What are our kids saying?

 
Dresden students in grades 8, 10 and 12 took the "Search Institute Profiles of Student Life: Attitudes and Behaviors Survey" in December, 1997. The figures below show the percentage of our local youth experiencing each asset.

Ideally, all young people should experience at least 31 of the 40 assets; research show that the more assets a young person has, the less likely he or she will be to take partake in risk-taking behavior (including alcohol, drugs, violence, sexual activity, etc.) Unfortunately, less than 10% of youth locally and nationally report having at least 31 assets. This finding holds true regardless of community size, region of the country, gender, family economics, or race/ethnicity. In the Dresden school district only 6% of local students reported having over 30 assets.

More specifically, the lists below show the Dresden survey results. The assets are grouped into two categories. The first category, "external assets," consists of positive developmental experiences provided by families and communities, including informal interactions with caring adults and peers. The second category, "internal assets," includes a young person's internal values, social competencies, commitments to his/her education, and personal identity.

The Search Institute's Profile of Student Life survey has been administered to over a million students over the last decade. The Search Institute emphasizes that the survey is designed to provide a tool for assessing the health and well-being of a community, NOT to compare one child or one town to another. Many communities in the Upper Valley have had their youth take the survey. Contact BOAST for a complete listing.

 External Assets

Support

1. Has high family support: 73%
2. Has positive family communication: 30%
3. Has adult relationships (3+ non-parent): 50%
4. Has caring neighbors: 39%
5. Has caring school climate: 32%
6. Has parents who help succeed in school: 34%

Empowerment

7. Perceives that community values youth: 22%
8. Given useful community roles: 39%
9. Serves the community (1+ hours/week): 48%
10. Feels safe in community: 68%

Boundaries and Expectations

11. Family has clear boundaries;
whereabouts are monitored: 34%
12. School has clear rules: 39%
13. Neighbors monitor behavior: 38%
14. Adults model responsible behavior: 34%
15. Best friends model responsible behavior: 59%
16. Parents & teachers have high expectations: 49%

Constructive Use of Time

17. Creative activities (3+ hours in the arts): 24%
18. Youth programs (3+ hours): 77%
19. Religious community (1+ hours): 39%
20. Time at home (out with no activity fewer than 2 nights/week): 64%

Internal Assets

Commitment to Learning

21. Motivated to do well at school: 75%
22. Engaged in learning: 57%
23. Does homework (1+hours): 84%
24. Cares about his or her school: 61%
25. Reads for pleasure (3+ hours): 29%


Positive Values

26. Values helping others: 46%
27. Values promoting equality and justice: 43%
28. Acts on convictions, stands up for beliefs: 67%
29. Tells the truth, even when not easy: 59%
30. Accepts personal responsibility: 57%
31. Restraint in sex and alcohol/drug use: 29%

Social Competencies

32. Plans ahead, makes choices: 34%
33. Has empathy, sensitivity, friendship skills: 44%
34. Knowledge and comfort with diversity: 43%
35. Can resist negative peer pressure: 40%
36. Resolves conflict nonviolently: 45%


Positive Identity

37. Feels personal control over things: 49%
38. Has high self-esteem: 53%
39. Has sense of purpose in life: 61%
40. Is optimistic about personal future: 69%

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