Factors Impeding School Connectedness: A Case Study

Abstract

The Department of Education in South Africa has adopted the concept of whole school development in the delivery of basic education. Social connectedness in the school environment is central to this concept and is protective of mental well-being and can contribute to reducing high risk behaviour in adolescents. The aim of this study was to develop an in-depth understanding of factors impeding school connectedness in a public South African school as a case study, with the view to making recommendations for interventions for school connectedness. The study utilised an ecological perspective. In gauging participants' perceptions of factors that impede school social connectedness, four focus groups with Grade 10 learners and seven individual interviews with teachers and managers, were conducted. Factors impeding school connectedness at the community school management level were education policies, management practices and discipline strategies. Education policies were viewed as non-reflective of the diversity of South African schools. “Top-Down” Management practices were viewed as creating communication barriers, and discipline strategies were viewed as contributing to deviance. At the interpersonal level, peer pressure to belong to groups where learners resist school regulations were highlighted. It also emerged that adolescents are more likely to seek help for interpersonal problems or issues from informal sources such as peers and family. At the intrapersonal level self-regulation skills, emotional competence and a positive future orientation were reportedly poorly developed amongst learners and attributed to poor discipline and a lack of warmth at home, a focus on academics and assessment at school and perceptions of limited post-school opportunities. Key recommendations include the formation of a school liaison group to promote policies and management practices; building protective peer networks, and programmes to develop emotional competence, self-regulation skills and a sense of positive future orientation.