ABSTRACT
Studies published within the past decade that integrate sense of belonging or school-based social bonds with school functioning provide the main thrust of the current review. The chapter begins with the most global of the constructs: sense of belonging, which often refers to the perceived social climate of schools. After considering
conditions under which sense of belonging is most critical for adaptive school functioning and when social alienation predicts school failure, research on school-based relationships is reviewed. Studies on teacher-student relationships provide insights about certain qualitative aspects of relationships and adaptive school functioning, although the general conclusions are similar to those based on research on sense of relatedness. Disconnected and alienated students are worse off than those who feel connected, and perceived support is especially helpful for youth under heightened stress.
