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During the average school year, american youth spend about a quarter of their waking hours in school, most of it in the classroom, giving rise to its potential as a powerful context for influencing young people.1 Much research has examined the relationship between school climate and student outcomes, documenting, for example, the extent to which students tend to perform better academically, have better socio-emotional health, use fewer substances, and participate less in violent, aggressive, and bullying behaviors as a consequence of a positive school climate. In this brief, we focus on the extent that students feel connected, which may be one of the most important characteristics of school climate.2 The Centers for Disease Control and Prevention (CDC) defines school connectedness as “the belief held by students that the adults and peers in their school care about their learning as well as about them as individuals.”3 In other words, school connectedness is described as feeling positively about education, feeling a sense of belonging in the school environment, and having positive relationships with school staff and other students. The CDC reports that students who feel connected to school are more likely to have a number of positive health and academic outcomes. research indicates that those students who report a high sense of school connectedness are less likely to use substances or engage in sexual intercourse; carry weapons; engage in violent or risk-taking behaviors, such as drinking and driving or not wearing seat belts; have emotional problems; suffer from eating disorders; or have suicidal thoughts.4 Key Findings

Teachers matter: feelings of school connectedness and positive youth development among Coos County youth