Sentences with phrase «school connectedness in»

Summary: This article talks about the importance of school connectedness in helping students toward better educational outcomes.

Not exact matches

The second way of conceiving connectedness is more radical and can be found in the Zen school of Mahayana Buddhism.

«º» º Are more socially involved in school «º» º Have a perceived school connectedness which is protective against health risk behaviors like emotional distress, violence and substance use

Recent findings from the Autism CRC Australian Autism Educational Needs Analysis (ASD - ENA) suggest that school connectedness is every bit as important for students on the autism spectrum as for other students, and that they often struggle with developing a sense of belonging and sense of connectedness in the school environment.

The ASD - ENA data has helped to highlight a number of identified learning needs and offers some useful insights on how to best support students on the spectrum in the following areas: academic and learning; behaviour; sensory issues; communication; transition; school connectedness; student wellbeing; and, technology.

As a school leader, how do you build a sense of connectedness and community in your school staffroom?

Choosing Schools «most unique contribution is to evaluate systems of school choice in terms of how they could serve various public interests - namely, the degree to which a system of choice can promote equity, student achievement, and social capital (or social connectedness).

A whole - school approach to wellbeing involves everyone in the school as well as the community — ensuring that a sense of connectedness and belonging is provided for young people (KidsMatter).

Doing so will not only prevent bullying and other forms of aggression, but also increase student achievement, enhance school connectedness and safety, and reduce potential drop - out rates — all because you're developing an environment where students want to «drop in» not «drop out.»

Increases in academic connectedness and self - esteem among high school students who serve as cross-age peer mentors.

Wiz Kidz: Fostering school connectedness through an in - school student mentoring program.

Parents have expressed gains in confidence in their students and a demonstrated connectedness to the school as a result.

Emphasis in the guidance is on developing a school and classroom climate which builds a sense of connectedness and purpose so that all children can thrive.

Here are some excerpts: A safe and caring school climate includes feeling safe at school, feeling part of decision — making, and having a sense of school connectedness, which «is the belief by students that adults and peers in the school care about their learning as well as about them as individuals» (CDC, 2009b, SAMHSA Toolkit, p. 12).

We intentionally support and work with everyone in school communities — students, teachers, principals, families and mental health counselors — to create positive learning environments that further personal growth, connectedness, happiness, success and hopeful futures.

Family Engagement Parent, family and guardian involvement in children's learning and connectedness to school

Several other cities have been developing additional data capacity in support of this work, including creating MOUs to share data across agencies, surveying students about their school connectedness, asking families about the barriers they face in accessing preschool, and making use of data collected through a programmatic partnership to improve their understanding of community and individual student needs.

We look forward to working with participating districts to navigate the new survey platform, and use results to improve school climate and connectedness, and in turn student success.

In listing nearly two dozen metrics to measure progress in the eight priority areas, the LCAP template requires districts to take surveys of parents, students and teachers for their views of school safety and «school connectedness.&raquIn listing nearly two dozen metrics to measure progress in the eight priority areas, the LCAP template requires districts to take surveys of parents, students and teachers for their views of school safety and «school connectedness.&raquin the eight priority areas, the LCAP template requires districts to take surveys of parents, students and teachers for their views of school safety and «school connectedness.»

School districts who participated in this year's School Climate and Connectedness Survey have received their final results!

Students with strong school connectedness are less likely to engage in alcohol, tobacco, or other drug use (ATOD) or violence.

Brief report: Self - blame and PTSD symptoms in adolescents exposed to terrorism: Is school connectedness a mediator?.

The Health Behaviours of School - Age Children: Uses of Health and School Connectedness Data in European Countries

Create a positive school climate in which children feel supported by peers and teachers and have a sense of connectedness to the school community.

Get to know other families in the school community: Arranging to meet with other families in the school community prior to starting school will help develop relationships and a sense of connectedness to the school community.

The MDI is designed to be administered as a large - scale, population - level measure so that stakeholders in communities and schools can obtain representative data on children during middle childhood on five dimensions: (1) Social and emotional development, (2) Connectedness to peers and adults at school, at home, and in the neighborhood, (3) School Experiences, (4) Physical health and well - being, and, (5) Constructive use of time after - sschool, at home, and in the neighborhood, (3) School Experiences, (4) Physical health and well - being, and, (5) Constructive use of time after - sSchool Experiences, (4) Physical health and well - being, and, (5) Constructive use of time after - schoolschool.

The MDI was designed to assess child well - being inside and outside of school on five dimensions: (1) Social and emotional development, (2) Connectedness to peers and to adults at school, at home, and in the neighborhood, (3) School experiences, (4) Physical health and well - being, and (5) Constructive use of time after sschool on five dimensions: (1) Social and emotional development, (2) Connectedness to peers and to adults at school, at home, and in the neighborhood, (3) School experiences, (4) Physical health and well - being, and (5) Constructive use of time after sschool, at home, and in the neighborhood, (3) School experiences, (4) Physical health and well - being, and (5) Constructive use of time after sSchool experiences, (4) Physical health and well - being, and (5) Constructive use of time after schoolschool.

The concept of resilience and closely related research regarding protective factors provides one avenue for addressing mental well - being that is suggested to have an impact on adolescent substance use.8 — 17 Resilience has been variably defined as the process of, capacity for, or outcome of successful adaptation in the context of risk or adversity.9, 10, 12, 13, 18 Despite this variability, it is generally agreed that a range of individual and environmental protective factors are thought to: contribute to an individual's resilience; be critical for positive youth development and protect adolescents from engaging in risk behaviours, such as substance use.19 — 22 Individual or internal resilience factors refer to the personal skills and traits of young people (including self - esteem, empathy and self - awareness).23 Environmental or external resilience factors refer to the positive influences within a young person's social environment (including connectedness to family, school and community).23 Various studies have separately reported such factors to be negatively associated with adolescent use of different types of substances, 12, 16, 24 — 36 for example, higher self - esteem16, 29, 32, 35 is associated with lower likelihood of tobacco and alcohol use.

EVERY school needs to have plans and practices in place to promote connectedness between all members of the school community.

This — connectedness in school communities — is the way that we turn this problem around in the long term.

All these individuals need to hear consistently that addressing the social and emotional development of kids and promoting connectedness in schools is not a «nice - to - have» but has become an essential element in educating our children.

All these individuals need to hear consistently that addressing the social and emotional development of kids and promoting connectedness in schools is not a «nice - to - have» but has become an essential for the education of our citizenry.

The result: a program that helps build a culture of connectedness and empowers middle schoolers with the skills and concepts to succeed socially, in academics, and in life.

School connectedness is an underemphasized parameter in adolescent mental health: results from a community prediction study

Promoting or suppressing resilience to mental health outcomes in at risk young people: The role of parental and peer attachment and school connectedness.

Self - reports of satisfaction with life, optimism, and ecological assets in the school (school connectedness), neighborhood (perceived neighborhood support), family (perceived parental support), and peer group (positive peer relationships) were assessed in a sample of 1,402 4th to 7th graders (47 % female) from 25 public elementary schools.