ABSTRACT
Education and academic achievement have traditionally been valued in Arab culture for girls and boys (Ajrouch, 2000; Al-Khatab, 1999; Haboush, 2007; Tabbah, 2011; Tabbah, Miranda, & Wheaton, 2012). Educational attainment enhances family honor by increasing prospects for employment and marriage, and therefore, financial security (Cainkar & Read, 2014). However, academic achievement is mediated by numerous variables, including the degree to which students feel connected to schools and experience school climate as supportive: stronger school connectedness is associated with higher academic achievement and social-emotional wellbeing (Eklund, Vaillancourt, & Pedley, 2013; Lehr & Christenson, 2002; Sulkowski, Demaray, & Lazarus, 2013).
