DEVELOPING STUDENT LEADERS THROUGH DEVELOPING STUDENT LEADERS THROUGH
Editor
Heather Cazad
Khrystyna Kebas
John Kabashinski
Reviewers
Lauren Boyher
Carmen Hurst
William Trusheim
Nicole Diehl
Tamra Nast
www.character.org www.nylc.org
Published in 2024 by Character.org. All rights reserved. To request permission to reproduce or transmit any part of this publication, please contact us at info@character.org.
Developing Student Leaders through Service-Learning is a collaboration between Character.org and the National Youth Leadership Council, made possible by a grant to Character.org from The School for Ethical Education.
Our two organizations were motivated to highlight K-12 schools and afterschool programs across the United States that consistently provide opportunities for students to put their “ethics into action” and demonstrate their civic character through transformative service-learning experiences.
We define service-learning as an approach to teaching and learning in which students use academic and civic know s (whether these needs are school-based, community, national, or global). 1
Our two organizations also recognize and appreciate how schools and after school programs may offer opportunities for young people to engage in community service that is not connected to the curriculum. We define community service as helping and supporting a particular area of need, such as tutoring young students, collecting canned food, or planting a garden at a nearby retirement community. We believe that both service-learning and community service can create strong school and community connections, meet real needs, and enable students to practice and strengthen their civic character.
This publication includes information on how service-learning is designed and implemented within the context of:
1 2 3 4
Council.
In addition, inspired by NYLC’s IPARD Framework and Character.org’s 11 Principles Framework for Schools, each of the four sections highlighted above will include the following features: 2
Each section begins by explaining how students at different grade levels are developmentally ready to understand the many ethical components of service-learning as well as their emerging identity and responsibility as citizens. Across all grade levels, we explain in this section how service-learning empowers students to practice and reflect on the character strengths that are dynamically shaping and forming their moral compass.
We explore in each section how schools encourage students to ask questions and determine the root cause and ethical dimensions of a problem or issue.
The most transformative service-learning experience often occurs when students are empowered to select their service action. This feature offers examples of the ways in which teachers and staff – across all four sections – have put in place an intentional process by which students determine how they are going to collectively address a problem or issue.
This feature is one of the core reasons why we wanted to collaborate on this publication. We spotlight a wide range of character strengths that students of all ages practice and strengthen when engaged in service-learning, including problem-solving, timemanagement, public speaking, collaboration, and teamwork skills.
The practice of reflection – at any age – is about helping learners become more aware of their personal growth (and room for growth). This feature provides examples of how schools and afterschool programs make reflection a priority – before, during, and after a service-learning experience.
Students enjoy the challenge of putting together a presentation that explains the effects of their service-learning experience as well as what they learned. This feature highlights the many different ways that showcasing student impact can occur.
What did the staff learn? What should they do differently? This feature explains the different ways schools and afterschool programs intentionally assess all aspects of their service-learning practices.3
In addition to these six features, each of the four sections includes a Profile, a deeper look into how one school or afterschool program has integrated service-learning into their culture.
The last section is A Call to Action. We invite you to envision with us a future where all stakeholders in our society are working together to ensure that young people, across all grade levels, have ample opportunities to put into practice Dr. Martin Luther King Jr.’s conviction that “everybody can be great because everybody can serve. ”
We hope you enjoy this publication and find inspiration to integrate more servicelearning experiences for young people in your classroom, school, or organization.
Amy Meuers CEO National Youth Leadership Council
Dr.
Arthur
Schwartz President Character.org
We know from the research that it’s during elementary school when young people rapidly develop the moral reasoning skills to guide their choices and actions. Students at this age can cognitively understand and explain in their own words a range of universal principles – ranging from fairness and helping others to notions of equality and rights
Service-learning during the elementary years is also an opportunity to foster a spirit of empathy in every student. Developmentally, students are primed to understand they have a responsibility to contribute to the “common good” – whether it’s organizing a fundraiser for cancer research, cleaning up trash on the school playground, or volunteering at a retirement home. Schools that embed servicelearning into their curriculum and school-wide culture love to hear students return to school in the fall and ask: “What are we going to do this year to help others?”
Many elementary schools strive to connect their service-learning experiences to the needs and challenges facing their community’s ecosystem. Teachers are intentional about aligning service-learning to life sciences, literacy, and other subject areas. Parents are also encouraged to be part of the service-learning experience, whether serving as chaperones on field trips or being invited to serve as guest speakers
There is one benefit of service-learning during the elementary grades that’s rarely mentioned. During the earliest years of elementary school, students not only learn their ABCs but also the different “cues” of their school Service-learning is a powerful way for students to grasp at an early age that learning is not only transmitted from teacher to learner, but through their direct engagement with topics and themes outside the traditional classroom. In addition, during the elementary school years many service-learning initiatives occur across all grade levels, in contrast to small group or classroom-based projects in middle schools and high schools
Memories that last a lifetime. Working together, elementary school teachers and staff aim to create service-learning experiences that will powerfully shape the hearts and minds of their students for years to come.
For many elementary schools, one way to help students understand the root cause of a particular issue is to invite a guest speaker to talk to their students. At Cambridge Elementary (TX), the staff invited a parent, a doctor involved in Operation Smile, to talk to their students about why some children are born with cleft palates. The parent also answered all the questions the students asked about the different ways they could support Operation Smile.
Students often learn about the root cause of a problem through an assigned book that the entire class or grade read together. For example, before they begin their servicelearning experience, first graders at Tracey Magnet School (CT) read a story about a brown trout who is different from others.
Teachers encourage their students to ask questions, and then they surprise the students with trout eggs they have collected nearby. The trout eggs visit each first-grade classroom before going to their new home – the science lab tank.
Tracey Magnet School also had their second graders read the book Same, Same but Different which explores the power of friendship despite racial, religious, or family structure differences. Students utilized the second-grade Literacy Standards when putting together their own story walk – creating student-drawn pictures and models of what they learned from the book. A local mall invited the second graders to display their story walk, and they spent the morning talking to people at the mall about what they learned and why reading is important. Their story walk remained at the mall for six months and was featured in local news outlets as well as social media pages.
Community partnerships are often essential to an elementary school’s commitment to service-learning. Many local nonprofit organizations have developed a servicelearning experience that’s connected to grade-level standards.
Student-led clubs are another opportunity for students to identify and select a service experience. At William Barton Intermediate School (NY), their student-led Caring Kids Club, with the guidance of their club advisor, comes together in the beginning of the year to set goals for how they will create a school-wide service-learning experience.
Peer mentoring is another pathway for students to select an action that’s meaningful to them. At The Blake School (MN), second graders work with students from the upper school in the Letters of Love Club. The older students talk to the second graders about why people who are sick and hospitalized need emotional support and appreciate i i d l tt b d d b celet.
The Blake School also helps students develop service experiences based on topics and themes that students are interested in. Most recently, students have voted to plan service-learning experiences to learn more about endangered species, pollinators, and people who are unhoused.
Staff members often introduce a service-learning experience that connects to their personal commitments. One teacher at Cambridge Elementary has a daughter with autism, and each year her class creates new school-wide lessons and activities for Autism Awareness Month. Another teacher at Cambridge has a bunny as a class pet, and her students research how to care for a pet before turning their efforts to raise money for a local animal shelter in partnership with the Betty White Project.
Many elementary school students begin to develop their public speaking skills as they inform the school during morning announcements about the details of an up-andcoming service experience (e.g. a fundraiser, collecting supplies).
Many service-learning experiences require students to form grade-level teams to strategize and implement the action plan. Students join the PR team, the research team, or the lesson-building team, allowing for all students to develop their leadership skills.
The staff at William Barton Intermediate are particularly engaged in finding ways for their students to practice the skills of a leader. The students who joined the Spartatude Leaders club created two goals for the year. The first project centered on building a positive school culture. Students involved in the club created positive sayings displayed throughout the school. The second project was tied to the science unit on the Amazon Rainforest. The students not only wrote and presented to the entire school their lesson plan on the rainforest habitat, but they also set a goal and put in place a plan to raise money to purchase 300 trees for the Amazon Rainforest.
The practice of reflection – at any age – is about helping learners become more aware of their own growth (and room for growth). We often think about writing as a reflective activity, but some elementary school teachers use daily circles or morning meetings to encourage their students to reflect out loud. What is most critical for students to recognize and understand, especially during the elementary school years, is that reflection is an essential component of service-learning.
Using vocabulary-friendly checkpoints, Tracey Magnet School encourages every student to reflect on their service-learning experience from the beginning to the end of the project. Most critically, one of the checkpoints connects the school’s core values to the service project. Throughout the experience, students write in their journals about what they are learning, especially new ideas and concepts that connect to statewide standards.
Here is a set of prompts that teachers could ask students to write about (or discuss together) after they have completed their service-learning experience:
Many schools integrate their service-learning action into student-led parent/teacher conferences held in the spring. Other schools invite their students to set up a booth and showcase their projects at their district’s high school. However a school decides to showcase student impact, what’s critical is for the staff to provide opportunities for students to explain how their service has made a difference in their own lives and the lives of others.
Schools that participate in science-based service-learning experiences will hold gradelevel STEM nights for their students to present what they accomplished and what they learned. Many schools also organize a school-wide assembly to ensure that students who participated in a service-learning experience have the opportunity to explain how their service has made a difference (within the school, community, or beyond).
There is enduring wisdom to Albert Einstein’s belief that “not everything that matters can be measured.” For example, it’s hard to measure the emotional impact of staff members when middle school students return to their elementary school because they want to help their fourth-grade teachers with a service-learning experience that meant a lot to them several years before.
Or when students involved in different school clubs, such as the running club, decide that they want everyone in the club to participate in a service project.
Yet every elementary school can also intentionally assess the impact of their service-learning experiences. For example, William Barton Intermediate School sends out a Service-Learning Survey twice a year to all staff and students. The findings from the survey not only reinforce that their school met or exceeded their expected servicelearning outcomes (i.e., student engagement, connections to parents and community partners), but also include useful feedback and suggestions for the following year.
Cambridge Elementary (TX) teachers foster empathy in their students through stories of different cultures. From books like Refugee and others, fifth graders learn about the customs and struggles other cultures face, and it sparks their curiosity to investigate more. Students research the issue in question to figure out how to help as a class, grade, or school. They learn about experts in the field who can direct their efforts in the right ways or serve as guest speakers at the school. Students connect on a personal level and become much more invested in their project when they hear from someone touched by the issue.
The Cambridge team has speakers present on local water issues, Skype calls with refugees to talk about their experience, police officers explain the San Antonio homelessness crisis, and more. All the while, these young students are inspired to help however they can.
Many students enjoy the leadership of updating the school on their service through morning announcements. First graders write a script to read on the live video feed and tell the 800+ student population about needs in their own community in the form of toiletry donations for the Cambridge Clothing Closet.
One class that read the book Wonder reflected on their gift/activity packs for cleft palate surgery patients with a detailed Google form. The form asked questions about how the students felt, what they learned, and wh h h h kid i i h k ill feel.
Cambridge students teach younge grades about their service experiences present their findings during morning announcements, or host student-led parent-teacher conferences where they share what they have learned. In some cases, Cambridge kids partner with the local high school for more in-depth projects like recycling plastic bags to make sleeping mats for homeless people.
Students at Cambridge look forward to fifth grade when they can lead a schoolwide service project. Students who may not otherwise speak up in class, schedule a meeting with teachers to propose an action they would like to spearhead. Even at home, these kids, b i i i h i h i h
Developmentally, middle school stude are in the meaning-making stage of l It's during middle school when you people connect a set of core values a universal principles (honesty, empat fairness, etc.) to their emerging sense self. This is also the age when child begin to talk about their ideal self –kind of person they want to become.
Perhaps that’s why the prevailing be among both educators and researcher that middle school students don’t n civic lessons as much as they n opportunities to practice civic behaviors. During middle school, service-learning has th the “civic identity” of students – the ways in which students can begin to actively contribute to their school, community, nation, or world.
It is during the middle school years when students are also developing the cognitive skills to analyze different points of view and consider multiple perspectives. Through peer discussions, inspiring books, and meaningful service experiences, they are cognitively and emotionally able to reflect on, recognize, and even unlearn certain biases or stereotypes they may have. In short, middle school is a critical time for students to develop the character strengths of curiosity, critical thinking, open-mindedness, and even humility.
Researchers have long reminded us that middle school students are at a crossroads. They are old enough to feel the pressure that others are placing on them to achieve academically. They are also hyper-concerned about finding friends and fitting in. But this is also the moment when they are cognitively, emotionally, and behaviorally ready to care about others who need their help or to advocate for a cause close to their heart.
Middle school students are ready to examine the root causes of a particular problem. They have developed the cognitive skills to take a deep dive into different issues and discover for themselves the root causes at work (e.g., hunger or homelessness).
When done well, teachers and staff serve as facilitators, providing support and guidance as students explore the root causes of an issue. Most often, this process includes supporting students as they “wrestle” with the ethical dimensions of the issue being explored. Teachers serve as coaches while their students begin to think “ethically.” By critically thinking and rationally considering different viewpoints and perspectives, such as discovering that there are times when two or more ethical principles may conflict with each other (e.g., honesty vs. friendship), students can grapple with complex issues.
Middle school students have developed the cognitive ability to learn about and understand the difference between fairness and equality. In short, by supporting and guiding their middle schoolers to identify the root causes of a problem, teachers are also developing and strengthening their students’ ethical reasoning skills.
Middle school is the ideal time for a school or class to select a service-learning that reflects the interests of stud schools work with a student team a schoolwide survey to identify students care most about. At Leadership Academy (NY), studen focus on three service-learnin access to healthcare and welln water, and reducing recidivism. member at St. HOPE told us that “ educators is to work as facilitators students with the tools to feel the autonomy to enact change.”
Some schools link their service-learning experience to their social studies curriculum. For example, all eighth-grade students at Pequannock Valley Middle School (NJ), work together in small teams during social studies, to identify an issue they want to learn more about. They also need to create an action plan to address the issue in some way. The issue could be local, regional, national, or global. The next step is for the student teams to meet with the school principal to discuss how they are going to implement their plan. Each “Take Action” project offers students the opportunity, connected to their social studies curriculum, to make a difference that impacts their school, community, or society.
During the middle school years, the heart of the Selecting the Action step is empowering student voice. The research also tells us that the role of school leaders is critical to integrating student voice throughout the school culture. This includes providing professional development opportunities for all teachers and staff to learn more about the effective practices to embed student voice into the curriculum and classroom.
Teachers and staff will know that middle school students own their service-learning experience when they overhear one student asking another: “Did you remember to mail our thank you letter to our community partner?”
During the middle school years, students are ready to flex their leadership muscles as they design and plan their service experience. For example, at Webb Bridge Middle School (GA), the student-led Character Council meets weekly to discuss what needs to occur next as they implement their service-learning initiatives. The eighth graders also identify and suggest younger students who can take their place before they move on to high school.
At the beginning of a service-learning experience, some middle schools share with their students a list of leadership skills, such as communication skills (speaking, writing, marketing, creating flyers, posters, and PSAs) or organizational skills (creating timelines, listing the different resources needed for the service experience, creating action steps, delegating responsibilities, etc.). A third set may focus on “leading by example” skills (integrity, reliability, trust, taking initiative, sacrifice, collaboration).
Ideally, every student will identify and share with the class one leadership skill that they believe is their superpower – the one skill that will enable them to step up and be a leader during the service-learning experience, especially when things are not going according to the plan.
Each student should also identify one leader they want to practice and strengthen dur service experience. Rather than sharing this everyone, each student shares the one skill t to develop with their teacher and one othe (their service partner). Throughout their learning experience, students are asked to r whether they are practicing their one leadership skill.
In sum, middle school students are ready charge of their service-learning experien designing and executing it to presenting their expected outcomes and impact.
We know from the research that the most effective service-learning experiences provide opportunities for middle school students to reflect before, during, and after their service experience. Yet too many schools ask their students to reflect only at the end of their service experience.
Ideally, middle schoolers should be reflecting (via journals, group discussions, etc.) during every step. For example, if a service-learning experience is focused on hunger, teachers should encourage their students to reflect on the issue of hunger before the students start to identify its root causes.
Students also benefit from reflecting while they are in the whirlwind of planning their service experience. The prompt may be as simple as asking students to reflect on what have they learned so far, have they faced any obstacles or roadblocks, and whether (and when) they had to use their superpower.
Finally, once the service-learning experience is over, it’s time for every student to look in the mirror and reflect on how the experience has impacted them. Has their experience opened their eyes (or heart)? Did they develop a new leadership skill or character strength? What would they do differently next time?
Middle school students are primed to present the impact of their service-learning experience at a student-led assembly. Many schools also have their students present the impact of their service-learning experience to the organization that benefited from the service action.
Students should also be encouraged to present the impact of their service-learning experience to their parents and families. We know from the research that parent-child connections decline during the middle school years. That’s why some schools invite parents and families to the school to hear their children discuss what they accomplished and what they learned from their service experience. Middle school students are also capable of presenting the impact of their servicelearning to the school board, the local Chamber of Commerce, and other civic groups.
There is great wisdom to the expression that the “right process will lead to the right result.” The teachers and school staff who guided their students throughout the servicelearning experience need to come together and discuss:
What worked?
What didn’t?
What surprised us?
What might we do differently next time?
Did we give students enough responsibility?
Did the project connect to the school’s core values?
Did students discovered their voice?
Did our students develop research skills to help them understand the root causes of the problem?
How connected was the service-learning experience to academic content and curriculum standards?
Did each student develop a leadership skill that they wanted to strengthen?
Did we effectively communicate with and involve parents and families?
Did we effectively work with our partner organization?
Another wise expression is “feedback is the breakfast of champions.” That’s why it’s critical for schools to collect data on what can be measured. But as educators, we should never forget that service-learning during middle school is also about changing hearts and opening minds.
At Webb Bridge Middle School (GA), creating a culture of service-learning and growing student leadership fuels the vision for local and global impact in hopes students put meaning to the curriculum, acquire new leadership skills, discover their voice, and find a purpose. Tying service to the social studies curriculum, the Webb Bridge team has students read a new book each year that highlights inequity in some way. One year, that book was A Long Walk to Water by Linda Sue Park, and the students, moved by the story, wanted to help the South Sudan water crisis. While teachers direct the general theme for the year by selecting books for each grade, the 6th, 7th, and 8th graders choose what the experience is and how they participate.
Each year ’ s selected book unifies the school community’s service objectives and creates opportunities for reflection on the root cause. Students read the book, participate in discussions, and conduct extensive research to better understand inequity and hardship. From water in South Sudan to refugees fleeing corruption and danger, Webb Bridge middle schoolers recognize injustice and feel an obligation to contribute to the world.
Early on, the Webb Bridge team formed the Character Council, comprised of students from each grade level. These council members apply for the opportunity to act as gradelevel ambassadors and leaders for each act of service. They learn collaboration, decisionmaking, research skills, fundraising, time-management, and public speaking. Ultimately, students and staff reflect on their impact at the end of each experience when they see, in a tangible way, the goods they collected for local refugees or the money they raised to repair Sudan wells.
However, each council meeting offers a chance to reflect on their progress with Grow Questions: What’s working? Where are we getting stuck? What might we do differently? Eighth graders write reflections on paper chain links as a visual representation they showcase at graduation.
Webb Bridge students present the impact of their work during end-of-year celebrations and a Service-Learning Wall that captures progress, memories, and reflections. Seventh graders add to this wall throughout the school year as their service initiatives take shape and grow. The wall serves as a snapshot of where they are and what their work has already accomplished, like successful well repairs in Sudan, fundraising milestones, and props like 40-pound jugs that simulate the weight Sudan women and children carry during their water retrieval walks.
The Webb Bridge middle schoolers have demonstrated impressive leadership throughout their initiatives by practicing grassroots fundraising, advertising, speaking at community events, reading books to elementary school students, creating podcasts, and more.
“Why do I need to learn this stuff? What’s the point of this class if it isn’t going to help me get a job? Why should I care about school when it feels pointless?” These questions and more often reflect high schoolers’ struggles, disengagement, or skepticism about the educational system and why they even need to show up for school.
For this age group, service-learning offers answers to their questions because it is hands-on, active learning. These experiences not only deepen students’ understanding of the course content but also cultivate empathy, compassion, and a heightened awareness of social issues. Students understand the “why” behind their learning and how to apply their learning to solving real-world issues.
Additionally, high school students can analyze more complex social issues, dig deeper into identifying the root causes of community problems, and take on substantial responsibility throughout the process. By flipping the traditional classroom, teachers become guides, encouraging students on their journey of self-discovery through reflection, critical thinking, and problem-solving Service-learning challenges high school students to take on leadership roles and growth, self-confidence, and communication skil
Solving complex social issues requires more advanced problem-solving skills like those demonstrated by Princeton High School’s Gen 1 Club (NJ). Students studying cultura anthropology as part of their Human Behavior class investigated food insecurity after reading The Meth Lunches. Then, they developed service actions to address hunger in their community.
There is a great deal of research that supports the benefits of quality service-learning for high school students. High school students repor that their service-learning experiences have helped shape their future educational and career choices as well as their life-long commitment to civic engagement.
High school students are ready to dig deep into social issues and the nuanced community issues that require sophisticated problem-solving. By critically analyzing the root causes of community issues, students gain insights into the reasons why a particular problem has yet to be fully addressed.
For example, at Gillespie High School (IL), the number of car crashes involving teens was the catalyst for the school’s MPACT’D team. Students began conducting seatbelt surveys, researching county, state, and national statistics, and conducting focus groups to investigate the root causes of the issue (Learn more in our High School Profile section). While at Pen Argyl Area High School (PA), the English class reading of George Orwell’s 1984 was the catalyst for creating a more informed electorate within the community. Students researched information about voter registration, engaged with elected officials, and held school gatherings to discuss the topic.
Whether determined by course content – like a required course reading – or the newspaper headlines – like a surge in teen traffic deaths - integrating advanced investigation into the service-learning experiences with high school students helps deepen their understanding of the complexity of the social problems they are addressing and exposes them to the diverse community viewpoints, challenges, and assumptions that they must address to determine what service action to take.
In high school, determining how to take action is a collaborative process between teachers and students. Teachers play a crucial role in guiding students through identifying meaningful avenues for service and advocacy. Youth leadership is pivotal for fostering meaningful engagement and sustainable impact within the community. Once students have identified their focus areas through the critical analysis of root causes, they collaborate with peers, teachers, and community members to brainstorm potential solutions.
Students often conduct interviews, surveys, or direct observations to gather firsthand insights from community members, ensuring that their proposed actions are relevant and responsive to real-world needs.
At Pen Argyl High School, students develop a plan under the guidance of the teacher who provides feedback and opportunities for reflection so students can revise the plan before taking action.
An additional way for students to determine which service action to agree upon is through persuasive presentations. By presenting well-researched arguments and compelling evidence, students can influence their peers to support specific ideas or courses of action. These presentations encourage critical thinking and active engagement among group members, fostering discussions that weigh various perspectives and potential outcomes.
Through the process of preparing and delivering persuasive speeches, students not only hone their communication skills but also learn to collaborate effectively and negotiate differences within a team setting. Ultimately, persuasive presentations empower students to advocate for their ideas and contribute to collective decision-making in a collaborative and informed manner.
Service-learning for high school students provides opportunities for more autonomy and responsibility. Students are often involved in decision-making, strategic planning, and influencing and inspiring their peers and community on a large scale. High school students are ready to manage more engaged service actions which require a higher level of critical thinking and problem-solving. Additionally, high school leadership roles frequently emphasize civic engagement and social justice, encouraging students to address broader societal issues and develop a deeper sense of civic responsibility. The progression from middle to high school reflects the increase in expectations and opportunities for personal growth and leadership development as students mature.
Many times, teachers find “leadership” hard to define with their students. Understanding that there are many leadership styles and supporting students to grow and change throughout the year is important to student growth. At Gillespie High School, teachers focus on transformational leadership by having students evaluate their leadership language using their strengths to build on their weaknesses within the group setting. At Princeton High School, teachers understand that not everyone is a “natural born leader” and that some students may need coaching and tools/activities that help them in their leadership responsibilities.
When done with intention, service-learning hones students’ leadership skills including empathy, critical thinking, inclusivity, teamwork, communication, problem-solving, and more. Moreover, service-learning empowers students to navigate complexities, make ethical decisions, and adapt strategies based on feedback and outcomes. Ultimately, by engaging in service-learning, high school students develop the confidence and competence to become ethical leaders who advocate for positive change in their communities and beyond.
Reflection is a crucial component of service-learning. Through structured reflection activities, students can interpret and evaluate their service-learning experience fostering a deeper understanding of the issue while supporting their own personal growth.
Reflection helps students develop essential skills such as problem-solving, selfawareness, and civic responsibility by encouraging them to think critically about their actions and the broader social issues they encounter. It also promotes interpersonal communication and a sense of belonging, as students share their insights and learn from each other's experiences. Effective reflection is ongoing, structured, and purposeful, challenging students to question their assumptions and apply new knowledge to real-life situations. By engaging in reflective practices, students can better understand the relevance of their service-learning activities, leading to more meaningful and impactful learning outcomes.
There are many ways to incorporate reflection throughout the service-learning experience. Princeton High School students engage in small group discussions and have created a running document on “what worked well.” Another reflection activity that may be used during the experience includes personal reflection prompts like “describe a moment that challenged your assumptions” or “discuss how your perspectives on community issues have changed.” Others may include a scenario analysis where students present hypothetical situations related to their service action and how they would approach similar situations in the future or peer interviews where students focus on what they are learning, how to overcome obstacles, or their proudest moment so far.
At Pen Argyl High School, students keep journals throughout their service-learning experience. Final reflection activities may include:
Writing an article, story, poem/spoken word piece
Creating a dance, mural, or other art piece
Produce a video or showcase
Timeline of impact where students document key milestones throughout the process
Showcasing student impact can take many forms. At Princeton High School, students present at the annual Peace and Wellness Fair where they can engage with other students and offer strategies for their peers to also engage in the project. At Pen Argyl High School, the school bulletin board and morning announcements become a showcase of service actions while at Gillespie High School, the local school board invites students to present to the board and some students travel to state conferences to present their findings.
No matter how students showcase their impact, it is p g g achievements, sharing impact with the community, and inspiring further engagement. It lends itself to reflecting on the broader implications of the service action like sustainability, scalability, and long-term impact.
It is not only important for students to reflect on their service-learning experience; teachers should also reflect on and assess their service-learning instruction. Teachers should regularly evaluate the quality of their service experience planning, implementation, and reflection. Teachers can structure their service-learning instruction (using resources we ’ ve collected in this publication) to ensure they are facilitating meaningful learning experiences for students.
At Gillespie High School, teachers conduct exit interviews to hear directly from students about what they learned and what they would do differently. Pen Argyl High School uses classroom observations and informal conversations with students to assess student learning and determine changes for the next school year.
When teachers take the time for staff reflection and assessment, it can strengthen student servicelearning experiences, outcomes, and the overall impact on the community.
Service-learning at Gillespie High School (IL) is as varied and dynamic as its student body. Special Education students not only run the Corner Cafe (student store), they have also developed awareness campaigns about mental health and launched a Special Olympics program.
Students who take the sociology class study social movements. During classroom discussion, the students identified that hygiene was a problem for some kids at the school. Through their investigation, the class identified one root cause included access to clean water. With this newfound knowledge, students began planning various ways they could address the issue. They began to stock hygiene products in both the men ’ s and women ’ s locker rooms. They also put up a giving closet and started a laundry service that is free for Gillespie students.
The school’s service-learning MPACT’D team – composed of sophomores, juniors, and seniors – discovered that many teens who had been involved in car crashes were not wearing their seatbelts. These students began to gather evidence by implementing a seat belt survey; collecting county, state, and national statistics; conducting focus group discussions; working with subject matter experts; and reviewing social media content.
After their investigation, the students formulated a plan on how they wanted to take action. In collaboration with 4-H, their community partner, the kids organized a mock trial at the county courthouse to shed light on the devastating effects of distracted driving and the importance of making responsible choices behind the wheel. The Gillespie teens also engaged with middle and elementary students. Through interactive activities, fun days, and even Halloween dances, they shared important safety messages and promoted a culture of responsible driving from a young age.
Throughout their service-learning experience, students reflected on the leadership skills they were developing, including teamwork, public speaking, problem-solving, and responsibility. They discussed with each other how these skills are not only preparing them for future success but also empower them to become advocates for change in their communities.
The student service-learning experience is assessed through one-on-one exit interviews at the end of the project year where students discuss what they have learned, what they would do differently, and how they will adapt this experience to their life moving forward.
The heart of Gillespie High School’s service-learning experiences is the school’s commitment to empowering students to become agents of change. Through a variety of initiatives, students are making a tangible difference at their school and in their community. Many students make a commitment to continue their advocacy efforts beyond high school. No matter what career pathway they choose, their servicelearning experiences at Gillespie have equipped them with the tools and confidence to make a positive impact in the world around them.
What comes to mind when you think about the goals of afterschool programs? Perhaps it’s the image of caring adults helping kids do their homework in a supportive and safe environment. Or opportunities for kids to engage in fun activities and games, whether indoors or outdoors.
Yet today many afterschool programs are also dedicated to fostering civic learning and character development.
Across the United States, afterschool programs are implementing service-learning that addresses local needs as well as the needs of the young people they support.
Donation drives. Community-awareness events. Clean-up projects. These are just some of the service initiatives that afterschool adult leaders have supported after listening to the voices and concerns of young people.
Mentoring is often a key component of afterschool programs. Research has shown the benefits that occur when an adult mentor forms a trust-based relationship with one or more kids. Cross-age peer mentoring is also common at many afterschool programs, whether it’s college students paired with middle schoolers or high schoolers working with elementary school students. When they work together on a service experience, mentors can model for their mentees the leadership skills and behaviors needed to accomplish a shared goal.
It's time for us to place in the dustbin the ossified notion that afterschool programs are just “safe” places for kids. Today, afterschool programs offer kids a smorgasbord of opportunities, including computer literacy, STEM projects, college and career support, financial literacy, health and wellness education, and more. Service-learning is also becoming a common feature on the menu of activities that define the optimal afterschool experience where kids of all ages feel they not only belong, but are making positive contributions to their community’s most pressing needs.
At Boys and Girls Club La Habra (CA), service-learning is driven by desired outcomes. Staff ensure students talk out the purpose of conducting a service action, and staff lead discussions on the importance of that service. Just like classroom service-learning, youth are encouraged to think about their communities and the needs that they see.
Students are asked to think about why, who, and how their service action will impact their lives and their community.
Depending on the age of the students, there may be differing levels of understanding and investigation of root causes. At Camp Fire Patuxent (MD), students are encouraged to talk to specialists and community members, conduct research using a variety of modalities, and look at their own lived experiences. The library, internet, interviews, surveys, and focus groups help students dig deep into their issue area and explore various ways they can make meaningful contributions to their community.
Youth voice takes center stage in afterschool service-learning when it comes to determining the service action. At Boys and Girls Club La Habra, experiences are selected by student members through the leadership programs Torch Club and Keystone Club. These two clubs are youth-led and guided by staff. Servicelearning experiences options and research results are discussed at weekly meetings where students collaborate with community leaders and other service groups to select the service action that will happen throughout the year.
In afterschool service-learning experiences, many times the service action is determined as a reaction to a problem that students have identified from their day-to-day life. At Camp Fire Patuxent, youth and adults work together to create service actions that enrich students’ lives, serve the community, and provide positive youth development and social-emotional learning experiences. Youth plan activities with adult support based on the ages of the students and their academic levels. No matter what service action is chosen, students have a strong voice in the service-learning process.
Afterschool service-learning plays a crucial role in developing leadership skills among students by providing them with hands-on opportunities to engage deeply with their communities and take on meaningful roles in initiating and managing service actions. In these settings, students often have voice and choice when it comes to identifying community needs, planning activities, and collaborating with peers and community members. This process cultivates essential leadership qualities such as initiative, decision-making, and problem-solving. Students learn to communicate effectively, delegate tasks, and adapt strategies based on feedback and challenges encountered during their service projects. Moreover, afterschool service-learning encourages students to navigate diverse perspectives, negotiate differences, and build consensus among team members, fostering skills in teamwork and collaboration. These experiences empower students to become proactive agents of change and also prepare them for future leadership roles where they can leverage their skills to make positive contributions to society.
Reflection plays a vital role in students’ personal growth and sense of accomplishment. Whether using art, discussions, presentations, video, or writing, students develop a deeper understanding of the issues and the broader impact of their service-learning experience on the community and themselves.
At the Latino Student Fund (DC), staff members facilitate group discussions where students can share insights gained throughout the servicelearning experience. They have also integrated reflective writing assignments and journals with prompts that help students articulate their observations and lessons learned.
Reflection questions or prompts help students answer what they learned about themselves throughout the process, their attitudes or perceptions about the community or social issue and how it may have evolved, or how they might apply newfound knowledge or skills in the future. Prompts encourage students to explore their
Showcasing the impact of their service-learning experience empowers students to reflect, share achievements, and inspire others. At Latino Student Fund, students showcase their impact at community forums where discussions allow students to share their experiences and outcomes while also hearing directly from the community. Gatherings instill a deep sense of connection to the community and the impact that students can have now and in the future.
Other forms of showcasing student impact may not include the larger community but still ensure students are demonstrating what they have learned and the change they were able to make. Youth may present in small groups, to parents, to friends, or via social media. At Camp Fire Patuxent, students prepare presentations with guidance from their advisors. Many choose to create videos or music, posters, or a play. Through artistic expression, students can communicate the significance of community challenges and aspirations, fostering awareness and understanding among their peers and community members.
Afterschool programs can utilize staff reflection and assessment in service-learning to enhance program effectiveness, support staff professional development, and ensure meaningful impact on students and communities. Through regular reflection sessions, staff members can critically analyze the outcomes and processes of service-learning initiatives, identifying strengths, challenges, and areas for improvement. This reflection allows staff to evaluate the alignment of activities with educational goals and community needs, ensuring that service actions are relevant and impactful.
Assessment tools and strategies can be employed to measure student learning outcomes, engagement levels, and the development of critical skills such as leadership as well as social-emotional outcomes. By engaging in ongoing reflection and assessment, staff members can adapt and refine service-learning activities to better meet the needs of students, strengthen partnerships with community stakeholders, and promote a culture of continuous improvement within the program.
At Camp Fire Patuxent, they utilize a variety of service-learning evaluation tools to assess success. These include national evaluations on how students perceive the project outcomes, evaluation tools from various partners, student-created evaluations, and measurement of goals, objectives, and outcomes as developed by the students in collaboration with staff members. They also measure the social-emotional outcomes using national programs that measure before and after learning. This holistic approach not only enhances the quality of service-learning programming but also empowers staff to foster a supportive and enriching environment where students can thrive.
Students at Latino Student Fund (DC) have engaged in several impactful servicelearning projects over the last year, including packing food for the DC Community during Thanksgiving. This project involved organizing and distributing food to families in need, fostering a sense of community support and gratitude among students. Another service action included Plarn Mats for the Homeless Community where the students created durable mats from recycled plastic bags, which were then distributed to homeless individuals. This project not only addressed environmental concerns but also provided a practical solution to improve the comfort of those experiencing homelessness. Through these projects, students learned the value of community service, developed essential leadership skills, and gained a profound understanding of the issues affecting their communities.
Service-learning at the Latino Student Fund is designed with a cultural approach that fosters leadership, empathy, and belonging among students from PK-12th grade in underrepresented communities in Washington, DC. Service actions are often chosen to reflect the cultural backgrounds and interests of the students, allowing them to engage with their heritage while serving the community. This approach ensures that servicelearning is relevant and meaningful, fostering a sense of pride and identity among students. One project is "Café con Leche," where high school students create a book by sharing their life stories and anecdotes. This project is more than just a service activity; it is a celebration of the students' cultural heritage. By documenting and sharing their experiences, students not only express themselves but also provide valuable insights and inspiration to younger community members. This project promotes cultural understanding and unity, enriching the educational experience for all involved.
Leadership development is a cornerstone of every service-learning program. Program staff play a crucial role in this aspect by creating opportunities for students to lead various aspects of their projects. They sit down with students and ask them, “What do you want to do?” Through mentorship and support, staff model effective leadership behaviors, empowering students to build confidence and resilience. These experiences are instrumental in preparing students for future leadership roles both within and outside the school environment.
Reflection is built into program time. Staff facilitate small group discussions after each lesson where students can share insights and experiences gained from their projects, and at the end, they have large group discussions. Reflective writing assignments and journals are also used to help students articulate their observations and lessons learned. Structured reflection sessions guide students through critical questioning, enabling them to analyze their experiences and evaluate their contributions to the community. Daily feedback surveys, pre-, mid-year, and post-surveys help prepare staff for day-to-day planning as well as monitor student learning.
To highlight the impact of their service-learning experiences, the Latino Student Fund provides various platforms for students to present their work. These include presentation events for students to showcase their projects to peers, teachers, the community, and family. The cornerstone of engagement, especially with high school students is inviting siblings to participate along with ensuring students are compensated as interns and volunteers. Many students are financially responsible for contributing to the well-being of their families, but Latino Student Fund is finding ways to ensure their students are supported and valued for their contributions.
We honor and appreciate the teachers and school leaders across the United States who each year design a curriculum-inspired service-learning experience that taps into the passions and concerns of their students. Yet the reality is that too many schools are not offering their students the opportunity to provide meaningful service to their communities. The six action steps described below need to occur if we all dare to imagine a future where students across all grade levels are participating in servicelearning that is dynamically shaping their lifelong civic character. We hope our Call to Action inspires you!
Parents need to become advocates for service-learning. Inspired by how much their children enjoy and learn from serving others, parents across the United States should encourage schools to connect service more intentionally to academic learning. Parents also need to encourage their children’s afterschool programs to integrate service-learning, including all sports and arts programs.
Policymakers must discover the power and impact of service-learning. Policymakers can eliminate barriers to service-learning, promoting greater community engagement and educational enrichment for all students. They also need to communicate to school leaders the data that shows how service-learning sparks both academic performance and character development.
School districts need to integrate service learning into their standards and outcomes. Let’s work together to imagine a future where students, before graduating from elementary, middle, and high school, are asked to demonstrate how their servicelearning experiences have contributed to their emerging civic character, including their ongoing commitment to serve and help others.
Teacher training needs to be transformed. Service-learning needs to be integrated into how prospective teachers learn to teach science, history, reading, etc. No longer will new teachers think of service-learning as an add-on. In fact, one unexpected benefit of this pedagogical transformation is a future where more college students are joining the teaching profession because they experienced the power and impact of service-learning during their K-12 schooling.
Afterschool programs must be stalwart champions for service-learning and character development. While still focused on helping students become college and career ready, these programs should commit to providing opportunities for young people to engage in community issues they care most about.
Donors need to step up. Whether it’s a local business, an individual donor, or a large foundation, donors across the United States must invest in service-learning and character development. They should understand the data shows how service-learning is an essential component of positive youth development. Donors also need to invest in a series of public service announcements to inspire people of all ages to serve and learn.
At the heart of our vision are the voices of young people. We hear a future where young people of all ages are eager to share with their families, teachers, and caring adults the reasons why they are at their best when serving and helping others. We believe that it’s their voices that will fuel our call to action.
Learn more about how your school or after-school program can make this vision a reality. Take the next step and reach out to us today.
Discover a wealth of resources and inspiration in NYLC's Service-learning Resource Library. Whether you're a student, educator, or community member passionate about making a difference, explore our materials designed to support and enrich your servicelearning journey. Check out these titles and more!
K-12 Service-Learning Standards for Quality Practice
Getting Started in Service-Learning
Service-Learning by Design
Equity in Service-Learning
Engage: A Service-Learning Handbook for Afterschool
Learn more about Character.org’s work in schools across the country through our 11 Principles Framework, recognition programs, and other resources.
11 Principles Framework Schools of Character Promising Practices
Growing Goodness: How 12 Schools are Fostering Character in Early Childhood
Interested in more service-learning resources? Check out these sites to support your practice:
Barbara A. Holland Service-Learning Library Center for Innovative Teaching and Learning
We are Teachers Teachers Pay Teachers Youth.gov
This publication was made possible by a grant from The School for Ethical Education.
John Winthrop Wright founded The School for Ethical Education (SEE) in 1995 with the vision to increase ethical decision-making and positive character in children. His goal was to provide resources and professional development for teachers to learn how “ethics in action” creates character. This phrase became the school’s motto and recognized the power of positive ethics in the formation of character. The core ethical concepts Mr. Wright desired to promote include fairness, respect, responsibility, caring, justice, honesty, courtesy, citizenship, and the principles of the Golden Rule. The School for Ethical Education is pleased to support this publication that's designed to help students recognize and apply ethical values when making choices and decisions.