Date of Award


Degree Type


Degree Name

Master of Arts in Psychology


School Psychology



First Advisor

Margaret R. Rogers


The purpose of this study was to complete a data-driven exploratory analysis of integrated data from the Connections Project collected across several school sites during the 2016-2017 academic school year. Using data from 1,309 middle school and high school students in Rhode Island, the study examined the relationship between student connectedness with adults and peers and student outcome variables commonly assessed in schools across the U.S., namely tardy arrivals, attendance, disciplinary referrals, and failed courses.

Results indicated that students with higher levels of perceived connectedness to adults and peers in their school building had more positive school outcomes. Specifically, students with higher levels of connectedness had fewer instances of disciplinary referrals and fewer failed courses when compared to peers with lower levels of perceived connectedness. Further, students who named their advisory teacher as an adult connection had fewer instances of tardy arrivals, absences, and failed courses. However, student-perceived connectedness was not a significant predictor of drop-out risk. Implications for practice and research with the Connections Project are discussed.



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