Student Perception of School Support and Its Influence on Sense of Belonging, Engagement, and Achievement

• In Event: Hilton Roundtable Session 4
  In Roundtable Session: Supporting Student Engagement: Technologies, Multi-Tiered System of Supports (MTSS), and Student Perceptions

Abstract

Students who sense school staff care for them and feel connected to school are more likely to engage in school, tend to perform better (Wang et al 2019; Baroody et al 2016), and have a lower likelihood of dropping out of school (Archambault et al 2009) than their disengaged counterparts. Therefore, shedding light on school and student mechanisms may help guide prevention and intervention efforts for at-risk students. This study utilizes the annual survey results and respective summative math and reading scores within a modified self-system model of school support (Connell & Wellborn, 1991) in a large, diverse school district to investigate student perception of school support and its effects on student sense of belonging, engagement, and achievement outcomes.

Authors

• Kate Eugenis, Clark County School District

• Ana Luisa Reyes, University of Nevada - Las Vegas