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Peer-peer relationships: A key factor in enhancing school connectedness and belonging
Gowing, Annie
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Abstract
Aims
The relational climate of schools is highly influential in nurturing a sense of connectedness to school with the teacher-student relationship widely recognised as the central relationship for students. Peer-peer relationships have been less scrutinised in terms of their contribution to students’ feelings of closeness to school. This mixed-methods study explored young people’s understandings of school connectedness and their experience of their peer relationships at school.
Method
Data sources included focus groups, a questionnaire and diaries with a total sample size of 336 students aged between 13 and 18 years. Focus groups and diaries were analysed using thematic analysis and the questionnaire data were examined using descriptive and inferential statistical analyses.
Findings
Students’ relational worlds at school were peopled by teachers and peers, however peers emerged as the lead relationship. This was evident for students across the school connectedness spectrum. For some students with low self-reported connectedness, their peer relationships were the single positive aspect of their school experience.
Conclusions
Young people in this study were unequivocal in naming peer relationships as the most valued aspect of their school experience. This view of peer relationships as a resource that builds connectedness to school invites all school staff to provide multiple planned and spontaneous relational opportunities among peers, both within and outside the classroom. The educational psychologist, as a relational specialist, has a key role in this work.