<p>School connectedness is a complex phenomenon intricately linked to students’ academic, social, emotional, and physical wellbeing. Despite its importance, current understandings have overlooked primary school children’s perceptions and almost exclusively been derived from adult conceptualisations and research conducted with senior school students. Consequently, the purpose of this qualitative study was to facilitate an opportunity for primary school student ‘voice’ regarding their perceptions of the meaning and feeling of school connectedness. Using focus groups, children’s rich descriptions of their experiences, understanding, and opinions of school connectedness were elicited. The sample included 50 students from Years 3 to 6 enrolled in 5 New South Wales independent primary schools. Reflexive thematic analysis led to two interrelated themes: Students and Schools Being and Doing, and The Interplay between Students and Schools. Through the lens of the Process-Person-Context-Time Model, we argue that school connectedness is a dynamic process involving the characteristics and actions of students and schools, and the differential effect that socialising and reciprocating have on the interplay between the student and the school. This finding provides a unique conceptualisation of school connectedness, offering a stronger foundation for schools and systems to improve their processes and practices.</p>