The literature reviewed attributes protective academic and behavioral benefits to positive school connectedness¶
Claim · All claims
Evidence · 1 study · causalr1·q1
Currency · newest study 2016 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q1 i? Per the CDC (2009) as cited by the article, school connectedness was found to be the strongest protective factor for promoting positive academic and nonacademic outcomes for youth. → Kraus 2016
Evidence¶
Kraus 2016¶
Kraus, S. E. C., & Cleveland, R. E. (2016). The Effects of a Cross-age Peer Mentoring Program on School Connectedness with Rural Populations. Georgia School Counselor Association Journal. https://eric.ed.gov/?id=EJ1140852
q1 · i? · causal · r1
Narrative literature review attributing this finding to the CDC (2009); the article also cites Resnick et al. (1997) that youth feeling connected to school were less likely to engage in risky behaviors. No independent analysis is reported here.
"The CDC (2009) found school connectedness "to be the strongest protective factor for promoting positive academic and nonacademic outcomes for youth" (p. 3)."
Discussion¶
Learner Variables¶
- Belonging — predictor: learners who differ on it differ in outcomes
Related Claims¶
- A nine-week cross-age peer mentoring program did not produce statistically significant increases in global school connectedness among rural middle school mentees, though mean scores rose in both groups — a narrower finding that bears on this claim
- Rural seventh-grade mentees receiving cross-age peer mentoring showed a statistically significant increase on the \"Self-in-Future\" connectedness subscale — related
- Positive developmental relationships and school connectedness protect against violence, absenteeism, and substance abuse, and increase threat reporting — possibly the same claim (merge candidate)
- Trait resilience had a promotive role in academic performance for immigrant and non-immigrant students alike, and an additional protective effect mitigating the negative effect of school discrimination specifically among first- and second-generation immigrant students (reported by the editors, citing Huang et al.) — related
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