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INTRODUCTION: Obesity is a major public health concern for youth in the United States. Eating behaviors, such as meal skipping and eating family dinner, are associated with obesity. School connectedness and family connectedness assess the degree to which an individual feels that he or she belongs in an environment, and strong feelings of school connectedness are associated with decreased BMI. This study qualitatively evaluates the relationships between feelings of home and school connectedness and specific eating behaviors associated with obesity in an adolescent population. METHODS: Participants were recruited from an adolescent clinic at Boston Children's Hospital. Inclusion criteria for recruitment included adolescents who were: Black/ African American or Hispanic and non-White, between 13 and 19 years of age, and living in the Boston neighborhoods of Dorchester, Roxbury, or Mattapan. Participants were interviewed using a semi-structured interview guide, and participant data was analyzed by systematically identifying thematic language in the data by identifying similar phrases, patterns of descriptions, and notable disparities in participant content. RESULTS: 14 (10 females, 4 males; M=15.8 years of age) were enrolled and interviewed. Mean participant BMI was 27.3. 10 participants rarely/never skipped lunch, and 4 participants often/always skipped lunch. 6 participants ate dinner at home with their family always/ often, and 4 rarely/never ate dinner at home with their family. Most reported that their school's community, quality of education, and small environments were the most important aspects of their school. Of the 4 participants who attended school in the suburbs, 3 were connected or very connected to their school and disconnected from their neighborhoods. Every participant expressed feeling safe at school, but many cited lack of safety as their least favorite aspect of their neighborhood. Some reported that they felt safe, even though they knew that their neighborhoods were unsafe. CONCLUSION: Of the five students who felt 'very connected' to their schools, all but one always/often ate the food provided by their schools. These students discussed the ways in which their schools listened to student suggestions about school food. These feelings may suggest a stronger sense of feeling respected by one's school. Strong feelings of school connectedness in the majority of students who attend school in the suburbs warrant further exploration, as those who experience discordant home and school environments seemed more likely to embrace their school environment than their neighborhood environment. Furthermore, understanding how perceived neighborhood safety may contribute to feelings of home and neighborhood connectedness and possibly eating behaviors at or around home merits further examination.

The intent of this research is to determine the impact of a peer mentoring/tutoring program on parent perceptions of school climate and connectedness and standardized test scores, report card grades and attendance of at risk elementary students. Peer mentoring has been found to be effective in addressing some of the concerns regarding at risk student performance in the school environment and eventual school outcomes. This study uses quantitative methods to determine the effect of this intervention on this population. A school climate/connectedness survey completed by parents of the students participants in a Cross Age Peer Mentoring Program (CAPM Program) and standardized test scores, report card grades and attendance patterns were examined prior to and following student participation in the program. Subjects included 32 elementary students with n=10 for first grade, n=6 for second, n=8 for fourth and n=8 for fifth. The students were cross age paired, primary with intermediate to participate in a mentoring program. Parents of participating students were asked to complete the Comprehensive School Climate Inventory prior to and following their child's participation in the program to determine if perceptions of school climate and connectedness changed as a result of their child's participation in the program. Analysis of the survey result, pre and post participation was accomplished using dependent sample t-tests to discern differences in the mean scores for the survey factors, including Safety, Teaching and Learning, Relationships and Institutional Environment and the Unified Scale. Teaching and Learning items were combined to obtain a Climate score and Interpersonal Relationships and Institutional Environment provided a Connectedness measure Climate and Connectedness. The null hypothesis was rejected, with results of the dependent t-tests showing significant differences in all but the Safety and Institutional Environment factors. <br>Attendance variables were found to be significant for all participants, mentees and a group identified as at risk for attendance. Academic variable for mentors included standardized test results and grade percentages, pre and post for both. Analysis of these scores and grade outcomes provided mixed results, with significant differences noted in standardized test scores, but no difference in the means of grade percentages. / School of Education / Interdisciplinary Doctoral Program for Education Leaders (IDPEL) / EdD / Dissertation

This study explored the relationship between attachment quality and school connectedness in a high school sample of adolescents. Although there is a literature related to adolescent attachment quality and its effects on adjustment and development, relatively little attention has been paid to the relationship between parent and peer attachment and school connectedness. Further, these attachments and connections have yet to be examined among general and special education populations. Attachment quality has been correlated with identity development, self-esteem, competence, and psychopathology and has been investigated as a mediator in the relation between risk and resilience. School connectedness centers around the theory that when adolescents perceive consistent personal power, attention, and praise, they develop a sense of attachment to their school environment. Further, school connectedness, attachment to family, and positive peer bonds, respectively, have been viewed as protective factors, i.e., preventing adolescents from engaging in health risk behaviors (i.e., violence, risky sexual behavior, drug use, and dropping out of school) (U.S. Department of Education, 2006). The present study included 157 students, aged 15 to 18 years who participated in a longitudinal study (The Longitudinal Study of Co-morbid Disorders in Children and Adolescence). Using quantitative methodologies, analyses examined the relationships among gender, ethnicity, risk status and parent attachment, peer attachment, and school connectedness. Measures included self-report questionnaires of attachment quality and school connectedness in adolescence. Several major findings from the present investigation include: (1) higher ratings of attachment to parents were associated with higher ratings of school connectedness; (2) higher ratings of attachment to peers were associated with higher ratings of school connectedness; (3) students at risk reported less school connectedness than not at risk students; and (4) the effects of peer attachment on school connectedness were moderated by risk group.

The purpose of this study was to examine the association between school connectedness and participation in extracurricular activities. A current gap in the research prevents a complete understanding of the relationship between extracurricular participation and school connectedness; therefore, this study aimed to bridge this gap. It is reasonable to suggest that by simply improving the amount, type, and availability of activities, schools have the potential to help students become more motivated in their role as both a student and a community member. The objective was to provide further support to research implying that increased participation in school-based extracurricular activities improves and encourages school connectedness among students. Overall, the study was aimed at examining what factors predict school connectedness.<p> Data for this study were collected in a survey format from 252 grade 11 and grade 12 students from several rural Saskatchewan schools. A sequential multiple regression was performed to predict school connectedness. After adjusting for various sociodemographic characteristics, two independent variables predicted school connectedness: health-risk behaviours and extracurricular participation. This research was able to show that beyond factors such as age, gender, grade, and participation in health-risk factors, students who reported being involved in extracurricular activity reported higher scores of school connectedness. Extracurricular participation was associated positively with school connectedness, indicating that participating in extracurricular activities increases school connectedness. Health-risk factors were negative predictors of school connectedness. That is, students who reported participating in health-risk behaviours reported lower school connectedness scores. First Nations students report lower school connectedness scores than Caucasian students. The limitations, directions for future research and implications for practice of these findings are discussed.

School connectedness, encompassing positive feelings toward teachers and peers and a sense of belonging at school, has been touted as a critical factor in promoting student achievement and reducing youth risk behaviors. The literature has been mixed in terms of understanding the relationship between race, racial congruence and school diversity’s influence on school connectedness, particularly for youth of color. The current study examines the effect of these variables on self reported feelings of school connectedness in a sample of 8,787 seventh grade students from 56 middle schools in one racially diverse school system. Multi-level modeling revealed that socioeconomic status and school racial diversity accounted for a significant portion of the variance in school connectedness. Controlling for these school level effects, race had a moderating effect on the relationship between racial congruence and school connectedness. Implications of these preliminary results on promoting school connectedness for youth of color are discussed.

The purpose of this study was to examine the association between school connectedness and participation in extracurricular activities. A current gap in the research prevents a complete understanding of the relationship between extracurricular participation and school connectedness; therefore, this study aimed to bridge this gap. It is reasonable to suggest that by simply improving the amount, type, and availability of activities, schools have the potential to help students become more motivated in their role as both a student and a community member. The objective was to provide further support to research implying that increased participation in school-based extracurricular activities improves and encourages school connectedness among students. Overall, the study was aimed at examining what factors predict school connectedness.<p> Data for this study were collected in a survey format from 252 grade 11 and grade 12 students from several rural Saskatchewan schools. A sequential multiple regression was performed to predict school connectedness. After adjusting for various sociodemographic characteristics, two independent variables predicted school connectedness: health-risk behaviours and extracurricular participation. This research was able to show that beyond factors such as age, gender, grade, and participation in health-risk factors, students who reported being involved in extracurricular activity reported higher scores of school connectedness. Extracurricular participation was associated positively with school connectedness, indicating that participating in extracurricular activities increases school connectedness. Health-risk factors were negative predictors of school connectedness. That is, students who reported participating in health-risk behaviours reported lower school connectedness scores. First Nations students report lower school connectedness scores than Caucasian students. The limitations, directions for future research and implications for practice of these findings are discussed.

The purpose of the present study is to investigate whether feelings of school connectedness or educational value moderate the effect of cultural mistrust on academic achievement. It is hypothesized that the positive influence of school connectedness and educational value will protect against the potential negative impact of cultural mistrust on academic success. Multiple regression analysis will be used to analyze a model predicting academic achievement among African American middle school students based on their level of cultural mistrust, school connectedness, and educational value. Implications for educational programming and practice include early detection of students higher in cultural mistrust to prevent later academic disparities, recruitment of African American role models that allow for students to view that there are positive realistic outcomes, and finally foster positive interactions with school personal. / text

Experiencing a traumatic event during childhood or adolescence is not a rare event, yet there is little written that examines the impact that trauma and the resulting stress have in the school context, from the perspective of the youth. Traumatic stress manifests itself in internalizing and externalizing behaviours that can significantly impact academic and social functioning, and the psychosocial well-being of youth. In the absence of disclosure, teachers are often unaware that trauma may be at the root of emotional and behavioural needs seen in the classroom and may be the reason for more subtle shifts in behaviour, achievement, appearance, and demeanour. The protective nature of school connectedness, and specifically student-teacher relationships and caring, positive school climates, in increasing engagement and decreasing at-risk behaviours and emotional distress (Blum, 2005, Bond et al., 2007; Klem, & Connell, 2004) holds promise for these students. School and teachers can play an important role in improving well-being and in mitigating long term negative outcomes. Research in this area is essential as students with trauma histories and subsequent mental health needs are at greater risk for delinquency, substance abuse, suicide, chronic health problems, and diminished educational and employment success than their peers (Bardone, 1998; Edwards, Anda, Felitti, & Dube, 2004; Fergusson, 2007). This qualitative study describes the experience of four young adults who had each experienced varying traumatic life events during childhood and adolescence. The interviews sought to understand how trauma impacted the high school experience for the participants, perceptions of teacher support, and to hear their advice on how teachers can best support their learning and well-being. Results of the cross-case analysis showed the importance of noticing and validating subtle signs of student distress, of connections with caring teachers, and of teacher initiated offers of support. The youth also emphasized the importance of being seen and related to as a person and not solely as a student, highlighting the need for schools to focus on student well-being as well as academic functioning. These findings emphasize the importance that caring connections with teachers can have in supporting the well-being of students who have experienced trauma. / Thesis (Master, Education) -- Queen's University, 2010-04-14 19:57:15.425

While there is a vast amount of research focusing on the importance of school connectedness for short-term outcomes related to alcohol use, few studies have looked at the longer-term consequences of poor school connectedness. The aim of the current study was therefore to investigate the gender-specific association between school connectedness (1966) and alcohol- related hospitalization in adulthood (1973-2007). Moreover, the role of adjustment problems in adolescence was examined. Logistic regression analysis was based on a cohort of Swedish children, born in 1953 in Stockholm, Sweden, including 6,269 males and 6,106 females. The results revealed a statistically significant relationship between having a lower level of school connectedness in childhood and an increased risk of hospitalization due to alcohol misuse in adulthood, among males. The findings for females were less conclusive. Controlling for socioeconomic background and adjustment problems in adolescence reduced the strength of the association but did not explain it. In sum, this study shows that school connectedness appear to have long-term consequences for alcohol-related diseases, but further research is needed to understand the mechanisms behind this finding.