School Connectedness: Research and Best Practices Robert Wm. Blum, MD, MPH, Ph.D. William H. Gates Sr. Professor and Chair Department of Population, Family

School Connectedness: Research and Best Practices

Robert Wm. Blum, MD, MPH, Ph.D.

William H. Gates Sr. Professor and Chair

Department of Population, Family and Reproductive Health

Johns Hopkins Bloomberg School of Public Health

Safe and Drug Free Schools

Old Mill High School

July 16, 2008

Together We Can!

What is school connectedness?

Sense of belonging, being part of school;

Liking school;

Perceiving teachers as supportive and caring;

Having good friends at school;

Being engaged academically;

Experiencing fair and effective discipline;

Participating in extra-curricular activities.

By high school, 40-60% of all students are chronically disengaged from school.

Klem & Connell, 2004

Substance Use

-0.5

0

0.5

1

1.5

Not at All Very Little Somewhat Quite a Bit A Lot

AlcoholCigarettesMarijuana

Levels of connectedness

Students who feel connected to school are less likely to

use substances

Frequency of Use:

Lev

el o

f S

ub

sta

nce

Use

(S

D U

nit

s)

Emotional Distress

-0.5

0

0.5

1

1.5


EmotionalDistress

Suicide

Students who feel connected to school experience

less emotional distress


Lev

el o

f E

mo

tio

nal

Dis

tres

s (

SD

Un

its)

Violence or Deviant Behavior

-0.5

0

0.5

1


DeviantBehavior

Violence

Students who feel connected to school

engage In less violent or deviant behavior


Lev

el o

f V

iole

nce

or

De

via

nt

Beh

avio

r (S

D U

nit

s)

Pregnancy

12

14

16

18

20

22

24


Students who feel connected to school are less likely to become pregnant


Per

cent

eve

r P

regn

ant

Initiated Cigarette Use Predicted Percent at Three Levels of

Teacher Support

16.5

14.3

12.2

5.33.8

2.80

2

4

6

8

10

12

14

16

18

None to Occasional None to Regular

- 1 s.d.Mean+ 1 s.d.

Multinomial logit models adjusted for social belonging, race/ethnicity, income, gender, family structure, emotional distress, relationship with parents, hx of peer suicide, hx of family suicide

Initiated Getting DrunkPredicted Percent Three Levels of

Teacher Support

0

2

4

6

8

10

12

14

16

18


- 1 s.d.Mean+ 1 s.d.6.2

11.3

9.5

4.53.2

13.4


Initiated Marijuana Use Predicted Percent at Three Levels of

Teacher Support

0

2

4

6

8

10

12

14

16

18



4.4

6.34.7

3.4 2.6

8.3


Seriously Considered or Attempted Suicide

Predicted Percent at Three Levels of Teacher Support

0

2

4

6

8

10

12

14

16

18

None to Ideation None to Attempt


2.2

5.0 4.5

1.7 1.3

5.5


Initiated Violence Predicted Percent at Three Levels of

Teacher Support

0

2

4

6

8

10

12

14

16

18

- 1 s.d.Mean+ 1 s.d.7.5

6.04.7


The Triad of School Connectedness

Interpersonal connectedness with school staff and peers;

An engaging environment that is physically, emotionally and academically safe.

High expectations coupled with support for learning and relevant instruction.

Connected Schools Ensures that every student has a

relationship with at least one caring adult; Creates a small school environment; Assures that students are personally

greeted on arrival to school daily; Uses team teaching; Provides every student with a staff

member who tracks their progress; Provides student-teacher and student-

student mentorship; Allows teachers to stay with students

across multiple years.

What do MCPS Students say Schools do to make you feel connected?

People know you by name? Call on you to do things? Engage you in conversation about

things other than school Have parent conferences Provide homework and afterschool

help Hold orientation for new students

School Activities can make you feel connected (MCPS Students)

Morning announcements keep us informed

After-school activities matter A little extra time at lunch to

socialize with friends Extra help with assignments and

homework

What can adults in school do to create an connected school

Get to know your students --have students create their own

biographies through music, dance, poetry, narrative;

-- call all parents once before Winter break;

-- link assignments with student lives;

-- allow students to share opinions

Creating an Connected School (cont.)

Be open --share what you have learned

from life experiences not just from academics;

-- provide opportunities for students to give you feed back;

-- solicit student input into assignments.

Creating an Connected School (cont.)

Create a level playing field -- call on students randomly

not because they raise their hands;

--apply consequences equally to all students;

-- never tolerate put-downs, ridicule, bullying or worse.

School Connection translates to Academic Achievement

Lee, et al 1999

Academic Support

High Support Low Support

Reading Achievement

(1 yr)1.5 yrs 0.5 yrs

Math Achievement

(1 yr)1.67 yrs <1.0 yrs

School as a Behavioral Safety Zone

Clean, physically safe buildings; Monitor unstructured activities and times

during the school day; Moderate the noise levels; Ensure respect for property; Use common spaces to show student work; Engage students in maintaining the school

environment.

School as an Emotional Safety Zone

Welcome new students through a structured approach;

Recognize all types of excellence; Help students avoid victimization; Be aware that school may be the only

safe haven a child has access to; Acknowledge that at times learning can

not occur when students are faced with extreme crisis.

Engaging Schools Couple High Support with High Expectations

Schools that set High Standards

Do not track students;Ensure that all students receive

the same core education;Provide learning supports,

mentors, tutoring;Allow teachers to meet in teams,

plan, monitor progress of individual students;

Reward teaching excellence;Rewards students for achieving at their own pace “as-soon-as-

you-can”

Teachers who set High Standards

Hold students accountable for achieving

their best;Teach academic study skills, test taking, time

management;Provide positive

feedback for effort not just achievement;

Set individual goals and provide the supports to

achieve them.

School as a Risk AlienationAcademic FrustrationExperiencing a Lack of Competence and EfficacyChaotic Transitions Negative Relationships with Adults and PeersTeasing, Bullying, GangsSegregation with Antisocial PeersSchool-driven Mobility &Harsh Discipline, Suspension, Expulsion, Push Out/Drop Out.

MCPS Student perspectives of what creates disengagement

Indifference to how I feel Lack of inclusiveness in school

activities Lack of trust in students Unfair/uneven punishments Dishonesty Favoring one group over another

School as Protective Connection Academic SuccessDevelopment of Competencies and a sense of Personal EfficacySupported Transitions Positive Relationships with Adults and PeersCaring InteractionsInteraction with Pro-social peersStabilityPositive approaches to disciplinary infractions & Services and Supports

Creating Conditions for Learning

Students are supported

Students are socially capable

Students are safe

Students are challenged

Meaningful connection to adults

Strong bonds to school

Positive peer relationships

Effective and available support

Emotionally intelligent and culturallycompetent

Responsible and persistent

Cooperative team players

Contribute to school and community

Physically safeEmotionally and socially safe

Treated fairly and equitably

Avoid risky behaviorsSchool is safe and orderly

High expectationsStrong personal motivation

School is connected to life goals

Rigorous academic opportunities

Where is your school on this continuum?

•Staff Teams•Relational/Positive Discipline•Coordination•High Trust, Efficacy, Expectations•Family-School Partnership•Community-School Partnership•Value and embrace diversity

•Teacher Isolation• Punitive Discipline•Fragmentation•Low Trust, Efficacy, Expectations•Poor Family-School Collaboration•Low Community Contact•Diversity Challenged

Documents

School Connectedness: Research and Best Practices Robert Wm. Blum, MD, MPH, Ph.D. William H. Gates Sr. Professor and Chair Department of Population, Family