This article provides a brief historical context and analysis of current middle school reform efforts to promote student engagement by facilitating social relationships. International comparisons of perceived social climate are presented to assess whether sense of belonging and support are lacking in American schools. Research documenting associations between student engagement and relationships with teachers and fellow students, in turn, sheds light on when and why social connectedness matters. The article concludes with discussion of future reform goals and alternative strategies to foster student engagement by making middle grades more socially supportive. (Contains 1 figure and 1 footnote.)