Youth Grants Asset Survey

Search Institute’s framework of developmental assets provides a tool for assessing the health and well-being of middle and high school-age youth.  The asset framework represents a common core of developmental building blocks (assets) crucial for all youth.  The national percentages of young people who report experiencing each asset were gathered from the Search Institute Profiles of Student Life: Attitudes and Behaviors survey in 318 communities and 33 states.  Lenawee statistics were documented by surveying over 2,000 seventh, ninth, and eleventh-grade students throughout Lenawee County.

Asset Type: Asset Name: Asset Definition: National:  Lenawee: 
Support Family support Family life provides high levels of love and support. 70% 66%
Support Positive family communication Young person and parent(s) communicate positively; young person is willing to seek advice from parent(s). 30% 27%
Support Other adult relationships Young person receives support from three or more non-parent adults. 45% 46%
Support Caring neighborhood Young person experiences caring neighbors. 40% 37%
Support Caring school climate School provides a caring, encouraging environment. 29% 27%
Support Parent involvement in schooling Parent(s) are actively involved in helping young person succeed in school. 34% 32%
Empowerment Community values youth Young person perceives that adults in the community value youth. 25% 21%
Empowerment Youth as resources Young people are given useful roles in the community. 28% 24%
Empowerment Service to others Young person volunteers one hour or more weekly. 51% 51%
Empowerment Safety Young person feels safe in home, school, and neighborhood. 51% 59%
Boundaries & Expectations Family boundaries Family has clear rules and consequences, and monitors the young person’s whereabouts. 48% 47%
Boundaries & Expectations School boundaries School provides clear rules and consequences. 53% 49%
Boundaries & Expectations Neighborhood boundaries Neighbors take responsibility for monitoring young people’s behavior. 49% 50%
Boundaries & Expectations Adult role models Parent(s) and other adults model positive, responsible behavior. 30% 25%
Boundaries & Expectations Positive peer influence Young person’s best friends model responsible behavior. 65% 65%
Boundaries & Expectations High expectations Parent(s) and teachers encourage the young person to do well. 49% 44%
Constructive Use of Time Creative activities Young person spends three or more hours per week in lessons or practice in music, theater, or other arts. 20% 19%
Constructive Use of Time Youth programs Young person spends three or more hours per week in school or community sports, clubs, or organizations. 58% 59%
Constructive Use of Time Religious community Young person spends one hour or more per week in religious activities. 63% 56%
Constructive Use of Time Time at home Young person is out with friends “with nothing special to do” two or fewer nights per week. 52% 51%

Items in RED are of equal value.  Items in BLUE are of higher value.  Items in BLACK are of lower value.

Asset Type:

Asset Name:

Asset Definition:



Commitment to Learning Achievement motivation Young person is motivated to do well in school. 67% 62%
Commitment to Learning School engagement Young person is actively engaged in learning. 61% 55%
Commitment to Learning Homework Young person reports doing at least one hour of homework every school day. 53% 39%
Commitment to Learning Bonding to school Young person cares about her or his school. 54% 51%
Commitment to Learning Reading for pleasure Young person reads for pleasure three or more hours per week. 23% 21%
Positive Values Caring Young person places high value on helping other people. 50% 42%
Positive Values Equality and social justice Young person places high value on equality and reducing hunger and poverty. 52% 42%
Positive Values Integrity Young person stands up for her or his beliefs. 68% 68%
Positive Values Honesty Young person “tells the truth even when it is not easy.” 67% 66%
Positive Values Responsibility Young person takes personal responsibility. 63% 63%
Positive Values Restraint Young person believes it is important not to be sexually active or to use alcohol or other drugs. 47% 50%
Social Competencies Planning and decision making Young person knows how to plan ahead and make choices. 30% 27%
Social Competencies Interpersonal competence Young person has empathy, sensitivity, and friendship skills. 47% 43%
Social Competencies Cultural competence Young person has knowledge of and comfort with people of different backgrounds. 42% 40%
Social Competencies Resistance skills Young person can resist negative peer pressure and dangerous situations. 42% 41%
Social Competencies Peaceful conflict resolution Young person seeks to resolve conflict nonviolently. 45% 40%
Positive Identity Personal power Young person feels he or she has control over “things that happen to me.” 44% 43%
Positive Identity Self-esteem Young person reports having a high self-esteem. 52% 46%
Positive Identity Sense of purpose Young person reports that “my life has a purpose.” 59% 57%
Positive Identity Positive view of personal future Young person is optimistic about her or his future. 74% 70%

Items in RED are of equal value.  Items in BLUE are of higher value.  Items in BLACK are of lower value.

The Power of Assets to Protect Against Risk -Taking Behaviors: Including Problem Alcohol Use, Illicit Drug Use, Sexual Activity, and Violence

The Power of Assets to Promote Thriving Indicators Including: School Success, Valuing Diversity, Maintaining Good Health, and Delaying Gratification

Average Number of 24 Risk-Taking Behaviors Average Number of 8 Thriving Indicators