Social Connections at School Sample Clauses

Social Connections at School. Social connections for students pertain to student-student and student-teacher relationships. Broadly, this can be conceived as the general pattern of student interactions at school that contribute to the school climate. For multiple testing periods, PISA has included questions pertaining to students’ a sense of belonging to the school in its core student questionnaire (OECD, 2019). The feeling of belonging at school is linked to indicators of life satisfaction as well as mental well-being (Xxxxxx & Xxxxxxxx, 2006). Prior research has suggested that student-teacher interactions and peer encouragement are significant predictors of student adjustment and teenage life satisfaction (Xxxxx et al., 2009). According to the findings of the Health Behaviour in School-Aged Children (HBSC) study, students who view their school as welcoming are more likely to experience good health behaviors and social outcomes (Xxxxxx-Xxxxxxxx, Xxxxxxxx & Xxxxxx, 2004; Due et al., 2003; Xxxxxxx et al., 2009; Xxxxx et al., 2007). Students who say they like school are less likely to be bullied, take less sexual risk, and drug usage is reported less frequently (Xxxxx-Xxxxx, 2011; Xxxx, Xxxxx & Xxxxxxxxx, 2005; Xxxxxxxx, Xxxxxx & Xxxxxxxxxx, 2008). Disliking school, on the other hand, is associated with an increased risk of dropping out and a high rate of health issues (Archambault et al., 2009; Xxxxxxx et al., 2006). In the PISA surveys, and similar studies, students' experiences of bullying are quantitative markers of unfavorable or unhealthy social interactions and a lack of social cohesion. These questions pertain to students’ subjective experience of bullying and the students are asked to state in which of the mentioned specific, clearly defined, and quantifiable phenomenon they have experienced bullying (OECD, 2019). A discussion about student experience of bullying now follows.