School Trust and Sense of Belonging: Restoring Bonds and Promoting Well-Being in Schools

School dropout is a global issue that compromises individual and societal well-being. Researchers in psychology emphasize that dropout often results from a prolonged erosion of bonds between individuals, schools, and society, especially in socioeconomically disadvantaged contexts. School trust, described as the “connective tissue” within the school system, fosters psychological well-being and is associated with self-esteem, self-efficacy, life satisfaction, and reduced depression. This study aimed to explore the interaction of various relational constructs related to school life, which could be used to improve student well-being and reduce the risk of dropout. A total of 645 high school students from impoverished and high-crime neighborhoods in Naples were involved in the cross-sectional study, investigating the role that school trust plays in relation to positive teaching, self-efficacy, and the sense of belonging. The results indicate that positive teaching significantly enhances the sense of school belonging through the mediating role of students’ trust in teachers. These findings highlight the crucial role of trust as a mediator in strengthening student–school relationships. Schools should prioritize fostering trust by promoting teacher transparency, consistency, and care. Such efforts can enhance students’ sense of belonging, ultimately mitigating dropout risk and restoring their connection with education. This systemic approach is especially vital in contexts with significant socioeconomic challenges.