Enhancing School Connectedness Through Recreation-Based Learning: Practical Strategies Guided by Theory and Practice

Abstract

Creating school connectedness can enhance the overall development and academic progress for youth. The purpose of this article is to provide teachers with both a theoretical and applied understanding of how to develop and support school connectedness with students through recreation-based learning activities. The theoretical concepts grounded within Self-Determination Theory that can support the need for student relatedness (e.g., feeling cared for and/or emotionally heard) are discussed. In addition, practical evidence-based strategies are outlined from a two-year school and community-based program conducted in Arizona called Therapeutic and Inclusive Recreation Programming.