Our research into school connectedness suggests that strong and suppor�ve rela�onships develop through school bonding, school a�achment, school engagement, and school climate. School connectedness can be seen in the rela�onships between teachers, the commitment to students and the all important pastoral support from school leaders. School connectedness can be linked to: � students’ percep�ons of healthy and posi�ve rela�onships experienced in school; � experiences of care, respect and support; � posi�ve feelings toward school; � a sense of posi�vity about the school as a community (García-Moya et al., 2019). The diagram in Figure 1 has been adapted from research we undertook into fostering school connectedness online for students with diverse learning needs. We illustrate four key domains of the construct of school connectedness: school bonding, school a�achment, school engagement, and school climate. School bonding is where students feel close to people at their school. They feel connected to school and are happy to be there. School a�achment is the emo�onal feeling of fondness for school. Students feel accepted and liked by peers and teachers and know they are par�cipa�ng members of the school community. School engagement is students’ commitment
to schooling prac�ces. For example, students a�end school regularly, are punctual, and submit assignments. There is willingness to invest energy into accomplishing challenging skills. School climate is where students believe that teachers are willing to help them and are suppor�ve. The school is a safe and fair environment. Teachers in our research found it highly problema�c that students were disconnected from their school-based learning (Page et al., 2021). Some students refused to par�cipate in distance learning or were precluded access due to their home situa�on. These students, who are already at a disadvantaged, were seen to be at risk of slipping even further behind. Recognising that there can be par�cular challenges for students with addi�onal learning needs, we advocate the maintenance of effec�ve communica�on, peer connectedness, and individual educa�onal plans (Page et al., 2021). We acknowledge that there are teachers doing an amazing job (unsung heroes) at sustaining connectedness in Aotearoa schools. The following are just some reminders to keep in mind. � Plan for and support peer connectedness. This can involve arranging informal fun ac�vi�es to foster social rela�onships. � Strive to ensure that school rou�nes are sustained at home. (Consistent �metables and the wearing of school uniform.)
Figure 1. Domains of school connectedness. (Adapted from Page et al., 2021) 6
Good Teacher Magazine Issue 2 2021
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