https://doi.org/10.1177/15248380251325202 TRAUMA, VIOLENCE, & ABUSE 1–18 © The Author(s) 2025 Article reuse guidelines: sagepub.com/journals-permissions DOI: 10.1177/15248380251325202 journals.sagepub.com/home/tva Review Manuscript Teen dating abuse (TDA), a pattern of behaviors, including physical, sexual, and psychological abuse that can occur both in-person and online (Centers for Disease Control and Prevention, 2023), is a pervasive and harmful reality of many youth dating relationships. National data reports that 69% of 12- to 18-year-old youth experience TDA victimization in their lifetime, with 18% experiencing physical abuse, 18% experiencing sexual abuse, and 60% experiencing psycho- logical abuse (Taylor & Mumford, 2016). TDA has been associated with high-risk behaviors (e.g., marijuana and alcohol use), negative mental health outcomes, and future experiences of partner violence (Piolanti et al., 2023). TDA does not impact all youth equally, as girls, LGBTQ+ youth, and youth of color experience more negative consequences associated with TDA than other youth (Fix et al., 2022; Piolanti et al., 2023). After decades of efforts by researchers, educators, and practitioners to identify and raise awareness about TDA, the field has shifted to a focus on developing positive relationships rather than preventing harmful relationships. A key aspect of prevention is promoting “healthy relationships (HR),” acknowledging that TDA awareness only tells youth what not to do in relationships rather than what to do in rela- tionships (Bloom & Gullotta, 2003). TDA prevention is likely to be more effective if youth are equipped with knowl- edge, skills, and social support to have respectful, safe, and pleasurable dating relationships across developmental stages (Exner-Cortens et al., 2021). Although there is a proliferation of research about and programs to address HR, scholars have 1325202TVA XX X 10.1177/15248380251325202TRAUMA, VIOLENCE, & ABUSECavaletto et al. review-article 2025 1 School of Social Work, University of Maryland, Baltimore, USA 2 Oakland Promise, CA, USA 3 School of Social Work, Arizona State University, Phoenix, USA 4 Arizona State University, Tempe, USA Corresponding Author: April Cavaletto, School of Social Work, University of Maryland, Baltimore, 525 West Redwood Street, Baltimore, MD 21201, USA. Email: acavaletto@ssw.umaryland.edu “Healthy Relationships”: A Scoping Review of Definitions, Components, and Measures of Healthy Dating Relationships Among Teens and Young Adults April Cavaletto 1 , Lauren A. Reed 2 , Siobhan M. Lawler 3 , Barbara G. Turner 4 , Jordyn K. Walhof 4 , and Jill T. Messing 3 Abstract Healthy relationships (HR) education has been widely adopted as an alternative or complement to dating abuse prevention education among youth and young adults. This scoping review evaluated the literature on HR among young people to identify definitions, components, and measures of HR. Both academic, peer-reviewed articles and gray literature were included and documents meeting a priori inclusion criteria were screened for: focus on healthy romantic or intimate relationships; published in English; scholarly publication; published between 2005 and 2021; focus on teens or young adults; and including a definition, components, or measures of HR. A total of 964 non-duplicated documents were identified. After full-text screening and data extraction, 69 articles were included in the review. Definitions, components, and measures of HR varied greatly between documents. While most included documents provided components of HR, only 17 articles included definitions of HR. These definitions largely focused on the components of HR, though some also discussed the nature of HR. In total, 223 components of HR were identified from the included documents, which this analysis distills into 12 categories. In addition, 47 measures were used to measure HR, and measures are rarely repeated across documents, indicating a need to increase consistency in conceptualization and measurement. HR has been implicitly defined by a set of components rather than through the use of theory. To develop standards for HR education, a consistent framework should be identified that includes the multidimensional nature of HR and can be consistently measured. Keywords teen dating violence, dating violence, intimate partner, violence/abuse, research, methodology/measurement, violence prevention, youth violence