School connectedness and child anxiety
Abstract
Poor school connectedness (SC), defined as students’ feelings of belonging, safety, and fairness at school, is a risk factor for negative psychosocial outcomes. Few studies have examined the specific relationship between SC and anxiety. This study examined the relation between SC and anxiety within a group of 114 clinically anxious youth (mean age = 10.82;SD= 2.93; 48.2% female; 70.2% White, non-Hispanic); age differences were also examined. Results indicated that SC was significantly negatively associated with age but unrelated to gender, race/ethnicity, socio-economic status, parent education, or presence of a comorbid disorder. Findings generally revealed that low SC was associated with greater total and domain specific anxiety. SC may play a unique role in the maintenance of global and domain specific anxiety symptoms.
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Psychological distress such as anxiety and depression amongst students may increase as students start to lose school connectedness.
“Psychological distress such as anxiety and depression amongst students may increase as students start to lose school connectedness”
From Impact of COVID-19 Lockdowns on Australian Primary and Secondary School Students' Online Learning Experiences (2021) · cites this paper as Pikulski et al., 2020
Anxiety as a result of missing friends is one reported impact of COVID-19 restrictions.
“One impact reported was anxiety as a result of missing friends (Pikulski et al., 2020).”
From Impact of COVID-19 Lockdowns on Australian Primary and Secondary School Students' Online Learning Experiences (2021) · cites this paper as Pikulski et al., 2020
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“Notably, and consistent with the literature, results indicated older youth were more likely to report feeling less connected to their school compared to their younger peers and suggests that efforts to increase SC is particularly important for middle and high school students (Bond et al., 2007; Lester et al., 2013; Lo…”
BackgroundResultInfluentialPsychometric properties of the Add Health School Connectedness Scale for 18 sociocultural groups
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Kearney, C. A., Dupont, R., Fensken, M., & Gonzálvez, C. (2023) · Frontiers in Education · doi:10.3389/feduc.2023.1253595 · Cited by 71 · see citing works
Maher, D. (2021) · Social Education Research · doi:10.37256/ser.2220211062 · Cited by 8 · see citing works
- Authors
- Pikulski, P. J., Pella, J. E., Casline, E. P., Hale, A. E., Drake, K., & Ginsburg, G. S.
- Affiliations
- University of Connecticut (US)
- University of Miami (US)
- Boston Children's Hospital (US)
- Johns Hopkins University (US)
- Corresponding author
- Pella, Jeffrey E.
- Venue
- Journal of Psychologists and Counsellors in Schools
- Publisher
- SAGE Publications
- Published
- 2020-03-03
- Volume
- 30
- Issue
- 1
- Pages
- 13-24
- ISSN
- 2055-6365 (ISSN-L)
- 2055-6373
- OpenAlex
- W3010298959
- Cited by
- 37
- References
- 8
- Citations by year
- 2026: 3 · 2025: 2 · 2024: 11 · 2023: 6 · 2022: 9 · 2021: 4 · 2020: 2
- FWCI
- 2.10
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Journal of Psychologists and Counsellors in Schools (publishedVersion)
- Topics
- Social Sciences › Psychology › Clinical Psychology › Child and Adolescent Psychosocial and Emotional Development
- Social Sciences › Psychology › Experimental and Cognitive Psychology › Anxiety, Depression, Psychometrics, Treatment, Cognitive Processes
- Social Sciences › Education › Early Childhood Education and Development
- Keywords
- school connectedness, childhood anxiety, sense of belonging, school safety, age differences, psychosocial risk factors
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