A Multifaceted Portrait of Students’ Connectedness to Urban Schools

In this study, as part of an intervention program in which students and their teachers participated in a school development project, we examined stu- dents’ perceptions of connectedness to their urban school. A photovoice method was employed to map out the multiple emotions associated with the school connectedness experienced by 61 students from four Brussels’ schools. Five different but simultaneously occurring emotional themes were revealed: togetherness, respect, success, readiness for learning, and pride. Moreover, students articulated the drivers that positively affect each of these emotional themes. Together, they provide guidance for creating a fertile ground for democratic practice in urban schools.