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What's IncludedWhat's TaughtImplementationFundingResearchVoices |
Schools can and do make a difference in how students develop as citizens and as whole people. Students
who feel connected to their school perform better academically and are less likely to engage in problem behaviors, such
as drug use and violence, than their counterparts who feel disconnected from their school.
Here’s what
educators and researchers are saying:
Children thrive in caring school communities.
Children learn when their basic needs are met.
Students’ connection to school affects their behavior.
Competitive situations make learning more difficult.
Children seek social support to learn the skills of their culture.
Notes
1. Victor Battistich, Daniel Solomon, Dong-il Kim, Marilyn Watson, and Eric Schaps, “Schools as Communities, Poverty Levels of Student Populations, and Students’ Attitudes, Motives, and Performance: A Multilevel Analysis,” American Educational Research Journal 32, no 3 (1995): 627–658.
2. Edward L. Deci, Robert J. Vallerand, Luc G. Pelletier, and Richard M. Ryan, “Motivation and Education: The Self-Determination Perspective,” Educational Psychologist 26 (3&4) (1991): 325–346.
3. Michael D. Resnick, Peter S. Bearman, Robert Wm. Blum, Karl E. Bauman, Kathleen M. Harris, Jo Jones, Joyce Tabor, T. Beuhring, R. E. Sieving, M. Shew, M. Ireland, L.H. Bearinger, and J.R. Udry, “Protecting Adolescents from Harm: Findings from the National Longitudinal Study on Adolescent Health,” Journal of the American Medical Association 278 (1997): 823–32.
4. John G. Nicholls, The Competitive Ethos and Democratic Education (Cambridge: Harvard University Press, 1989).
5. Barbara Rogoff, Apprenticeship in Thinking: Cognitive Development in Social Context (Oxford: Oxford University Press, 1990).
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