School connectedness in community and residential treatment schools: The influence of gender, grades, and engagement in treatment

Abstract

This study compared perceptions of school connectedness to traditional community schools and residential treatment center (RTC) schools for youths between the ages of 12 and 18 receiving treatment within two RTCs. The influence of gender, report card grades, and engagement in treatment were also examined in relation to school connectedness in the RTC schools. Findings indicated that youths reported greater connectedness to the residential schools and that engagement in treatment led to higher levels of school connectedness while in residence. Results are discussed in the context of practices that may increase school connectedness in community and RTC schools.School connectedness Engagement Residential treatment