Australian students spend significant hours in school, with those aged 15 having already spent up to 11,000 hours in this environment. Given the importance of social and emotional experiences during this period, there is growing interest in understanding which aspects of the school environment impact student mental health and wellbeing.
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A key focus has been on school connectedness, which refers to students' feelings of belonging and connection within their school community. This encompasses relationships not only with peers but also with teachers, coaches, counselors, and administrative staff. Higher levels of school connectedness have been associated with positive outcomes, including better academic performance and reduced incidents of aggressive behavior, such as bullying.
Recent research conducted by the Black Dog Institute examined various factors within schools that influence student mental health. The study analyzed data from over 1,500 Year 8 students attending 35 different types of high schools across New South Wales. Key factors included school type, gender composition, teacher-student ratios, and perceptions of the school culture by both staff and students. Staff responded to survey items regarding teamwork within the school, while students rated their agreement with statements reflecting their sense of safety, belonging, and social connections at school.
The findings revealed that students' sense of school connectedness in Year 8 was the only factor consistently linked to higher wellbeing two years later in Year 10. Those with strong feelings of connectedness at Year 8 exhibited better mental health outcomes in Year 10, regardless of their gender or mental health history. In contrast, no significant links were found between mental health and factors such as student-teacher ratios or school type, indicating that the depth of relationships and sense of community may be more critical for wellbeing than other structural elements of schools.
These results suggest that fostering connection early in high school could have lasting benefits for student wellbeing. A sense of belonging is vital for healthy psychological development, particularly during adolescence, a period marked by rapid change and identity formation.
To enhance feelings of belonging, schools can implement various strategies. Research indicates that whole-school approaches involving teachers, staff, and students are among the most effective. This could include forming school connection committees with diverse memberships, and creating platforms for students to voice concerns and share ideas with school leaders. Initiatives like mentoring programs and teacher-led activities during lunchtime have also shown promise.
Despite these findings, the study did not explore the possible differences in mental health factors among students from marginalized communities or those in primary school. Future research should aim to identify additional aspects of the school environment that may be beneficial for the mental health of students at greater risk for wellbeing issues.
Sarah Stevens, Postdoctoral Research Fellow in Adolescent Mental Health at the Black Dog Institute, and Aliza Werner-Seidler, Professor and Program Lead in Adolescent Mental Health at the Black Dog Institute, contributed to the study.