Linking relationships to retention, Tinto’s (1993) Student Integration Model asserts student dropout is driven by two primary issues, failure to find a social connection and failure to embrace values and norms of the institution. Raisman found students reported leaving because of issues with communication related to their "perception that the college doesn’t seem to care" and "dissatisfaction with service and treatment." A welcomeing campus climate communicating respect has been shown to be a driver of student retention. Schreiner reports student satisfaction with campus climate significantly improved a student’s odds of persisting, especially for first-year students. Developing a working alliance, a relationship including proactive, on-going point of contact responsive to student needs, between the professional and student making use of rapport, trust, and a mutual agreement about goals and action plans has been shown to improve student retention.
