“…Secondly, the multilayered nature of school connectedness is reflected in two intertwined dimensions that consistently emerge in the literature: (1) a relational dimension, which refers to being part of the school and is associated with feelings of belonging, and (2) a performative dimension, which refers to feeling part of the school and is associated with feelings of membership (Bowles & Scull, 2018; Carroll et al, 2017; Chhuon & Wallace, 2014; Jorgenson et al, 2018; Libbey, 2004). Regarding being part, schools provide interpersonal structures and interactional contexts which students can take part in, in the event of positive experiences (e.g., safe, reciprocal), and fulfill their need to belong (Chhuon & Wallace, 2014; Habib & Ward, 2019; Noddings, 2003). Feeling part of the school involves students assessing their connectedness to others (e.g., peers, teachers) or to the institution in terms of (1) relatedness, as the connection or bond that they feel with others, and (2) autonomy, as the extent to which they feel validated and supported by others at school (Barber & Schluterman, 2008, p. 212).…”