Over the past decade, researchers have called for a reconceptualisation of school connectedness. A review of literature between 1990 and 2016 was completed to define school connectedness and identified four factors: attending, belonging, engaging, and flow. The review of the published literature from 1990 to 2016 that related to the four factors was undertaken to define each of these terms and their relevance to school connectedness.

Subsequently, based on the four factors, a sequential, four-level model of school connectedness was proposed. The model suggests a progression from minimal connection to a deep level of acculturation and shared meaning relevant for adolescents between 12 and 18 years of age. It is argued that the four factors form the foundation for engagement and suggests the possibility of an experience of flow as a result of a student's connectedness with school. The literature on which the model is based draws together social, emotional, behavioural, and cognitive terms central to learning. The purpose of the review is to move beyond individual factors to propose an explanation for the sequence of graduated connection. Practically, the model provides a template for establishing the student's current experience of school to facilitate interventions to optimise connectedness with school.

The Consumer Information Working Party has published this paper which explores how we can better engage consumers with long-term savings and investments. The working party considered the current state of consumer information, which is a long way from ideal, including: consumer insights and touch points, the current consumer information model, relevant considerations from behavioural economics, examples of information failures and some successes from other fields. They then propose a way to deliver more effective information, including a possible framework and some ideas for its application. They finish with proposals for immediate next steps and urge the Actuarial Profession to take a lead in this area.