School Connectedness and Risk Behaviors and Experiences Among High School Students — Youth Risk Behavior Survey, United States, 2021

Discussion

This report provides the first national prevalence estimates of school connectedness among U.S. high school students stratified by sex, race and ethnicity, grade, and sexual identity and examines the associations between school connectedness and a range of youth risk behaviors and experiences. Previous research links school connectedness with fewer risk behaviors and adverse experiences among adolescents and indicates that this protective effect might improve the health trajectories of adolescents into adulthood (3,9). Findings from the current study illustrate that during 2021, approximately one half of all U.S. high school students (61.5%) reported feeling connected to others at school. This pattern held for all student subpopulations stratified by demographics, except for students with questioning or other sexual identities (48.3%). However, prevalence of school connectedness was found to vary by race and ethnicity and sexual identity. School connectedness was highest among Asian students and lower among AI/AN, Black, Hispanic, and multiracial students compared with their White peers. School connectedness was also lower among students who identify as lesbian or gay, bisexual, and questioning or other compared with their peers who identify as heterosexual. These data were collected during the COVID-19 pandemic, and while the effect of the pandemic is unknown, findings are consistent with previous research indicating that prevalence of connectedness is lowest among youths who have experienced racism at school (10); identify as LGBQ+ (11); and are multiply marginalized and underrepresented (i.e., youths who hold minority racial and ethnic and sexual identities) (7). Creating school environments that intentionally focus on students with marginalized identities by proactively addressing discrimination and fostering inclusivity supports positive health and development for all students and might be an important mechanism by which to eliminate inequities in school connectedness (12).

Overall, school connectedness was associated with lower prevalence of every risk behavior and experience examined in this study. School connectedness was associated with better mental health during the past 30 days among high school students overall and among all student subpopulations, except among students who identify as lesbian or gay. Robust evidence has demonstrated that school communities can positively influence student mental health, including fostering emotional resilience and lessening emotional distress, anxiety, and depression (2,3). Longitudinal studies have also found causal associations between school connectedness in adolescence and emotional well-being in adulthood (3). Similar to findings in this report, previous studies have indicated that sexual and gender minority youths describe school climate as less positive and report less connection with adults at school, which might contribute to lower connectedness overall and compromise the potential for connectedness to serve a protective role (6).

For substance use outcomes, school connectedness was associated with a lower prevalence of lifetime prescription opioid misuse overall and across a majority of subpopulations by sex, grade, race and ethnicity, and sexual identity with three exceptions: there was no association among AI/AN students, multiracial students, or students with questioning or other sexual identities. School connectedness was also associated with a lower prevalence of lifetime marijuana use overall, across sex and grade levels, and among White and heterosexual students. These overall findings align with previous research demonstrating a protective association between school connectedness and substance use (9). However, findings from the subgroup analyses indicate the association with lifetime marijuana use might not exist among all subpopulations, including youths from racial and ethnic or sexual minority groups. Among sexual minority youths, one previous study found no association between school connectedness and lifetime marijuana use (13), whereas another observed a significant negative association with current (e.g., past 30 days) marijuana use (14). Thus, the lack of associations in the current study might partially be a result of the lifetime marijuana use measure, which includes youths who do not currently use marijuana, or it might demonstrate that school connectedness is not a strong correlate of marijuana use among certain subpopulations.

For violence outcomes, school connectedness was associated with lower prevalence of ever experiencing forced sex among all youth subpopulations, except among AI/AN or multiracial youths and those with questioning or other sexual identities; limited sample sizes and wide CIs might explain findings that were not statistically significant among these groups. Youths who have experienced sexual violence trauma often report feelings of isolation and distrust, which could impede their sense of connection and belonging in school (15). School connectedness was also associated with lower prevalence of skipping school because of feeling unsafe among students across sex and grade; among Asian, Black, White students; and among heterosexual or bisexual students. School safety reflects an aspect of school community and climate that facilitates connectedness. Perceptions of safety might indicate supportive school environments where students are less likely to experience violence, victimization, and punitive discipline and thus influence students’ feelings of connectedness to school, including among students with identities that are often marginalized, such as LGBQ+, Black, and Hispanic youths (11).

For sexual risk outcomes, school connectedness among Hispanic, White, and heterosexual students was associated with lower prevalence of both ever having sex and having unprotected sex at last sexual intercourse. School connectedness was associated with lower prevalence of unprotected sex across sex and grade and lower prevalence of ever having sex among males and 9th- and 10th-grade students. Previous research has highlighted the potential of school connectedness as a protective factor for adolescent sexual health. A recent systematic review demonstrated protective associations between school connectedness and ever having sex, early sexual debut, frequency of sex, and condom and contraceptive use among adolescents (16). In this study, protective effects of school connectedness on sexual activity were only observed among younger students. Prevalence of sexual behaviors increases as students age (https://yrbs-explorer.services.cdc.gov/#/), which provides important context when interpreting null associations between school connectedness and ever having sex among 11th and 12th grade students. Future studies should investigate how social connectedness with peers and romantic partners could affect sexual behaviors over time (16).

The COVID-19 pandemic caused widespread disruptions to school operations during the time when these data were collected and increased stress and trauma for certain youths and their families (17). Although findings indicate consistent associations between students feeling connected to others at school and lower levels of risk behaviors and experiences, data from this study are cross-sectional, and causal direction cannot be inferred. These findings indicate that school connectedness might have a protective or buffering effect, reducing students’ risk behaviors and experiences in the context of a pandemic and increased adversity. In addition, engaging in risk behaviors or experiencing risk might inhibit students’ ability to feel connected to others in their school.

Schools can play a critical role in promoting students’ health and development by creating environments where all students feel that they are cared for, supported, and belong (6). Establishing safe and supportive schools for adolescents involves creating an antidiscriminatory environment, which includes layers of protection for students by building caring relationships between students and teachers, managing classrooms effectively, encouraging family engagement, and offering staff wellness and professional development (6). School connectedness initiatives that foster inclusion and apply culturally informed practices might more effectively foster positive student health outcomes for all students by engaging students who are more likely to experience poor mental health and risk behaviors (6,18). School partnerships with community-based health services providers might enhance the ability of schools to meet the needs of student populations at high risk for negative health outcomes. Finally, encouraging students to participate in efforts to enhance school climate and offering positive youth engagement opportunities with community partners has the potential to increase student engagement and foster connectedness (6).