Social connectedness and its implication on student–teacher relationships and suspension

ABSTRACT

Out-of-school suspension (OSS) disconnects students from accessing important school relationships and academic and social support. OSS contributes to a significant number of ethnic minority and economically disadvantaged students receiving short-term suspensions. Community-based organizations may step in as alternative spaces for short-term suspended students. This study investigates the effects of a community-based program on a sense of social connectedness among a sample of short-term suspended students; an increase in social connectedness aimed to predict improvements in student-teacher relationships and a reduction in further suspension. The findings suggest students demonstrating an increase in their sense of social connectedness had favorable teacher–student relationships and a lower probability of further suspension. Findings support the value of building partnerships between schools and community-based organizations to support short-term suspended students.

Keywords:

• Community-based organizations
• social connectedness
• student–teacher relationships
• suspension

Additional information

Notes on contributors

Dawn X. Henderson

Dawn X. Henderson is an Assistant Professor in the Department of Psychological Sciences at Winston-Salem State University. Her research interests explore how community and school-based interventions promote inclusions and improve psychosocial skills among adolescents at-risk for school failure.

Breonte Guy

Breonte Guyis an Assistant Professor in the Department of Psychological Sciences at Winston-Salem State University. His research explores the gender gap in degree attainment for underrepresented students in STEM, with a particular focus on the role of scientist identity in African American men's participation and persistence in STEM.