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A Social Network-Based Teams Intervention: Pilot Study Impact on Bonding to School
1Prevention Strategies, LLC, Greensboro, NC, USA.
Children and Youth Services Review
|July 1, 2026
Summary
This study explored school bonding interventions using in-class work teams. Assigning students to teams positively impacted school bonding for those already connected, reducing declines in attachment.
Area of Science:
- Educational Psychology
- Sociology of Education
Background:
- School bonding, or students' attachment to school, influences educational persistence and dropout rates.
- Interventions aimed at improving school bonding are crucial for student retention.
Purpose of the Study:
- To evaluate a pilot intervention using in-class work teams to enhance school bonding.
- To determine the impact of team assignment on students' sense of belonging and attachment to school.
Main Methods:
- A pilot intervention assigned students to in-class work teams based on social network analysis, shared values, and interests.
- Social network surveys measured student interactions and school bonding pre- and post-intervention.
- Multivariate repeated analysis of variance analyzed changes in bonding across different bonding subgroups.
Main Results:
- Overall bonding declined with age, but students with the lowest initial bonding scores showed improvement.
- Team assignment positively impacted bonding only for students with initially positive bonding scores.
- Students in social network-based teams experienced smaller declines in bonding compared to control groups.
Conclusions:
- Social network-based teams may enhance school bonding, particularly for students with existing positive connections.
- The intervention shows potential for improving student attachment to school, though further research is needed.
- Methodological challenges in online data collection and team maintenance require attention.
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