, health promoting school processes includeparticipatory, inclusive and democratic processes that involve students, school staff,families and the broader community working together to guide the development ofschool policy and organisation. This component promotes all members of the community to actively participate withinthe school community, for example, assisting with the school organisation strategiessuch as time‐table restructures and extra‐curricular activities.

Developed by Claudia Lezar as part of QUT Vacation Research Experience Scheme 2018

How to promote school connectedness in the classroom?

 

Each activity should have a correlatinglearning objective and class outcomes todemonstrate how class activities will helpbuild the necessary and required skillslater in life.

Students need to be able toexpress themselves without

the fear of being wrong.

Incorporate a variety ofteaching approaches,activities, andassignments to ensurethe success of allstudents within theclass.

Students need to know how they areprogressing in class and what theyneed to change in order to actively

engage with the content and besuccessful in class.

Demonstrate claritywhen it comes toclassroom behaviouraland performanceexpectations.

clarity

behaviouralperformance

Provide timely,specific, and

constructive feedbackon activities, and

assessments. 

specificconstructive feedback

timely

Recognise that students areindividuals who havediverse learning styles andbackgrounds.diverse learning styles

Provide a safe, supportive, andfair learning environment

where students areencouraged to share their

ideas and be responsive to theclassroom climate.

safe, supportivefair learning environment

Developed by Claudia Lezar as part ofQUT Vacation Research Experience Scheme 2018

Useful Further Resources:

MindMatters: Professional resource

Module 1.4: Relationships and Belonging

CDC’s Fostering School Connectedness:

Strategies for Increasing Protective

Factors for Youth; Learning Leadership

OECD

Developed by Claudia Lezar as part ofQUT Vacation Research Experience Scheme 2018