Adolescents newly diagnosed with cancer must navigate medical, psychosocial, and educational issues when confronting and coping with this life-threatening illness. Frequent hospitalizations, intense therapy, and continual medical appointments disrupt attendance at school, social, and community events. Decreased school participation and attendance may have negative consequences for these adolescents. Across disciplines, research supports that school connectedness is a protective factor associated with improved adolescent health, psychological, and academic outcomes. However, there is limited research exploring school connectedness in adolescents newly diagnosed with cancer. This qualitative inquiry uses dimensional analysis method to uncover the multiple dimensions of school connectedness in this population. Semi-structured interviews with nineteen adolescents explored school relationships and experiences at time of cancer diagnosis. The findings of this inquiry form a situation specific theory uncovering the nature of school relationships and factors that impact school connectedness in these adolescents. The dimensions of school connectedness are understood from the perspective, "Connection Reconciliation: Me, You, & Learning," within the context of "School Days & Ways," "The Boom," and "The Pause" and contextual subdimensions "Social Scenes," "Shared Experiences," and "Seeing & Being With." "Refocusing" and "Relational Links" establish the conditions under which adolescents newly diagnosed with cancer strive to restore connections to self, others at/from school, and learning, as they engage in the process of "Keeping & Letting Go." The consequence that follows from the perspective, and through the process, is "A New View," comprising a new outlook toward themselves, relationships, and learning. The findings provide a theoretical foundation for understanding why, where, when, and how adolescents with newly diagnosed cancer restore broken and unraveled school relationships while not attending school. This research provides implications for education, practice, and policy as well as information for nurses, health care providers, and school personnel to assist adolescents newly diagnosed with cancer. For example, nurses can collaborate with school personnel to develop interventions and facilitate opportunities for these adolescents to feel included, valued, supported, and connected. Additionally, knowledge from this study may inform future research, lead to hypotheses for quantitative studies examining school connectedness and symptom clusters, and direct school connectedness instrument development and testing. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]