Abstract

School connectedness, defined as the extent to which students "feel accepted, respected, included, and supported in the school environment," (Goodenow, 1993, p.80) has been identified as a protective factor linked to numerous positive behavioral, academic, and affective outcomes for secondary students. Given its importance, schools may seek to invest in efforts that enhance students’ sense of school connectedness. Research suggests that targeted instruction may be particularly effective in promoting school connectedness among adolescents (German et al., 2026). Positive Behavior Interventions and Supports (PBIS) is an evidence-based, multi-tiered framework that emphasizes explicit instruction of behavioral expectations and reinforcement of appropriate behavior. Although prior research has examined PBIS in relation to the broader construct of school climate, few studies have examined the relationship between PBIS implementation fidelity and student-reported school connectedness. Therefore, this study sought to determine the extent to which the fidelity of PBIS implementation influences secondary students’ sense of school connectedness. Regression analyses indicated no significant relationship between PBIS fidelity and school connectedness. However, methodological limitations and restricted variability in the school connectedness data may have influenced findings. Implications, limitations, and directions for future research are discussed.

Advisor

Kevin Filter

Committee Member

Allison Lundahl

Committee Member

Kristie Campana

Committee Member

Laurie Strunk

Date of Degree

2026

Language

english

Document Type

Dissertation

Degree

Doctor of Psychology (PsyD)

Program of Study

School Psychology

Department

Psychology

College

Humanities and Social Sciences

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Rights Statement

In Copyright