ABSTRACT
This chapter focuses on research-based strategies to promote school connectedness for students with disabilities. Not many studies have evaluated the impact of singular interventions designed to foster school connectedness. Many have implemented more than one strategy at a time, making it difficult to isolate the results of a single intervention. Because of this, most of the strategies suggested in the literature are recommended as best practice rather than evidence based practices. An ecological approach is an indirect approach that focuses on improving the efficacy and motivational powers of classroom activities. School-wide positive behaviour support (SWPBS) is a school-wide system to teach and communicate rules. Social emotional learning approach builds on the connectedness of staff, and incorporates teaching and learning that emphasise self-awareness, self-management, social awareness, relationship skills and decision-making. Children's Communities is a UK model based on the Harlem Children's Zone and Promise Neighbourhoods programs from the USA.
