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 Levels of connectedness Students who feel connected to school are less likely to use substances Frequency of Use: Level of Substance Use (SD Units)

Emotional Distress Students who feel connected to school experience less emotional distress Levels of connectedness Level of Emotional Distress (SD Units)

Violence or Deviant Behavior Students who feel connected to school engage In less violent or deviant behavior Levels of connectedness Level of Violence or Deviant Behavior (SD Units)

Pregnancy Students who feel connected to school are less likely to become pregnant Levels of connectedness Percent ever Pregnant

Initiated Cigarette Use Predicted Percent at Three Levels of Teacher Support 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 Drunk Predicted Percent Three Levels of Teacher Support 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 Marijuana Use Predicted Percent at Three Levels of Teacher Support 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

Seriously Considered or Attempted Suicide Predicted Percent at Three Levels of Teacher Support 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 Violence Predicted Percent at Three Levels of Teacher Support 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

The Triad of School Connectedness n Interpersonal connectedness with school staff and peers; n An engaging environment that is physically, emotionally and academically safe. n High expectations coupled with support for learning and relevant instruction.

Connected Schools n Ensures that every student has a relationship with at least one caring adult; n Creates a small school environment; n Assures that students are personally greeted on arrival to school daily; n Uses team teaching; n Provides every student with a staff member who tracks their progress; n Provides student-teacher and student-student mentorship; n Allows teachers to stay with students across multiple years.

What do MCPS Students say Schools do to make you feel connected? n People know you by name? n Call on you to do things? n Engage you in conversation about things other than school n Have parent conferences n Provide homework and afterschool help n Hold orientation for new students

School Activities can make you feel connected (MCPS Students) n Morning announcements keep us informed n After-school activities matter n A little extra time at lunch to socialize with friends n Extra help with assignments and homework

What can adults in school do to create an connected school n 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.) n 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.) n 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 SupportLow Support Reading Achievement (1 yr) 1.5 yrs0.5 yrs Math Achievement (1 yr) 1.67 yrs<1.0 yrs

School as a Behavioral Safety Zone n Clean, physically safe buildings; n Monitor unstructured activities and times during the school day; n Moderate the noise levels; n Ensure respect for property; n Use common spaces to show student work; n Engage students in maintaining the school environment.

School as an Emotional Safety Zone n Welcome new students through a structured approach; n Recognize all types of excellence; n Help students avoid victimization; n Be aware that school may be the only safe haven a child has access to; n 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 n Do not track students; n Ensure that all students receive the same core education; n Provide learning supports, mentors, tutoring; n Allow teachers to meet in teams, plan, monitor progress of individual students; n Reward teaching excellence; n Rewards students for achieving at their own pace “as-soon-as-you-can”

Teachers who set High Standards n Hold students accountable for achieving their best; n Teach academic study skills, test taking, time management; n Provide positive feedback for effort not just achievement; n Set individual goals and provide the supports to achieve them.

School as a Risk Alienation Academic Frustration Experiencing a Lack of Competence and Efficacy Chaotic Transitions Negative Relationships with Adults and Peers Teasing, Bullying, Gangs Segregation with Antisocial Peers School-driven Mobility & Harsh Discipline, Suspension, Expulsion, Push Out/Drop Out.

MCPS Student perspectives of what creates disengagement n Indifference to how I feel n Lack of inclusiveness in school activities n Lack of trust in students n Unfair/uneven punishments n Dishonesty n Favoring one group over another

School as Protective Connection Academic Success Development of Competencies and a sense of Personal Efficacy Supported Transitions Positive Relationships with Adults and Peers Caring Interactions Interaction with Pro-social peers Stability Positive 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 culturally competent Responsible and persistent Cooperative team players Contribute to school and community Physically safe Emotionally and socially safe Treated fairly and equitably Avoid risky behaviors School is safe and orderly High expectations Strong 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