What do you give kids after they've torn open their Christmas presents, jammed the sweaters and toys into drawers and closets, and mailed out their thank you notes? The Search Institute, a Minneapolis, Minnesota based independent nonprofit organization provides leadership, knowledge, and resources to promote healthy young people and communities. They've been studying the development of young people since 1958. Their research has produced a “gift list” of sorts for kids. The Search Institute has trademarked this list the 40 Developmental Assets.

Exactly who gives these developmental gifts to young people to encourage them to be healthy, caring and responsible? You do! So after Christmas, when your kids got a whole lot of what they want, here’s a list of what they need.

Consider it the ultimate Day After Christmas List!

EXTERNAL ASSETS

The young person’s family (1) provides high levels of love and support where (2) communication is positive, and the young person seeks advice and from parent(s). He or she (3) also has three or more non-parent adults they receive support from, along with (4) caring neighbors.

The young person’s school (5) provides a caring, encouraging environment where (6) the young person’s parent(s) are actively involved in helping them succeed in school.

The young person (7) perceives that adults in the community value youth. He or she (8) is given useful roles in the community, (9) serving one hour or more per week.

The young person (10) feels safe at home, at school, and in the neighborhood.
The young person’s family has (11) clear rules and consequences, and monitors the young person's whereabouts. The young person’s school also (12) provides clear rules and consequences. Neighbors (13) monitor the young people's behavior as well.
Parent(s) and other adults (14) model positive, responsible behavior, as does the young person’s (15) best friends.

Parent(s) and teachers (16) encourage the young person to do well. Besides school, he or she (17) spends three or more hours per week in lessons or practice in music, theater, or other arts, another (18) three or more hours per week in sports, clubs, or organizations at school and/or in community organizations, and (19) one hour or more per week in activities in a religious institution.

The young person also spends lots of time at home with their family. He or she (20) is out with friends “with nothing special to do” two or fewer nights per week.

INTERNAL ASSETS

The young person (21) is motivated to do well in school. He or she (22) is actively engaged in learning, doing (23) at least one hour of homework every school day and in general (24) cares about her or his school.

The young person (25) reads for pleasure three or more hours per week.

The young person (26) places high value on helping other people and (27) promoting equality and reducing hunger and poverty.

The young person (28) acts on convictions and stands up for her or his beliefs, (29) "tells the truth even when it is not easy” and (30) accepts and takes personal responsibility.

The young person (31) believes it is important not to be sexually active or to use alcohol or other drugs.

The young person (32) knows how to plan ahead and make choices.
Interpersonally, the young person (33) has empathy, sensitivity, and friendship skills.

They also have (34) knowledge of and comfort with people of different cultural/racial/ethnic backgrounds.

They young person (35) can resist negative peer pressure and dangerous situations, (36) seeking to resolve conflict nonviolently.

The young person (37) feels he or she has control over "things that happen to me." They (38) report having a high self-esteem and (39) that "my life has a purpose."

Because of the above, the young person (40) is optimistic about her or his personal future.