Social and school connectedness in early secondary school as predictors of late teenage substance use, mental health, and academic outcomes.

By L. Bond, H. Butler, L. Thomas, J. Carlin, S. Glover, G. Bowes, George Patton. Journal of Adolescent Health, 2007

1,074 citations recorded by the source corpus.

Subfields: Clinical Psychology, Epidemiology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/ffa5f1d32355a678aafe5241aa6e70d293e981d5

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Citations in the corpus

The Relationship Between School Connectedness and Mental Health During the Transition to Secondary School: A Path Analysis (2013, background): “Elevated levels of school and social connections have also been found to predict later emotional health and reduced odds of later participation in health risk behaviours such as smoking, drinking and marijuana use (Bond et al., 2007).”
A 32-Year Longitudinal Study of Child and Adolescent Pathways to Well-Being in Adulthood (2013, background): “substance use, and academic outcomes in adolescence (Bond et al., 2007; Resnick, Harris, & Blum, 1993; Shochet, Dadds, Ham, & Montague, 2006); however, little is known about childhood social connectedness and the longer term implications of child and adolescent social connection later in the life co”
Social-emotional competencies make the grade: Predicting academic success in early adolescence☆ (2014, background): “…is an important indicator for overall positive development in early adolescence, and sets youth on a promising academic trajectory into late adolescence as well as predicting college attendance in early adulthood (Bond et al., 2007; Eccles, Vida, & Barber, 2004; Shim, Ryan, & Anderson, 2008).”
The role of a sense of school belonging in understanding the effectiveness of inclusion of children with special educational needs (2013, background): “In contrast, a low SOSB has been found to be associated with behavioural problems, lower interest in school, lower achievement, and increased dropout (Bond et al. 2007; Finn 1989).”
Students’ perceptions of school climate as determinants of wellbeing, resilience and identity (2016, positive): “her mental health and psychosocial wellbeing (Bond et al., 2007; Kuperminc, Leadbeater, Emmons, & Blatt, 1997; Payton et al., 2008; Shochet, Dadds, Ham, & Montague, 2006; Way, Reddy, & Rhodes, 2007).”
Assessing students’ views of school climate: Developing and validating the What’s Happening In This School? (WHITS) questionnaire (2013, background): “Research findings indicate that students’ perceptions of school connectedness (sense of belonging to a school community) is positively related to academic achievement and engagement (Bond et al., 2007; Lonczak et al., 2002; Pittman & Richmond, 2007).”
An applied framework for Positive Education (2013, background): “Furthermore, schools provide accessible and relatively stable sites within which to locate interventions to promote wellbeing (Bond et al., 2007), and represent a common setting for children and adolescents, thus facilitating universal promotion-based interventions (Short & Talley, 1997).”
RELATIONS AMONG SCHOOL ASSETS, INDIVIDUAL RESILIENCE, AND STUDENT ENGAGEMENT FOR YOUTH GROUPED BY LEVEL OF FAMILY FUNCTIONING (2008, background): “Moreover, school connectedness early in secondary school predicts better outcomes in adulthood (Bond et al., 2007).”
The Longitudinal Relationship Between School Belonging and Subjective Well-Being in School Among Elementary School Students (2015, background): “Elementary school reflects the foundational period of students’ formal education; thus, students’ experiences in elementary school directly affect their subsequent school development (Bond et al. 2007; Tian et al. 2014b) and perhaps lifelong SWB (Park 2004).”