1.6 Programs should be based on a clear understanding of the impact and effects of the social and physical; environment of the school on the health or social problem being addressed.

Student-teacher connectedness: It is apparent that a perception of teacher connectedness has a protective effect on substance use and a wide range of other problem behaviours at the late elementary, middle and high school levels.[ix] [x] [xi] In an Alberta high school, students who liked only half their teachers or less (44% of the student total) were 70% more likely to use marijuana, 20% more likely to smoke, 43% more sexually active and two and a half times more likely to report depression.[xii] Middle school appears to be a critical period when students often sense a lack of connectedness; when they do perceive it during this period, it bodes well for them in high school.[xiii] [xiv] [xv] By concentrating not only on the curriculum content but also on the context, relationships, and processes for learning and teaching, teachers can contribute to well-being and academic success.[xvi] [xvii]

Social connectedness: It also appears that social or peer bonding may have a protective or risk enhancing effect depending on the nature and quality of the relationships; if bonding occurs with non-conventional peers or if social life is characterized by bullying or being threatened, social connections will have a risk enhancing effect. Ongoing teacher connectedness can offset the effects of poorer social connections.[xviii] [xix]

Overall school connectedness: Students with positive teacher, learning and social connectedness fare best in terms of later mental health and involvement in health risk behaviours, and are more likely to have good educational outcomes. So, it is important to consider how to enhance both teacher connectedness and social connectedness in ways that promote learning and well being.[xx]

Lack of school connectedness: Young people who are not engaged with learning and who have poor relationships with peers and teachers (e.g. being bullied, feelings of not belonging and feeling under stress) are more likely to experience academic problems, mental health problems and be involved in various health risk behaviours including substance use.[xxi] [xxii] [xxiii]

Higher risk students: Even students at high risk (e.g. having been suspended or detained) who perceive a connectedness with teachers are less likely to become involved in harmful substance use or other problem behaviours than counterparts who don’t have that sense.[xxiv] [xxv] Gender: Because girls tend to give greater priority to relationships than do boys, they are more likely to judge school culture in favourable terms and express a stronger sense of school belonging and attachment. Interpersonal dimensions of school environment are likely to have a stronger impact on their level of classroom participation and motivation for learning.[xxvi]

School norms: Students in junior and senior high school are more likely to use substances when the norms in school reflect a greater tolerance for substance use. These findings hold even after controlling for students’ own disapproval and for other student and school demographic characteristics.[xxvii] [xxviii]

Physical environment: Unsafe places or “un-owned” places, such as hallways, dining areas, and parking lots, where school personnel are not typically present and rules are more difficult to enforce can contribute to problems, including substance use problems by interacting with social norms and behaviour (e.g. verbal bullying; victimization). This interaction is important in understanding the problem as well as how best to intervene.[xxix]

The importance of leadership: many elements feed into the nature and quality of the relationships that determine the level of protection or risk to be found in a school but it is apparent that the tone needs to be set by school leadership. Leadership will determine the kinds of policies, the consistency with which they are enforced, and the extent to which students are able to contribute to them. Leadership (through hiring, training and modelling) can also influence the nature of the teacher-student relationship toward high expectations, respect, and task-focused learning (rather than a preoccupation with a results focus).[xxx] [xxxi]

Connectedness with a trusted adult at school (Mentor, Coach, Volunteer Parent)

School Rules and their Enforcement (Including Suspensions, Alternatives to Suspensions, Zero Tolerance Policies)

Alternative Programs and Recognition for Students not Achieving Academically

Transition between Elementary and High School

Frequent Home Moves Resulting in Multiple School to School Transitions