Factors influencing school connectedness: Chinese adolescents' perspectives

This study explored the concept of school connectedness and the factors that may influence its development with a sample of Chinese adolescents. Six focus groups involving 52 high school students were conducted using a set of predetermined discussion topics. Results indicated that the students fully understood the notion of school connectedness and could identify a number of key influences affecting its development. These factors could be grouped under several domains including teacher care, peer relations, broader school relationships, school disciplinary policies and practices, activities within the school's guidance and counseling program, and opportunities for talent development. The students were also able to suggest practical strategies that schools might introduce to enhance and strengthen students' acquisition of connectedness to school. The implications from the findings are discussed with particular reference to implementing comprehensive school guidance and counseling program in Hong Kong. © 2011 The Author(s).published_or_final_versionSpringer Open Choice, 21 Feb 201

Teacher Wellness: An Important Issue in Fostering School Connectedness and Life Skills Development Among Students

The concept of the importance of teacher wellness in fostering connectedness and life skills development among students in schools is analyzed in this reaction paper. Five articles about school connectedness and life skills development of youth in an international context, published in the current special issue of Asian Journal of Counselling, were reviewed. Roffey (2011) described specific initiatives practiced in Australia. Ito (2011) described the unique role of homeroom teachers in the Japanese education system and how teachers could make use of Classroom Climate Inventory to devise appropriate school or class activities to increase student cohesion and foster student self-worth and mental health. Chan, Lau, and Yuen (2011) discussed the importance of teacher care and its relationship to the life skills development and academic achievement of students in Hong Kong. Wu and Lang (2011) presented their findings on how circle time sessions facilitated self-awareness of the participants and their relationships with peers. Lastly, Karcher and Santos (2011) described the management of a Cross-Age Mentoring Program and discussed how such a program could benefit Asian youth to cultivate better school connectedness. These articles and other research findings together suggest that: (a) school connectedness is linked to various positive outcomes; (b) it is promoted by many pedagogical methods; and (c) it concerns the satisfaction of students’ need to belong. Since teachers contribute significantly to all these aspects, the wellness of teachers becomes an indispensable factor in promoting school connectedness

School-based counseling policy, policy research and implications: Findings from Hong Kong and Japan

The chapter provides an overview of the existing policy landscape in Hong Kong and Japan. Key issues in school counseling are identified in each region, and the rationale underpinning policies for school-based counseling is discussed. The impact of policy on school practices is considered, and issues arising are identified. Relevant research findings are cited, and implications for future policy research considered