A Systematic Review of School Connectedness in Middle School Students

ABSTRACT School connectedness has been studied in a variety of contexts and demographics and is linked to academic achievement, mental health outcomes, and overall wellbeing. In this systematic review, we identify and analyze factors associated with school connectedness among middle school students to synthesize the field's current knowledge on school connectedness and highlight future directions. Following PRISMA guidelines, we reviewed peer‐reviewed studies published between 2014 and 2025 identified through PsycINFO, PsycArticles, and ERIC. Inclusion criteria required studies to focus on middle school populations (grades 6–8) and examine predictors, correlates, or barriers to school connectedness. A total of 49 studies met inclusion criteria. Factors positively associated with school connectedness included academic engagement, supportive relationships with teachers and peers, and indicators of emotional well‐being. In contrast, barriers to school connectedness included experiences of discrimination, peer victimization, and mental health difficulties. Findings underscore the importance of fostering inclusive, emotionally supportive school environments to promote school connectedness during early adolescence. Limitations of the current literature include inconsistent measurement of school connectedness, limited use of qualitative methodologies, and underrepresentation of diverse student populations in some studies. We provide recommendations for future research and suggest practical applications for educators and school psychologists aiming to improve student connectedness.