Effects of School Connectedness on Mental Health and School Safety

Abstract

This study investigates the relationship between school connectedness, mental health, and school safety

using data from the 2021 Youth Risk Behavior Survey (YRBS). School connectedness, defined as students'

sense of belonging and care within the school environment, is a critical protective factor against mental health

challenges. The purpose of this study is to examine whether school connectedness is associated with better

mental health outcomes and whether this relationship is mediated by perceptions of school safety.

Participants included 7,089 high school students from the nationally representative YRBS sample. Binary

logistic regression, accounting for the survey's complex sampling design, was employed to estimate adjusted

odds ratios (AORs) and interaction effects. Findings revealed that approximately 63% of students reported

feeling close to people at their school. Students who experienced safety concerns, bullying, or threats

reported significantly lower levels of school connectedness and poorer mental health outcomes. School

connectedness was positively associated with reduced levels of anxiety, depression, and suicidal ideation.

Notably, perceptions of school safety significantly mediated the relationship between connectedness and

mental health, underscoring the importance of fostering safe and inclusive school environments. These

findings highlight school connectedness as a vital intervention target for promoting youth well-being.

Implications and future directions for research as discussed.

Keywords

School Connectedness, Mental Health, School Safety

INTRODUCTION

School connectedness plays a pivotal role in fostering youth well-being, serving as a cornerstone for students' emotional and psychological health. Defined as the feeling of being cared for, valued, and supported within the school environment, school

connectedness encompasses a range of factors that collectively influence students' overall experience and sense of belonging (CDC, 2018; Marsh et al., 2019; McCabe et al., 2021). These factors include positive relationships with teachers and/or other school-based adults, peer interactions, engagement in school activities, feelings of safety, academic support, an inclusive school climate, clear and fair school policies, and parental involvement (Bersamin et al., 2018; Chapman, et al., 2013; Thapa et al., 2013).

Research (Allen et al., 2021; Balfanz et al., 2024; Peng et al., 2024) highlights the profound impact of these variables on students' connectedness to their school. For instance, youth who perceive their teachers as supportive and approachable are more likely to develop a strong attachment to their school. Similarly, positive peer relationships and active participation in school activities further enhance this connection. Furthermore, a safe and inclusive school environment, along with equitable school policies and active parental involvement, significantly contributes to students' overall sense of security and belonging.

The relationship between school connectedness and mental health has been well-documented. Studies demonstrate that youth who experience a high level of connectedness to their school tend to exhibit lower levels of anxiety, depression, and emotional distress. For example, Shochet et al. (2006) found that increased school connectedness is a significant predictor of reduced depressive and anxious symptoms among adolescents. Additionally, Lester et al. (2013) noted that when youth have feelings of connection to their school they report better emotional well-being and fewer mental health issues.

Central to this dynamic is the role of school safety, which serves as a crucial factor in the relationship between school connectedness and mental health. Research by Loukas et al. (2016) reveals that perceptions of safety within the school environment enhance the protective effects of school connectedness on mental health outcomes. Thus, fostering a safe and supportive school climate not only strengthens youths' sense of connection but also promotes better mental health.

Purpose of the Present Study

Understanding the relationship between youths' perceptions of school connectedness, mental health, and school safety is crucial for identifying how schools can foster healthy behaviors, mitigate risks, and support positive developmental trajectories. Additionally, examining school connectedness as a protective factor across diverse racial, ethnic, sexual orientation, and gender identities is essential for evaluating its potential as an effective intervention. Notably, the 2021 Youth Risk Behavior Survey (YRBS) conducted by the Centers for Disease Control and Prevention (CDC) (CDC, 2021) included, for the first time, a single-item measure of school connectedness, allowing for an analysis of these perceptions among a nationally representative sample of U.S. high school students.

This manuscript aims to contribute to the growing literature on the benefits of school connectedness by investigating its role in creating environments that enhance students' sense of belonging and security. Specifically, the research explores the intricate relationships between school connectedness, school safety, and mental health. The study seeks to answer the following question: Is school connectedness related to better mental health and is this relationship explained by feelings of school safety?

LITERATURE REVIEW

School connectedness, though often considered an abstract concept, has been clearly defined in previous research. Building on these studies, this research defines school connectedness as the sense of being cared for and valued within the school environment, a crucial factor in fostering youth well-being. (CDC, 2018; Marsh et al., 2019; McCabe et al., 2021). Several elements contribute to school connectedness, including positive relationships with teachers and peers, participation in school activities, school safety, academic support, an inclusive school climate, clear and fair policies, and parental involvement (Bersamin et al., 2018; Chapman et al., 2013; Thapa et al., 2013). This research specifically aims to explore the impact of school connectedness on mental health and school safety.

Mental Health

Research consistently shows that strong feelings of school connectedness are linked to lower levels of negative mental health outcomes and provide long-term protective benefits across various health domains. These include reduced emotional distress, suicidal ideation, physical violence, victimization, multiple sexual partners, prescription drug misuse, and other illicit drug use. For example, studies have found that youth who feel connected to their school are less likely to experience emotional distress, such as depression and anxiety, or report suicidal thoughts (CDC, 2018; Eugene et al., 2021; Hertz et al., 2022; Kim, 2020; Langille et al., 2015; Lester et al., 2013; Marraccini & Brier, 2017; Shochet et al., 2006). Additionally, they are less likely to engage in physical violence, risky sexual behaviors, or substance use (CDC, 2018; Eugene et al., 2021; Marraccini & Brier, 2017; Sterner et al., 2019; Weatherson et al., 2018; Wilkins et al., 2023). Moreover, youth with higher levels of school connectedness are more likely to adopt positive health behaviors, such as regular physical activity and healthy eating (Neely et al., 2015; Steiner et al., 2019; Weatherson et al., 2018), and demonstrate better academic outcomes, including higher grades, improved attendance, and increased likelihood of high school graduation (Niehaus et al., 2012; 2016). Finally, Steiner et al. (2019) further highlighted that a sense of school connectedness not only influences immediate well-being but also has long-term benefits, including enhanced life satisfaction. Their findings suggest that the positive effects of feeling connected at school extend beyond academic performance and mental health, contributing to overall life satisfaction and well-being in youth. This underscores the far-reaching impact of fostering a supportive and inclusive school environment, as the emotional and social bonds formed during these years can shape individuals' quality of life well into the future.

In addition, school connectedness is particularly crucial for marginalized youth, including sexual and gender minorities, racial and ethnic minorities, and those from low socioeconomic backgrounds (Coulter et al., 2021; Fisher et al., 2020; Foster et al., 2017; Mazych, 2021; Merritt & Snyder, 2015). For example, Foster et al. (2017) and Merritt and Snyder (2017) found that high school connectedness has been associated with lower levels of peer victimization, experiences of school violence, and poor mental health among youth identifying as lesbian, gay, or bisexual. In addition, school connectedness has been associated with both an increased likelihood of bystander intervention during bullying and increased likelihood of seeking assistance after being bullied.

Similarly, another marginalized group of concern in discussions of school connectedness and mental health are youth with emotional and behavioral disorders (EBD). While most research on school connectedness has focused on youth without EBD, there is limited research specifically examining the experiences of students with disabilities, especially those with EBD (Chapman et al., 2013; Hecker et al., 2014; Marsh et al., 2019). Students with EBD often report low levels of school bonding and attachment, as they typically struggle to form and maintain positive relationships with teachers and peers (Hecker et al., 2014; Kauffman & Landrum, 2013; Kern, 2015; Marsh et al., 2019). These students tend to express greater dissatisfaction with school, their teachers, and their peers compared to other students with disabilities (Hecker et al., 2014).

Finally, Eugene et al. (2021) and Imran et al. (2020) highlighted an increase in cyberbullying during the COVID-19 pandemic, as the reduction in in-person interaction heightened the risk of online victimization. Both in-person and online bullying have been shown to significantly undermine school connectedness, with victims reporting lower levels of connectedness. Additionally, Rothstein and Olympia (2020) reported that many students experienced decreased access to in-person healthcare and mental health resources during the pandemic, which further worsened pre-existing mental health issues. Fisher et al. (2020) found that the COVID-19 pandemic had a harmful impact on the mental health of LGBTQIA+ youth by reducing opportunities to build supportive, identity-affirming relationships at school.

School Safety

Feelings of safety at school are a crucial factor in fostering both school connectedness and positive mental health outcomes for youth. When youth perceive their school environment as safe, they are more likely to feel a sense of belonging, which strengthens their emotional connection to the school. This connection not only enhances academic engagement but also plays a significant role in supporting better mental health outcomes. For instance, studies (Allen et al., 2024; Balfanz et al., 2024; Dias et al., 2024; Tsujimoto et al., 2024) indicate that when students feel safe in their school environment, they are more likely to develop a stronger emotional connection to their school, leading to better engagement in academic activities and improved mental well-being. This sense of safety can foster trust and stability, enhancing students' ability to focus on their studies and participate actively in school life. Additionally, environments that prioritize inclusivity and support from teachers and peers have been shown to contribute positively to school connectedness and overall student success. These factors collectively highlight how a secure school setting can promote both academic and emotional well-being among students.

Similarly, Loukas et al. (2016) explored the relationship between school safety, connectedness, and mental health outcomes, revealing that perceptions of safety act as a mediator between these factors. Their findings suggested that youth who feel safer at school are more likely to experience the protective benefits of school connectedness, such as reduced anxiety and depression. This underscores the importance of promoting safe school environments to enhance both emotional and psychological well-being in students. 

In addition, Aldridge et al. (2020) found that students who perceived their school environment as secure were more likely to feel connected to their peers and school staff. This sense of connection was associated with lower levels of emotional distress and better mental health outcomes, further supporting the idea that a safe and supportive school climate is essential for student well-being. Suldo et al. (2018) demonstrated that school connectedness could buffer the negative effects of stressful life events, but only when students felt safe and supported in their school environment.

Finally, a comprehensive review of school safety by Cohen and Geier (2020) emphasized that schools fostering positive relationships among students, teachers, and administrators, along with clear anti-bullying policies, promote both safety and mental health. The review argued that feelings of safety contribute to students' willingness to engage in school activities, which leads to improved academic and social-emotional outcomes.

The consistent evidence across these studies highlights the critical role that school safety plays in reinforcing school connectedness and, by extension, mental health outcomes. It reinforces the need for schools to focus on creating environments where students not only feel physically secure but also emotionally supported to optimize their overall development.

Theoretical Perspective

Social Control Theory (SCT), developed by Travis Hirschi (1969), offers a valuable framework for understanding the role of school connectedness in shaping student behavior and development. According to SCT, individuals are naturally inclined toward deviance unless they are bonded to society through four key elements: attachment, commitment, involvement, and belief. These social bonds act as restraints on deviant behavior and encourage conformity to societal norms. Within the school environment, these elements are particularly influential in guiding students toward prosocial development and academic success.

Among these four elements, attachment is considered the most critical, especially in the context of school connectedness. Attachment refers to the emotional bonds students form with significant figures in their lives—such as teachers, counselors, and peers. In schools, when students feel genuinely cared for and understood by adults, they are more likely to experience a sense of emotional security. This secure attachment supports students’ psychological well-being, enabling them to navigate academic and personal challenges with resilience and confidence. Yuen and Wu (2024) emphasize the importance of these emotional connections, noting that attachment to supportive school figures lays a strong foundation for both mental health and academic achievement.

Furthermore, SCT explains that the presence of strong social bonds fosters an internalization of school norms and values. When students feel connected to their school community, they are more likely to adopt its expectations and behave in ways that align with those expectations. Commitment to educational goals, involvement in school activities, and belief in the legitimacy of school rules all work together to reinforce a student’s place within the school structure. These bonds not only encourage students to invest in their education but also reduce the likelihood of engaging in behaviors that would jeopardize their standing within the school community.

School connectedness, viewed through the lens of SCT, serves as a powerful protective factor against problematic behaviors such as truancy, bullying, and delinquency. The theory suggests that when students are emotionally invested in the relationships and routines of school life, they have more to lose by acting out. As Hirschi (1969) asserts, the stronger these social bonds, the greater the likelihood that individuals will conform to prosocial norms and resist deviant temptations. Empirical studies have supported this perspective, consistently linking strong school connectedness with lower rates of misconduct and higher levels of academic engagement.

In sum, Social Control Theory provides a compelling explanation for the importance of school connectedness in promoting student well-being and deterring negative behaviors. By fostering strong attachments, encouraging commitment to academic and social goals, and supporting students’ belief in the school’s mission, educators can create environments where students feel valued and motivated to succeed. These social bonds not only enhance individual development but also contribute to a positive and safe school climate for all. 

METHOD

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