Teachers' Strategies to Positively Connect Students to School

Background: School connectedness is a leading school-based protective factor against youth engagement in risky behaviors. Research on teachers ’ individual practices in fostering school connections with their students is currently lacking. Purpose: The purpose of the present study was to address gaps in the research by examining elementary and middle school teachers ’ use of specific strategies to positively connect students to school. Methods: An electronic survey was completed by 419 (60 % response rate) elementary and middle school teachers. Results: On average, teachers reported using connection-building strategies at least once a week. The most frequently used strategies were acting like a positive role model for students and calling students by their first names. MANOVAs were conducted and found teachers who most frequently reported using connection-building strategies were elementary school teachers, those who had received training on school connectedness outside of/after college, and those working at a school with connection-building as a leading priority. Discussion: Training teachers on positively connecting students to school was associated with increased use of connection-building techniques in the classroom. Translation to Health Education Practice: Findings have implications for health education professionals interested in increasing school connectedness among students through teacher practices and school priorities.