Does It Matter If Students (Dis)like School? Associations Between School Liking, Teacher and School Connectedness, and Exclusionary Discipline

Abstract

School liking is an important factor in student engagement, well-being, and academic achievement, but it is also potentially influenced by factors external to the individual, such as school culture, teacher support, and approaches to discipline. The present study employed a survey methodology to investigate the associations between school liking and disliking, teacher and school connectedness, and experiences of exclusionary discipline from the perspective of students themselves. Participants included 1,002 students (Grades 7–10) from three secondary schools serving disadvantaged communities. Results indicated clear differences between students who like and dislike school in terms of their preferred school activities and school disciplinary history, with students who disliked school experiencing overall lower school connectedness. Moreover, students who disliked school experienced less positive relationships with their teachers, and this was even more pronounced for students who had been previously suspended. The findings reveal key differences between students who do and do not like school, differences that may be masked by typical research approaches. This research indicates the need for more nuanced, student-informed approaches to inclusive school reform.

The impact of Benevolent Childhood Experiences on adult Flourishing: the mediating role of Light Triad traits

“…Liking school reflects positive experiences, engagement, and a sense of purpose, contributing to intrinsic motivation and developing a positive worldview. These positive school experiences can foster social–emotional competencies ( Graham et al, 2022 ), including empathy and prosocial behaviors, which in turn cultivate Faith in Humanity and the perception of people as inherently valuable and deserving of dignity. Such early experiences lay the groundwork for positive adult outcomes, contributing to overall Flourishing and forming positive beliefs about Humanity.…”

Trajectories and latent classes of school enjoyment in adolescence: Associations with peer victimization and mental health.

“…A growing number of studies in positive psychology have demonstrated the importance of studying people's positive emotions and thinking, positive traits and personalities, and positive environments that predictably lead to their happiness, well-being, and life satisfaction (Seligman, 2006). By the definition of school enjoyment, it is assumed that children who truly enjoy school are comfortable with their school life and, in particular, are satisfied with how they spend their time with other people, such as peers, whom they meet at school (Graham et al, 2022). It is also possible that they see their school as a positive social or learning environment that matches their interests, personalities, and values (Graham et al, 2022).…”

“…By the definition of school enjoyment, it is assumed that children who truly enjoy school are comfortable with their school life and, in particular, are satisfied with how they spend their time with other people, such as peers, whom they meet at school (Graham et al, 2022). It is also possible that they see their school as a positive social or learning environment that matches their interests, personalities, and values (Graham et al, 2022). Given the negative association between school enjoyment and mental health and behavioral problems (Cadman et al, 2021), this suggests that the way in which children view school positively or fully engage in such an educational environment may be an indicator of better school adjustment.…”

Out-of-school suspensions in U.S. public schools: relations with chronic teacher absenteeism

“…Being suspended from school can undermine a student's ability to keep up with school work and thus disrupts a student's ability to take full advantage of their educational opportunities (Tanner-Smith and Wilson, 2013). Additionally, being suspended deprives students of contact with their classmates and negatively affects their attitudes about school and learning, which creates feelings of being disconnected from school (Graham et al, 2022).…”