High schools have been described as potent breeding grounds of alienation and boredom (Bronfenbrenner, 1974; Furrer & Skinner, 2003; Marks, 2000) while recent literature has focused on student-teacher relationships and the importance of pedagogies of care (Noddings, 1992; Wentzel & Looney, 2006). This paper examines the link between social context variables and the educational process by providing an analysis of the relationship between belongingness, teacher support, and school context. Using a mixed methods approach, the results illustrate the possibility and significance of supplying adolescent students with a sense of belongingness. Using interviews and surveys of student belongingness and teachers' support, this paper finds that schools which place greater emphasis on the developmental needs of adolescent students are more likely to foster a sense of belongingness and may, in turn, have important effects on a variety of student and teacher outcomes. (Contains 1 table.)