The Role of School Connectedness in Supporting the Health and Well-Being of Youth: Recommendations for School Nurses

McCabe, Ellen; Davis, Caroline; Mandy, Lauryn; Wong, Cindy

doi:10.1177/1942602x211048481

Cited by 17 publications

(21 citation statements)

References 23 publications

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“…The pandemic has offered a window of opportunity to explore this question, but more research is needed to examine this relationship further. A recent study highlights the importance of building school connectedness in view of COVID-19 and recommends the role of school nurses to help promote school connectedness and ensure students feel safe and supported [ 52 ].…”

Section: Discussionmentioning

confidence: 99%

Impact of School and Peer Connectedness on Adolescent Mental Health and Well-Being Outcomes during the COVID-19 Pandemic: A Longitudinal Panel Survey

Widnall

Winstone

Plackett

et al. 2022

IJERPH

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School closures and social distancing measures during the pandemic have disrupted young people’s daily routines and social relationships. We explored patterns of change in adolescent mental health and tested the relationship between pre-pandemic levels of school and peer connectedness and changes in mental health and well-being between the first lockdown and the return to school. This is a secondary analysis of a longitudinal 3-wave panel survey. The study sample included 603 students (aged 13–14) in 17 secondary schools across south-west England. Students completed a survey pre-pandemic (October 2019), during lockdown (May 2020) and shortly after returning to school (October 2020). Multilevel models, with random effects, were conducted for anxiety, depression and well-being outcomes with school and peer connectedness as predictor variables. Symptoms of anxiety decreased from pre-pandemic to during the first UK lockdown and increased on the return to school; anxious symptoms decreased the most for students reporting feeling least connected to school pre-pandemic. Students reporting low levels of school and peer connectedness pre-pandemic experienced poorer mental health and well-being at all time points. Low school connectedness pre-pandemic was associated with a greater increase in anxious and depressive symptoms between lockdown and the return to school when compared to students with medium levels of school connectedness. No associations were found with high school connectedness or with low/high peer connectedness. For adolescents with poor school connectedness, the enforced time away from school that the pandemic caused led to reduced anxiety. Going forwards, we need to consider ways in which to promote connection with school as a way of supporting mental health and well-being.

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Section: Discussionmentioning

confidence: 99%

Impact of School and Peer Connectedness on Adolescent Mental Health and Well-Being Outcomes during the COVID-19 Pandemic: A Longitudinal Panel Survey

Widnall

Winstone

Plackett

et al. 2022

IJERPH

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show abstract

“…Child and Adolescent Mental Health Services), and strong school leadership (e.g. Barker et al, 2021 ; Fazel & Hoagwood, 2020 ; Jessiman et al, 2022 ; McCabe et al, 2022 ; Werner-Seidler et al, 2021 ).…”

Section: Discussionmentioning

confidence: 99%

Adolescent Mental Health Priorities During the Covid-19 Pandemic

Stewart

Fry

Wilson

et al. 2022

School Mental Health

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Increasing evidence has shown that the Covid-19 outbreak has impacted adolescents’ mental health. Utilising a mixed-method design, the current study examined a total of 518 adolescent perspectives (60% female), in Scotland, on what has and could help their mental health in the context of Covid-19. A reflexive thematic analysis revealed three themes in relation to what has helped adolescents’ mental health since the Covid-19 outbreak. These related to findings about the value of: (1) engaging in recreational activities, (2) engaging with friends, and (3) the disruption to schooling. The remaining four themes related to what could have helped adolescents mental health and wellbeing since the Covid-19 outbreak. These focussed on (1) better support: in relation to mental health; school work; and communication, (2) contact with friends, and (3) more opportunities for recreational activities. Males were more likely to report recreational activities had helped and less likely to report better support could have helped. Adolescents who reached clinical threshold for depression and anxiety and those with elevated PTSD-like symptoms about Covid-19 were more likely to state more support could have helped, and adolescents who reached clinical threshold for depression were less likely to report that friends could have helped their mental health. The findings may inform mental health policy and interventions in the recovery from the Covid-19 pandemic.

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“…Our overarching finding in this study was that integrating opportunities for structured recreation into the comprehensive school day, such as during recess or in the classroom, may foster SC among adolescent students. These results are particularly relevant at present to help protect against negative health consequences adolescents have experienced due to interruptions to in‐person learning to mitigate the spread of the COVID‐19 virus 43‐45 . Based on our experiences, results, and existing research, we highlight 2 implications for implementing structured recreation during the school day to foster SC and benefit school health.…”

Section: Implications For School Healthmentioning

confidence: 81%

“…These results are particularly relevant at present to help protect against negative health consequences adolescents have experienced due to interruptions to in-person learning to mitigate the spread of the COVID-19 virus. [43][44][45] Based on our experiences, results, and existing research, we highlight 2 implications for implementing structured recreation during the school day to foster SC and benefit school health.…”

Section: Implications For School Healthmentioning

confidence: 99%

Building School Connectedness Through Structured Recreation During School: A Concurrent Mixed‐Methods Study

Wilson

Ramella

Poulos

2022

Journal of School Health

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BACKGROUND: School connectedness (SC) is associated with improved health and academic outcomes. The purposes of this study were to explore factors contributing to students' perceptions of SC and if participation in structured recreation at school was associated with SC. METHODS:We used concurrent mixed-methods including cross-sectional qualitative data to explore factors contributing to SC among fifth-and sixth-grade students at 2 schools in Phoenix, AZ, USA (N = 330), and quantitative measures to explore the association between SC and recreation participation (N = 129). Students completed a journaling activity to identify factors contributing to feelings of SC. Responses were analyzed using both deductive and inductive approaches. Student surveys were analyzed using 1-way analyses of variance to assess differences between participation level and SC. RESULTS:Eight themes contributing to SC emerged: Relationships (peer, adult), Competence (competence), Autonomy (choice), Relax (relax), Recreation (structured, play), Fun (fun), Academics (academic learning), and Environment (food and safety). Participation in structured recreation programming in the classroom and at recess were associated with higher levels of SC (p < .05). CONCLUSIONS:School practitioners can integrate opportunities for structured recreation in the classroom and at recess as a fun and engaging strategy to foster adult support and peer relationships, enhancing SC.

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The Role of School Connectedness in Supporting the Health and Well-Being of Youth: Recommendations for School Nurses

Cited by 17 publications

References 23 publications

Impact of School and Peer Connectedness on Adolescent Mental Health and Well-Being Outcomes during the COVID-19 Pandemic: A Longitudinal Panel Survey

Impact of School and Peer Connectedness on Adolescent Mental Health and Well-Being Outcomes during the COVID-19 Pandemic: A Longitudinal Panel Survey

Adolescent Mental Health Priorities During the Covid-19 Pandemic

Building School Connectedness Through Structured Recreation During School: A Concurrent Mixed‐Methods Study

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