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Positive School Connectedness Associated with Reduced Risk Behaviors and Improved Student Well-being, New Survey Finds

2021 Youth Risk Behavior Survey Provides Insight into the Impact of School Connectedness on U.S. High School Students

A recent study based on the 2021 Youth Risk Behavior Survey (YRBS) conducted during the COVID-19 pandemic has shed light on the relationship between school connectedness and risk behaviors among high school students in the United States. The study, titled “School Connectedness and Risk Behaviors and Experiences Among High School Students,” reveals that school connectedness significantly influences student well-being and can serve as a protective factor against a range of risk behaviors and negative experiences.

The YRBS survey, which collected data from a nationally representative sample of public and private school students in grades 9–12, found that 61.5% of U.S. high school students reported feeling connected to others at school. School connectedness was defined as the belief by students that adults and peers in the school care about their learning as well as about them as individuals. This sense of belonging and support within the school environment has been associated with positive educational, behavioral, and health outcomes in adolescence and beyond.

Key Findings: The study identified the following key findings:

  1. Reduced Risk Behaviors: Students who reported feeling connected to others at school had a lower prevalence of various risk behaviors and experiences. These included poor mental health, marijuana use, prescription opioid misuse, sexual intercourse, unprotected sex, experiencing forced sex, and missing school due to feeling unsafe.
  2. Demographic Differences: School connectedness was more commonly reported by male students (65.5%), Asian students (66.7%), 9th- and 10th-grade students (63.3%), and heterosexual students (65.1%). However, students who identified as lesbian or gay reported lower levels of school connectedness (48.3%). Prevalence of school connectedness also varied among racial and ethnic groups.
  3. Sexual Identity Impact: School connectedness was associated with better mental health outcomes for students who identified as heterosexual, bisexual, and questioning or other sexual identities, but not for students who identified as lesbian or gay.
  4. School Safety: School connectedness was related to a lower prevalence of missing school because of feeling unsafe, indicating that a positive school climate can enhance students’ feelings of connectedness and safety.
  5. Subgroup Variations: The impact of school connectedness on specific risk behaviors and experiences varied across racial and ethnic groups and sexual identities, emphasizing the importance of considering diverse experiences.

The study suggests that schools play a crucial role in promoting the well-being of students by fostering environments where students feel cared for, supported, and a sense of belonging. Creating inclusive and supportive school environments, addressing discrimination, and engaging students through various strategies can further enhance school connectedness, potentially reducing risk behaviors and improving the health and development of all students.

Conclusion: The findings of this study highlight the significant role of school connectedness in shaping the well-being of high school students. The positive impact of feeling connected to school extends to various risk behaviors and experiences, making it a vital focus for educational and public health interventions. By prioritizing the creation of safe, supportive, and inclusive school environments, educators and health professionals can help students develop a sense of belonging and support, ultimately contributing to better health outcomes and reduced risk behaviors in adolescents.

Source: Centers for Disease Control and Prevention -CDC

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