Listen to the voices of the students! The role of peers in academic and social school connectedness

Abstract

Previous research has highlighted the role adults play in fostering school connectedness and in supporting various outcomes, such as improved health and academic achievements. This study explores students’ discussions of what creates a healthy learning environment and asks whether students’ experiences support the construct of school connectedness. We used a qualitative design with five focus groups that included 31 Norwegian students between the ages of eleven and twelve years old. A deductive entrance showed that the data supported the construct of school connectedness. Further, the data indicated two interrelated components, which we labelled academic and social connectedness. Moreover, the analyses pointed to peers as a significant resource in both components. Teacher and individual resources completed the picture. We discuss how the students identify and use their own resources as well as external resources found in peers and teachers. The students’ relationships with peers and the assistance peers provide to each other seem to support students’ sense of connectedness to school. In addition, students found school meaningful, as they wanted “to amount to something in life”