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Student Connectedness in Education

By Julia Jones

"All means All"

Make a Difference

Greenwich District Data

What impact has the COVID 19 shut down had on students' success and attitudes towards education?

  • A decline (over 5%) of students feeling connected and safe to talk to at least one staff member in their building

  • An increase in overall student attendance between 2019-2021, but minority groups tended to have a higher percentage of chronic absences (White: 2020/21- 6.9%; Hispanic 12.6%; African American 12.3%; Free and Reduced Lunch 16.8%)

  • An increase in the percentage of students identified as a student with disabilities (11.4% to 12.4%)

  • A decline in student suspensions and expulsions 2019/20 (68 students) 2020/2021 (30 students). Greenwich was cited as a Tier 3 for suspensions/expulsions. Noting there is a high discrepancy between races. (Hispanics- 2019/20- 2.1%, 2020-21-1.4%; African Americans 2019/20- 4.4% 2020/2021- 3.7% ; White 2019/20- 1% 2020/21- .7%. )

  • An increase in student mental health needs- Specifically in threat and risk assessments.

  • An increase in students eligible for “Free or Reduced Lunch” (2019/20- 20.5%; 2020/21- 21.6%)

  • A decline in standardized assessment scores

School Resource Officer's Perspective

“students have a lack of motivation to be in school and I believe that the non-existent face-to-face interaction during the pandemic (online schooling) caused for there to be no personalized relationships.”

Student's perspective

Community Feedback

“the previous two years of school, we never saw our friends, or really enjoyed the high school experience. It seemed almost robotic. 'Walk this way down the hallway. Sit in this section of the classroom.' It was not enjoyable. We chose to be at home versus in the building because no one was there. I honestly couldn't tell you any of my teachers I enjoyed being in class with."

Teacher's Perspective

Staff

Feedback

“ We have gotten away from the foundations of education and are trying to adapt to the tech savvy world. The downside is the students are so smarter than the majority of the staff with computers and are constantly playing games then switching screens to look like they are working. They are not engaged in learning like they once were.”

According to the American Psychological Association, "students are more likely to engage in healthy behaviors and succeed academically when they feel connected to school. Research has shown that young people who feel connected to their school are less likely to engage in many risk behaviors."

Why does this matter?

Culturally Responsive Teaching

According to ‘Culturally Responsive Teaching': An Interview With Zaretta Hammond, there is a big push for teachers to be culturally responsive, and unbiased towards all students. Unfortunately, many teachers are unsure how to.

Hammond shares that being “culturally responsive is not just about motivating disengaged students. It’s about rebuilding trust with them through a learning partnership and using that rapport and trust to get permission to push them.”

Teachers need to ground lessons based on current events that are relevant and meaningful to the students.

Safir's guidance

"it is critical to listen to students even when it is hard to hear (166)"

Make Students a part of their learning

  • Schools need to set up an atmosphere to allow students to “tell their stories”. They need to allow students to speak about their life, their school experiences, and their hopes/wishes, all while the adults listen deeply (171).

  • Teachers need to take a “walk in their shoes”. They need to experience what the students are experiencing in the classroom, the lunchroom, and after-school time (171). Until a teacher or adult understands where a student is coming from (i.e. no home support, or no friends at school) they won’t understand what “blocks” are getting in their way of being successful and connecting to the school.

  • Adults need to “ask students how they are doing”. Students need to feel they are valued and their feedback matters (171). If something is too difficult for the majority of the students but the teacher still assesses them on material without checking in, students will shut down and not see a value in learning it.

  • Schools need to make the student a part of the classroom, “Give them a voice” and “Organize the classroom around their ideas” (171). When a student gives an idea, implement it and see if learning circles or group projects is the right fit for that population of students. Often peers know more than the teacher does about the dynamics of the classroom.

How to help student's feel connected?

Implement a New Schedule

Action Steps to make change

Currently student meet on a roating schedule. This causes them to see some teachers only 2 of the 5 days of week. If we implement a new schedule students will see teachers daily (for shorter blocks).

I would add a homeroom which would allow for there to be a student check in to assess how their morning is going.

I would also add a block after lunch in the afternoon that would allow students to be a part of a class they choose. It would be called connectedness block. They will do team building, social emotional learning, crafts, games, etc. to help them foster and develop relationships. Connectedness block would be a teech free block.

Allow for opportunities for Families to feel apart of the school community

Allow for parents to volunteer in the school buildings again

Get Parents Involved

  • Lunch/Recess monitors

  • Classroom volunteers to read, guest speak

  • Classroom parties/Cultural fairs

  • Ice Cream Socials

  • Book Fairs

  • Carnival Days

  • School Field Days

  • Fun Runs

References:

American Psychological Association. (2022). School connectedness. American Psychological Association. Retrieved from https://www.apa.org/pi/lgbt/programs/safe-supportive/school-connectedness

Chenoweth, K. (2017). Schools that succeed: How educators marshal the power of systems for improvement. Harvard Education Press.

Ferlazzo, L. (2021, July 13). 'culturally responsive teaching': An interview with Zaretta Hammond. Education Week. https://www.edweek.org/teaching-learning/opinion-culturally-responsive-teaching-an-interview-with-zaretta-hammond/2015/07

Safir, S. (2017). Listening leader (1st ed.). John Wiley & Sons.

References

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