School connectedness and valuing as predictors of high school completion and postsecondary attendance among Latino youth

Remaining connected in the face of cyberbullying: Why social connectedness is important for mental health

“…While researchers have examined other aspects of connectedness in young people such as school connectedness (Chung-Do, Goebert, Hamagani, Chang, & Hishinuma, 2015;Millings, Buck, Montgomery, Spears, & Stallard, 2012;Niehaus, Irvin, & Rogelberg, 2016;Niehaus, Rudasill, & Rakes, 2012) or parent connectedness (Borowsky, Taliaferro, & McMorris, 2013), and internet use and social connectedness (Wu, Outley, Matarrita-Cascante, & Murphrey, 2015), very little has examined cyberbullying specifically. This paper aims to better understand the role that social connectedness may have in the mental health outcomes associated with cyberbullying in adolescents.…”

Pushed Out for Missing School: The Role of Social Disparities and School Truancy in Dropping Out

“…Knesting's [33] qualitative study focused on a group of 17 high school students, from grades 9 through 12, who were labeled highly "at risk" of dropping out, but persisted to complete their education, and found that the most significant factor that influenced these students' persistence was the few committed and caring teachers they encountered in their academic careers. For Latino students, even more than support from peers and family, support from teachers was the most powerful indicator of academic outcomes, including higher high school graduation rates and attendance at postsecondary institutions [34]. Often racially marginalized students feel a disconnection from school and from their teachers, thus leading to a feeling that no one cares at school and ultimately causing an increase in missing school [1,13,35].…”

Future Aspirations and Confidence: The Moderating Effect of High School Teacher Support for Latinx Students

“…In a more recent study, Roshandel and Hudley (2018) found that strong perceptions of emotional support from teachers was associated with a greater endorsement of potentially attending a four-year college for Latina students. Findings by Niehaus et al (2016) suggests that support from teachers is the most powerful indicator of academic outcomes for Latinx students, showing a greater influence than support from peers and family and influencing academic outcomes such as high school graduation rates and attendance at postsecondary institutions. Taking these observations into consideration with Woolley and Grogan-Kaylor's (2006) conclusion that teacher support is the strongest predictor of positive attitudes toward school and academic performance among middle and high school students, these findings underscore the importance of teachers establishing and maintaining a classroom environment of care and trust for Latinx students.…”