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Even through all my flaws, they still help me get through it.вЂќ 'TheyвЂ™ve been there for me for a long time.

When nearly 1,200 survey respondents who did not graduate on time were asked why they returned to school, by far the most frequent response was, вЂњSomeone encouraged me to return.'.

Young people with high self-control and high support are 15 percentage points more likely to graduate without interruption than those with high self-control and low support.

Social support enables young people to direct their strengths toward educational goals.

вЂ¦ Just basically staying on top of me, and as they do, IвЂ™m starting to get the hang of it myself.' - Terrence 'TheyвЂ™ll come check with me, take me to play basketballвЂ¦ see if everythingвЂ™s okay.

Each of these plays a specific role for a young personвЂ™s development, but emotional (love and caring) and instrumental (actions like providing a bus pass, a meal, a ride or babysitting) acting in tandem are most likely to increase the number of students graduating without interruption.

The four types of social support are: emotional, informational, appraisal and instrumental.

Stable relationships with non-family adults, in particular, play a big role in young peopleвЂ™s re-engagement with school.

The presence of stable, trusting relationships is a key factor for enabling re-engagement.

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So it was just I donвЂ™t know how to explain, but at that time my mind was racing on way other things than schoolвЂ¦вЂќ - Justin

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вЂњSo she moved back to doing crack and drinking. Having a major mental health issue (such as depression or anxiety).Not feeling academically prepared for school.There are seven adverse life experiences that rise to the top as significant predictors of leaving school without graduating:

Me and my brother went into the system.' - MaxwellД¬ompared to young people who graduated on time, young people who left school without graduating were twice as likely to report that they reached out to вЂњno oneвЂќ for help and half as likely to have reached out to a teacher for help. 'At eight years old, I had a good lifeвЂ¦ Till my father passed away. More than 50 percent of those who left school without graduating faced five or more adverse life experiences between the ages of 14 and 18, compared to 20 percent of those who graduated without interruption.Д®xposure to multiple adverse life experiences is related to a higher risk of interrupted enrollment вЂ“ with the odds increasing by nearly 20 percent for each additional adverse experience. Young people we surveyed who leave school before graduating, are much more likely than graduates to have faced multiple вЂњadverse life experiencesвЂќ when they were 14 to 18 years old. We canвЂ™t quit on young people dealing with tremendous adversity, especially now that we know how powerful relationships are in engaging and re-engaging young people in education.

The title, вЂњDonвЂ™t Quit on Me,вЂќ echoes the many young people who expressed gratitude to those who didnвЂ™t give up on them and represents a call to action for caring adults. вЂњBut now we need to know more about how, when and why these relationships matter and what it takes to make the right support available at the right time for young people who are not graduating on time. вЂњWe know a great deal from previous research on youth development that relationships are instrumental in helping young people stay in school,вЂќ said Jonathan Zaff, PhD, the reportвЂ™s lead author and executive director of the Center for Promise. Building on previous studies, including last yearвЂ™s DonвЂ™t Call Them Dropouts, this report offers new insights about how support from adults and peers can help to close the remaining gaps between those who graduate from high school on time and those who donвЂ™t.

This report examines, from the perspective of young people themselves, the roles that relationships with adults and peers play in decisions about staying in, leaving and returning to high school.

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