Does School Connectedness Impact Academic Performance?

Few empirical studies have closely examined the link between students’ feelings of safety and academic achievement scores. Konishi, Hymel, Zumbo and Li contribute to the field by examining how academic performance is affected both by student relationships with peers and also with teachers. Previous studies have explored certain aspects of school connectedness, but did not provide conclusive information on the influence of school connectedness on standardized measures of academic achievement. Other related studies have examined how certain factors that improve students’ sense of belonging, such as caring relationships with teachers, impact school performance (Ma, 2003; Osterman, 2000; Birch & Ladd, 1998). Some research indicates that strong bonds between students and school staff can be especially protective for students from marginalized and low SES backgrounds (Darwich, Hymel, Pedrini, Sippel, & Waterhouse, 2008; Meehan, Hughes, & Cavell, 2003; Schlosser, 1992). Another arm of relevant research involves the impact of peer relationships on school engagement and performance. Specifically, previously conducted studies demonstrate that bullying compromises the safety of the school community (Luiselli et al., 2005) and can negatively impact physical, emotional, and mental health (Kaltiala-Heino, Rimpelä, Marttunen, Rimpelä, & Rantanen, 1999; Kaltiala-Heino, Rimpelä, Rantanen, & Rimpelä, 2000; Rigby, 2000).