Abstract
School connectedness is critical to improving students’ health, development and wellbeing. Research into primary school students’ perceptions of the factors that influence their sense of connectedness is essential for identifying practices that promote success. This has important implications amid heightened concern about children’s relationships, mental health and educational demands. Yet research has prioritised adolescent populations, whose characteristics and needs differ from primary-aged children. This study signalled an overdue shift in attention to an under-represented group, exploring the thoughts, feelings and experiences of 8–12-year-olds. Focus groups with 50 children across five primary schools elicited insights into the factors that can strengthen or weaken connectedness. Using reflexive thematic analysis, informed by ecological systems theory, this study found three influences within the child’s ecology: a breadth of opportunities and collaborative communities in the microsystem, and supportive school systems in the macrosystem. Students explained that schools can promote a positive sense of connectedness through extracurricular and curricular activities, special events and opportunities to represent the school, and by encouraging positive relationships with friends and teachers. These experiences were reinforced by school philosophies, policies, programs and practices. Findings have significant ramifications for school improvement agendas, policy-related practice and whole-school approaches to fostering connectedness.