It is the feeling of being known, valued and understood that provides the foundation
for learning and success’.
Horizons of Hope: Vision and Context (2016, p.12).

Authentic human flourishing occurs in communion and connection with others.

In Catholic schools, connectedness is lived and expressed within communities and between communities, through fellowship, participation and communion in the faith. Connectedness generates a sense of belonging, solidarity and sharing - a feeling that you matter and that your contributions are valued. It is strengthened through nurturing, collaborative and respectful relationships. As a powerful protective factor for promoting resilience, self-esteem, mental and emotional health and positive behaviour, connectedness contributes to enhanced individual and school community wellbeing, social capital, trust and reciprocity [31, 32, 33].

Positive connections and relationships in schools are central to wellbeing. Within the school environment, ‘connectedness is realised and promoted in the quality of the relationships between students and their teachers, between students and the school, between students and other students, and between schools and the local community, including parents’ [34]. Children and young people who experience school connection believe education matters and that their teachers know, understand and care about them and their learning [35]. They are more motivated, have better educational outcomes, demonstrate higher levels of engagement and participation in extracurricular activities, and are more likely to complete their schooling and activate help-seeking strategies when required[36]. Connected children and young people are less likely to feel isolated and engage in compromising risk taking behaviours [37].

Significantly, connected school communities recognise the interdependence of educators, families, students, the parish and the wider community in fulfilling their educational mission. They continually seek opportunities to tap into a diverse range of resources, expertise and innovation to strengthen stakeholder engagement in the everyday work of the school, thereby further supporting the social, emotional and academic growth of children and young people. In creating ‘outward-facing’ cultures, school leaders actively embrace opportunities to develop networks between schools, across sectors and with parents, business and the community to support wellbeing and learning outcomes.