Are U.S. Schools Places of Community? Does it Matter?

To what extent are American schools places of community? We review evidence based on safety, peer relations, teacher support, academic engagement, sense of fairness, liking and belonging to the school, student voice, and extracurricular activities, which are closely related to students' sense o...

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Bibliographic Details
Published in:American journal of orthopsychiatry 2021, Vol.91 (3), p.332-347
Main Authors: Grover, Holly M., Boberiene, Liepa V., Limber, Susan P.
Format: Article
Language:English
Subjects:
Belonging
Community Facilities
Extracurricular activities
Human
Learning
Peer Relations
Peer relationships
School Environment
School Learning
Schools
Sense of Community
Social skills
Student Attitudes
Students
Teacher Attitudes
Well being
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Summary:To what extent are American schools places of community? We review evidence based on safety, peer relations, teacher support, academic engagement, sense of fairness, liking and belonging to the school, student voice, and extracurricular activities, which are closely related to students' sense of community in schools. Underlying differences between students who do and do not feel part of their school community are considered. We also examine longitudinal studies that provide insight into how a sense of community shapes students long term, including educational academic outcomes, social and emotional competence, and physical and mental well-being. Finally, we highlight individual, classroom-level, and school-wide strategies that promote community by building positive relationships, providing engaging learning experiences, and maintaining social and emotional supports that allow students to thrive. Public Policy Relevance Statement Schools are places of community for many, but certainly not all students. Because the school community impacts students academically, emotionally, and behaviorally, improving the school community, especially for students and families at higher risk for disengagement, will benefit individuals, schools, and society. We encourage teachers and administrators to adopt policies and practices that promote positive relationships, provide student-centered learning experiences, and maintain social-emotional support, including self-care for students and school staff.
ISSN:0002-9432
1939-0025
DOI:10.1037/ort0000551