Over 5,000 Grade 4 to 12 students in southeast Saskatchewan, from both Holy Family and South East Cornerstone school divisions, participated in a recent survey designed to determine the level of supports they have at their disposal, in efforts to improve the well-being and outcomes for children, youth and families.
The number of 40 developmental assets youth have is highly correlated to the decisions they make and the behaviours they exhibit. The greater the number of these assets, the fewer risk-taking behaviours students participate in and the greater number of thriving behaviours they demonstrate.
The lower number of developmental assets youth have experienced, the more likely they are to engage in high-risk behaviours such as alcohol use, smoking, marijuana use, physical aggression/violence or suicide.
Some thriving behaviours include helping others informally, exhibiting leadership, controlling impulsive behaviors, overcoming adversity and experiencing success in school.
School communities will receive data particular to their school or a pairing of smaller schools to provide data at the community level.
The following data is from the Me and My World Survey (Grade 4 to 5 students).
External assets are the positive experiences and supports a young person receives from formal and informal connections to others in the community. These figures indicate the percentage of surveyed children reporting on the external assets.
Most common assets: family support, school boundaries, and high expectations: 88 percent; positive peer influence: 85 percent; and safety: 67 percent.
Least common assets: time at home: 24 percent; community values children: 35 percent; service to others: 36 percent; adult role models: 41 percent; and neighbourhood boundaries: 45 percent.
Internal assets are those things a community and family nurture within children so they can contribute to their own development. These figures indicate the percentage of surveyed children reporting on internal assets.
Most common assets: honesty: 89 percent; caring: 86 percent; responsibility: 85 percent; bonding to adults at school: 79 percent; and resistance skills: 77 percent.
Least common assets: sense of purpose: 42 percent; planning and decision making and interpersonal competence: 49 percent; learning engagement: 51 percent; and reading for pleasure: 53 percent.
The following data is from the Attitudes and Behaviours Survey (Grade 6-12 students).
Most common external assets: family support: 72 percent; youth programs: 64 percent; time at home: 62 percent; positive peer influence: 60 percent; and school boundaries: 57 percent.
Least common external assets: creative activities: 16 percent; community values youth: 26 percent; adult role models: 26 percent; youth as resources: 32 percent; and parent involvement in schooling: 35 percent.
Most common internal assets:positive view of personal future: 79 percent; honesty: 70 percent; school engagement: 67 percent; responsibility: 65 percent; and sense of purpose: 64 percent. Least common internal assets: cultural competence and reading for pleasure: 24 percent; planning and decision making: 26 percent; homework: 30 percent; and restraint: 32 percent.
Both school divisions in conjunction with Sun Country Health Region and the Southeast Regional Intersectoral Committee (RIC) will study the data. In the fall, there will be four evening sessions planned with School Community Councils where the data will be shared and discussed. These presentations will present the results of the survey and engage community, parents and staff in asset building.
