NCEA has long been committed to collecting data that will help us all understand the trends in Catholic school enrollment, structure and operations. But we know there’s a more robust story about what leads to success in Catholic schools, and we know that we need to help uncover that story so that we can work together to build intentional spaces that lead to student success. Over the coming years, NCEA will be digging into the unique components of the Catholic school community to understand the deeper value, gathering data to help articulate that value.
One of our key research intentions this year will be to focus on and learn more about the most fundamental and, frankly, essential piece of community: connections.
Catholic schools are renowned for their strong sense of community and commitment to fostering deep, meaningful connections among students, teachers and parents. This commitment is rooted in the belief that education is not just about imparting knowledge, but also about forming the whole person and fostering a sense of community and belonging. The sense of community is a critical factor in promoting positive outcomes for students. The emphasis on community-building has been a cornerstone of Catholic education since its inception and continues to be a vital aspect of the experience today.
Catholic schools emphasize community, recognizing the essential role that strong relationships play in the development of students’ academic, social and emotional well-being. Community is reflected in the connections that students have with their teachers, as well as in supportive relationships with their peers. All of these relationships help to create a sense of belonging and connectedness that is critical to student success.
While other schools also foster connections, Catholic education communities are unique in their overt commitment to fostering strong relationships between students, faculty and staff. According to a study by Bryk and colleagues (2014), this commitment to relationships and community is one of the key factors that sets Catholic schools apart from other types of schools. The study found that Catholic schools provide a supportive and nurturing environment for students, which in turn promotes academic achievement and positive social-emotional development. The authors note that this sense of community is particularly important for students from disadvantaged backgrounds, who may not have access to similar levels of support and resources outside of school.
Hamilton and colleagues (2017) examined the impact of Catholic schools on social-emotional well-being and positive youth development. They found that Catholic schools were more effective at promoting social-emotional well-being and positive youth development than public schools, in part because they provided a strong sense of community and a supportive learning environment, and because of the strong relationships that are fostered between students, teachers and families. The authors note that these relationships provide a foundation for students to develop a sense of belonging and connectedness, which in turn promotes resilience and positive mental health outcomes. This sense of connectedness is particularly important for adolescents, who are navigating the complex social and emotional landscape of just being young in the world. The authors concluded that Catholic schools are a valuable resource for promoting positive outcomes for students, because the emphasis on connection and is a priority.
Additionally, Zill and colleagues (2015) share that Catholic schools are particularly effective at engaging families in their children’s education. This is in part because of the strong sense of community that is fostered within these schools. When students and families feel connected to their school community, they are more likely to be invested in their education and to feel a sense of ownership over their own learning.
The focus on individual connections and relationships in Catholic education communities also promotes a sense of responsibility and service to others. Catholic schools are often committed to promoting social justice and service to the community (Hamilton et al. 2017). This emphasis on service is rooted in the Catholic tradition of social responsibility and the belief that all individuals have a responsibility to work toward the common good. When students are encouraged to develop relationships and connections within their school community, they are also encouraged to think about their role in the wider community and to develop a sense of responsibility to others.
One of our research goals at NCEA is to learn more about the process and outcomes when making individual connections in Catholic education so that we can help provide valuable insights for educators and school leaders about how to build intentional communities and make strategic decisions about school culture.
“Feelings of community attachment are said to emerge out of patterns of relations and are used to build spaces designed to engender social connections” (Stroope 2011)
Megan Bissell is NCEA Vice President of Research and Data.
Megan Bissellmegan@ncea.org