The Shifting Social Web: How Adolescent Relationships Change

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Brehm, M. V., Melton, T. N., & Deutsch, N. L. (2025). Adolescent peer and adult relationships across time and transition: A longitudinal, mixed-methods study. Journal of Adolescent Research, 1–32. https://doi.org/10.1177/07435584251377437

Introduction

Supportive relationships are critical for adolescents, but peer and non-parental adult ties shift during development. Guided by the webs of support theory, which emphasizes the interconnectedness of social ties in youth development, Brehm and colleagues (2025) investigated how and why relationships with peers and adults end or persist, specifically focusing on the transitions to and from high school.

Methods

This three-year longitudinal study used a convergent mixed-methods design. Thirty-five participants (split between middle and high school starts) completed egocentric social network maps and qualitative interviews at three time points. Quantitative map changes were analyzed with t-tests, while interview transcripts were thematically analyzed to understand the “why”.

Results

Peer networks expanded significantly during the transition to high school, particularly within school settings, while adult relationships—especially with teachers and coaches—declined after graduation. Youth described short-term, intense “quick flames” and enduring “slow burns,” as well as “interchangeable adults” in extracurricular contexts. Time together, trust, and shared identity predicted relationship stability.

Discussion

School transitions are critical relational periods. The study highlights a “support gap” in adult relationships as youth leave high school and formal extracurriculars end. Factors for sustained relationships included time together, trust, and “friendship fit”.

Implications for Mentoring Programs

The sharp decline in adult relationships post-high school is a key takeaway. Programs must acknowledge that many youth-adult ties are context-bound (e.g., sports, class) and fade when those activities end. Interventions should focus on building support in new, less-formalized settings like college and work.

Read the full paper here.