Sometimes relationships are conceptualized as passive, intangible, and developing naturally over time. In reality, relationships are action-oriented. More specifically the Search Institute uses the term Developmental Relationships to describe interactions between adults and youth that facilitate growth, learning, and development. A relationship can be considered developmental if it meets the following five criteria: (1)expresses care, (2)challenges growth, (3)provides support, (4)shares power, (5)expands possibilities. The following link provides a graphical representation of The Search Institute's Developmental Relationship model, and actions that can be taken in order to promote the five essential aspects of developmental relationships. Strong developmental relationships with teachers are correlated to students' sense of belonging, higher GPAs, academic motivation and perseverance, and most importantly in the context of this book lower suspension levels. Development Relationships have been said to be the active ingredient in interventions targeted towards at-risk youth.
Pekel, K., Roehlkepartain, E. C., Syvertsen, A. K., Scales, P. C., Sullivan, T. K., & Sethi, J. (2018). Finding the fluoride: Examining how and why developmental relationships are the active ingredient in interventions that work.