School connectedness: Acceptance, respect and support

School connectedness is the extent to which a student feels accepted, valued, and supported in their school environment, and has been highlighted as an important protective factor for current and future mental wellbeing and positive adolescent development. The risk of developing depression increases in early adolescence, and young adolescents on the autism spectrum tend to experience the developmental challenges associated with the transition to adolescence as more challenging than do their non-autistic peers. Not surprisingly, young adolescents on the spectrum are at greater risk than their non-autistic peers of developing depression, with prevalence estimates as high as 54%. Depressive symptoms in the young adolescent can be detrimental to the quality and quantity of relationships in familial, educational and wider social settings; can heighten the risk of the young adolescent withdrawing socially and displaying anti-social behaviour towards others, erode capacity for coping, decrease levels of self-care and adaptive functioning, and increase levels of self-injury and the risk of suicidal ideation; and may impact negatively on parental mental health and the adolescent’s wider support network. Left untreated, depressive symptoms are likely to extend into adulthood, and reduce future prospects such as engaging in and completing tertiary education, finding jobs, and remaining employed. However, there is a paucity of research on effective early intervention or depression prevention approaches tailored for this population. The characteristics of autism (including challenges with social understanding and interactions, communication, emotion regulation, optimism, self-esteem, and transitions) can reduce the ability of young adolescents on the spectrum to feel connected to their school. Therefore, it is important for schools to investigate ways to promote school connectedness in young adolescents on the spectrum to reduce their risk of developing depression. Research has shown a link between school connectedness and attachment between students and parents, indicating that a core component of effectively fostering school connectedness may mean intervening at an individual and family level, in addition to the classroom and school personnel level. The topic, therefore, calls for further research on how to effectively foster school connectedness at a whole school, class, family, and individual level by identifying critical factors that help promote school connectedness. Furthermore, understanding how to promote school connectedness effectively requires that socio-demographic and individual factors are considered. Children in schools in rural and remote areas often face unique challenges due to limited schooling and support services, choices and access that can influence their connections to school.