School-Based Programs for Increasing Connectedness and Reducing Risk Behavior: A Systematic Review

School Belonging of Adolescents: The Role of Teacher–Student Relationships, Peer Relationships and Family Involvement

“…The students who feel supported socially and academically by their parents are motivated to attend school activities and also get on well with peers. Although teachers, peers, family, and community have been used as key social domains in which to examine school belonging in the related literature, they have rarely been studied together (Chapman et al, 2013;Goodenow & Grady, 1993;Johnson, 2009;Osterman, 2000;Waters, Cross, & Shaw, 2010). For example, the implications and consequences of a sense of school belonging have been studied widely (Anderman & Freeman, 2004;Osterman, 2000), however less is known about the factors that predict belongingness.…”

“…In an effort to understand the consequences of a presence or absence of school belonging, the field of education has examined various factors that can influence student behavior and performance in various student groups (Chapman, Buckely, Sheehan, & Shochef, 2013;Goodenow & Grady, 1993;Johnson, 2009;Osterman, 2000;Waters, Cross, & Shaw, 2010). In these studies, schools, teachers, peers, families, and communities have been used as key social domains in which to examine school belonging; however they have rarely been studied together.…”

A Stealth Intervention: The GLAMA (Girls! Lead! Achieve! Mentor! Activate!) and BLAST (Boys! Lead! Activate! Succeed Together!) School Connectedness, Peer Leadership and Physical Activity Transition Program

“…As the school has previously used the Peer Support Program (Peer Support Australia, 2001) as a model for its transition program, which is allocated one school term to transition students into their new school, the intervention was designed to work within those parameters and was therefore shorter than previously reported school connectedness interventions (Chapman et al, 2013). The challenge was then to see if we could elicit positive school connectedness changes over a shorter time period despite previous evidence suggesting that school connectedness often declines over this transition period for students of this age.…”

“…As stated above, many school connectedness interventions have previously been conducted between 1½ -3 years, only in primary school cohorts and usually specifically target prevention of risk taking behaviours (Chapman et al, 2013). In contrast, transition programs have been reported to last only one term and research has focused on the changes in student academic performance, behavioural changes relevant to declines in levels of motivation, interest, selfefficacy, self-esteem and potential increases in problem or risk-taking behaviours (Anderman & Midgley, 1997;Bouffard, Boileau, & Vezeau, 2001;Harter, Whitesell, & Kowalski, 1992;Nottelmann, 1987;Parker, 2009) during the transition period between primary and secondary school rather than as a result of an intervention program.…”

Adolescents’ Self-Esteem, School Anger and Life Satisfaction as Predictors of Their School Attachment

“…ve donanımın kazanılmasında oldukça önemli bir işlev görmektedir (Chapman, Buckley, Sheehan ve Shochet, 2013). Gelişim sürecinde, ergenler için farklı bağlanma ilişkileri yaşamak ve ait olma duygusunu kazanmak oldukça güçlü bir psikolojik ihtiyaç olarak vurgulanırken (Osterman, 2000); okullar bu tür bağlanma ilişkilerinin yaşanmasına katkıda bulunan en önemli sosyalleşme etkeni olarak değerlendirilmektedir (Catalano, Haggerty, Oesterle, Fleming ve Hawkins, 2004).…”