Developmental Assets Framework
The Developmental Assets Framework identifies 40 research-based, positive experiences and qualities that influence young people’s development, helping them become caring, responsible, and productive adults.
For more than 30 years, Search Institute has studied Developmental Assets® in the lives of millions of young people across the United States and around the world. Research consistently shows that young people from all backgrounds do better when they have a strong foundation of these strengths in their lives.
Grounded in extensive research in youth development, resiliency, and prevention, Developmental Assets® are the 40 positive supports and strengths that young people need to succeed. Half of the assets are external, focusing on the relationships and opportunities they need in their families, schools, and communities. The other half are internal, focusing on the social-emotional strengths, values, and commitments that are nurtured within young people.
When young people have more Developmental Assets® they are more likely to thrive now and in the future, less likely to engage in a wide range of high-risk behaviors, and more likely to be resilient in the face of challenges.
For more, explore Search Institute's ongoing Developmental Assets® research.
Report / Brief
Developmental Assets Framework
Resource Audience
Resource Type
Read Time
External Assets
The supports, opportunities, and relationships young people need across all aspects of their lives.
Family support
Family life provides high levels of love and support.
Positive family communication
Young person and her or his parent(s) communicate positively, and young person is willing to seek advice and counsel from parent(s).
Other adult relationships
Young person receives support from three or more nonparent adults.
Caring neighborhood
Young person experiences caring neighbors.
Caring school climate
School provides a caring, encouraging environment.
Parent involvement in schooling
Parent(s) are actively involved in helping young person succeed in school.
Community values youth
Young person perceives that adults in the community value youth.
Youth as resources
Young people are given useful roles on the community.
Service to others
Young person serves in the community one hour or more per week.
Safety
Young person feels safe at home, at school, and in the neighborhood.
Family boundaries
Family has clear and consistent rules and consequences and monitors the young person's whereabouts.
School Boundaries
School provides clear rules and consequences.
Neighborhood boundaries
Neighbors take responsibility for monitoring young people's behavior.
Adult role models
Parent(s) and other adults model positive, responsible behavior.
Positive peer influence
Young person's best friends model responsible behavior.
High expectations
Both parent(s) and teachers encourage the young person to do well.
Creative activities
Young person spends three or more hours per week in lessons or practice in music, theater, or other arts.
Youth programs
Young person spends three or more hours per week in sports, clubs, or organizations at school and/or in the community.
Religious community
Young person spends one or more hours per week in activities in a religious community.
Time at home
Young person is out with friends "with nothing special to do" two or fewer nights per week.
Internal Assets
The personal skills, commitments, and values they need to make good choices, take responsibility for their own lives, and be independent and fulfilled.
Achievement Motivation
Young person is motivated to do well in school.
School Engagement
Young person is actively engaged in learning.
Homework
Young person reports doing at least one hour of homework every school day.
Bonding to school
Young person cares about his or her school.
Reading for Pleasure
Young person reads for pleasure three or more hours per week.
Caring
Young person places high value on helping other people.
Equality and social justice
Young person places high value on promoting equality and reducing hunger and poverty.
Integrity
Young person acts on convictions and stands up for her or his beliefs.
Honesty
Young person "tells the truth even when it is not easy."
Responsibility
Young person accepts and takes personal responsibility.
Restraint
Young person believes it is important not to be sexually active or to use alcohol or other drugs.
Planning and decision making
Young person knows how to plan ahead and make choices.
Interpersonal Competence
Young person has empathy, sensitivity, and friendship skills.
Cultural Competence
Young person has knowledge of and comfort with people of different cultural/racial/ethnic backgrounds.
Resistance skills
Young person can resist negative peer pressure and dangerous situations.
Peaceful conflict resolution
Young person seeks to resolve conflict nonviolently.
Personal power
Young person feels he or she has control over "things that happen to me."
Self-esteem
Young person reports having a high self-esteem.
Sense of purpose
Young person reports that "my life has purpose."
Positive view of personal future
Young person is optimistic about her or his personal future.
Reproductions
No written permission is required by Search Institute to copy the Developmental Assets® for educational, noncommercial uses, provided that the list is unchanged and includes this copyright citation:
The 40 Developmental Assets® may be reproduced for educational, non-commercial uses only. Copyright ©1997 Search Institute®, 3001 Broadway Street NE, Suite 310, Minneapolis MN 55413; 800-888-7828; www.searchinstitute.org. All rights reserved.
Adaptations
Additional Ages
The Developmental Assets® are written for an optimal age range of 12-18 years old. The Assets have been adapted to be more developmentally appropriate for young people in their specific age range.
Additional Translations
Communities around the world have created many additional translations of the Developmental Assets® Framework for use with the children, youth, and families they serve. They are provided as a service to the international network of Asset Builders. Search Institute has not verified the quality of these translations, and unless noted otherwise, the translations were based on the asset framework for adolescents. Click below to download a translation:
Acholi, Arabic, Armenian, Bulgarian, Chinese, Farsi, French, Hmong, Japanese, Khmer, Nuer, Russian, Somali, Urdu, and Vietnamese.
If you'd like to offer your own translation of the Developmental Assets®, please email us at info@searchinstitute.org.
