Interventions to Improve Connectedness, Belonging, and Engagement in Secondary Schools

A Systematic Review and Meta-Analysis

Bibliographic Data

ID22046270
AuthorsCaleb Anson Davies (0009-0005-6297-4841, Northumbria University), Reinie Cordier (0000-0002-9906-5300, Northumbria University), Pamela Graham (0000-0001-9492-9272, Northumbria University), David Littlefair (0000-0001-5342-493X, Northumbria University), Renée Speyer (0000-0003-2828-8897, Curtin University), Diego Melo (Northumbria University)
Year2025
Volume15
Issue5
Pages582
Publication date2025-05-07
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueEducation Sciences (JOURNAL)
Journal identifiersISSN: 2227-7102 • E-ISSN: 2227-7102
PublisherMDPI AG (PUBLISHER • IT)
DOI10.3390/educsci15050582
LanguageEN
Citations received10
References cited89

School connectedness, belonging, and engagement are linked to improved academic, social, and emotional outcomes, yet no prior systematic review or meta-analysis has synthesised interventions targeting these constructs in secondary schools. This review evaluated randomised controlled trials identified through systematic searches of CINAHL, Medline, ERIC, and PsycINFO (last searched: June 2024). Studies included school-based interventions measuring connectedness, belonging, or engagement with validated tools. Methodological quality was assessed via the Cochrane Risk of Bias Tool, and effectiveness was analysed using meta-analysis (Hedges’ g). Sixteen trials (N = 35,451) met the inclusion criteria, with eleven providing sufficient data for meta-analysis. Overall, interventions significantly improved connectedness, belonging, and engagement (Hedges’ g = 1.056, within-group; 0.642, between-group). Multi-tier programs yielded the largest effects (0.781), with ecological (0.613) and environmental (0.636) approaches; behavioural and intrapersonal strategies were non-significant, possibly due to the small sample sizes. Interventions frequently overlapped in content but differed in theoretical frameworks. Future research should develop more distinctive, multi-tiered interventions and use consistent, theoretically robust measures. The findings underscore the potential of targeting environmental factors and interpersonal techniques to foster connectedness, belonging, and engagement in secondary schools. These results highlight the importance of clarifying the conceptual frameworks and measurement tools to strengthen future interventions’ design and interpretation

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