By Ashley Boat, Research Scientist, Search Institute
After months of distance learning, many Minnesota students are transitioning back to in-person learning this month. These students are returning to the classroom with the weight of the COVID-19 pandemic resting heavily on their minds and well-being. The list of stressors is long: the loss of loved ones, parental unemployment, increased food, and housing insecurity, falling behind in school, and feelings of loneliness, anxiety, and frustration…to name a few. Positive relationships are critical to navigating these challenges, and yet they have never been more challenging to build.
As classrooms transition back to in-person learning, now may be an especially important time to understand ways that adults can foster positive relationships with young people. We know that all youth need positive relationships to grow and thrive, yet even before the pandemic, only a minority of Minnesota youth reported having strong relationships with adults in school or other places beyond the home. That means that the challenge is not just to rebuild relationships that have been strained by the pandemic but investing in deepening relationships that young people didn’t experience before this nation and state faced this crisis.
This is one conclusion of a new report that Search Institute has released as a first step in a systematic study sponsored by the Carlson Family Foundation that seeks to understand the degree to which schools and out-of-school time (OST) programs across an entire state are focused on, and invest in, youth-adult relationships. This report includes information about Minnesota schools and OST programs’ investments in young people’s relationships and a summary of existing Minnesota-specific and relationships-focused data. These were collected prior to the COVID-19 pandemic, drawing heavily on the Minnesota Student Survey (Sample = 107,128 students; grades 5, 8, 9, and 11) and Search Institute’s Developmental Relationships Survey (Sample = 5,373 youth; grades 4-12).
Five key findings emerged:
These findings show that even prior to the pandemic, many young people across Minnesota were missing important positive relationships in their lives. Sometimes the hardest patterns to break are things that we’ve always done. The pandemic disrupted those deeply ingrained patterns. Schools and programs have an opening in the midst of this difficult disruption to restart with relationships in more intentional and inclusive ways that they had been doing before.
This will require commitment, focus, and investment at all levels, from individual teachers and staff to principals and executive directors to superintendents to state and national leaders and policymakers. But if we collectively take advantage of this challenging time to invest in developmental relationships, it could be the most important investment we make in the learning, growth, and thriving of Minnesota’s youth.
* Thanks to my colleagues Amy Syvertsen, Ph.D., Gene Roehlkepartain, Ph.D., and Kent Pekel, Ed.D. for their thoughtful comments and contributions to this blog.