Date of Submission

2024

Degree Type

Dissertation

Degree Name

Doctor of Psychology (PsyD)

Department Chair

Katy Tresco

First Advisor

Sofia Pham

Second Advisor

Meredith Weber

Third Advisor

Jennifer McKeever

Abstract

The purpose of this study was to examine the relationship between students’ perception of school connectedness and their actual engagement in help-seeking behaviors. This study also investigated whether or not the level of support obtained (e.g. formal versus informal) and the type of stressors experienced (e.g. academic issue versus non academic issue) served to influence the relationship between school connectedness and actual helpseeking behaviors. Archival data obtained from a Philadelphia area suburban high school was used to complete this study. Results suggest that students with higher levels of school connectedness do seek support at a greater rate than students who sponsor lower levels, and this relationship is influenced by the type of support received; specifically informal. Conversely, neither the type of problem experienced, nor the presence of a problem, had a significant impact on the relationship between school connectedness and actual help-seeking behavior. Results from this study help to further substantiate the importance of school connectedness as a protective factor for students’ health and wellbeing, as well as promote greater understanding for how school connectedness is actionable, by way of facilitating opportunities for supportive relationships and encouraging students to access them when needed.

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