School connectedness has been defined as the belief by students that adults in the school care about their learning and about them as individuals (Blum & Libbey, 2004, p. 231). Research has taught us that second only to family, school is the most important stabilizing force in the lives of young people. Researchers said that the school connectedness is the quality of social relationships happening within the community of the school. The concept of school connectedness has been defined from the perspective of the individual as the "bonds" that students develop within their school environment (Libbey, 2004; McBride et al., 1995; Patton et al., 2000; Resnick et al., 1997). Resnick et al. (1997) School connectedness is students’ perception of being
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A few researchers study school engagement" while others study "school connection," and still others examine "school bonding." (Goodenow, 1993). According to Blum, each discipline may organize data and terms differently, conduct analyses in different ways, and even use different descriptive words, consistent themes emerge. These seven qualities seem to influence students’ positive attachment to school: Having a sense of belonging and being part of a school, liking school, perceiving that teachers are supportive and caring, having good friends within school, being engaged in their own current and future academic progress, believing that discipline is fair and effective, Participating in extracurricular activities. These factors, measured in different ways, are highly predictive of success in school. Because each of these seven factors brings with it a sense of connection to oneself, one’s community or one’s friends it is clear that school connectedness makes a difference in the lives of youth. (Blum, 2004). In the healthy progress of children and youth, grades, cooperation, a feeling of belonging, and associations with students and educators are essential in feeling associated with school and connected students improve
A few researchers study school engagement" while others study "school connection," and still others examine "school bonding." (Goodenow, 1993). According to Blum, each discipline may organize data and terms differently, conduct analyses in different ways, and even use different descriptive words, consistent themes emerge. These seven qualities seem to influence students’ positive attachment to school: Having a sense of belonging and being part of a school, liking school, perceiving that teachers are supportive and caring, having good friends within school, being engaged in their own current and future academic progress, believing that discipline is fair and effective, Participating in extracurricular activities. These factors, measured in different ways, are highly predictive of success in school. Because each of these seven factors brings with it a sense of connection to oneself, one’s community or one’s friends it is clear that school connectedness makes a difference in the lives of youth. (Blum, 2004). In the healthy progress of children and youth, grades, cooperation, a feeling of belonging, and associations with students and educators are essential in feeling associated with school and connected students improve