Service-learning programs integrate curriculum-based community service with academic instruction. Image credit: monkeybusinessimages
An Edith Cowan University (ECU) study has investigated the long-term positive impact of a compulsory service-learning program (SLP) offered in Years 7 to 12 at a Western Australian secondary school.
Led by Linda Cranley from the School of Education at ECU, the project involved in-depth interviews with current school staff and past students who engaged in the SLP at the Catholic school. The researchers gained insights into the types of community involvement encouraged by the school, program delivery, and its effectiveness beyond the classroom.
"Compulsory service-learning programs integrate curriculum-based community service with academic instruction, requiring students to complete structured hours to build civic responsibility and put personal, faith, and whole-school values into action," Mrs Cranley said.
Different to volunteering or community service, SLPs have an equal focus on both service and learning — involving clear learning objectives, reflection, and critical analysis.
"Essentially, students get the opportunity to apply academic knowledge and skills to a real-world context," she said.
"A variety of unique activities offered to students through the program included a winter sleepout, volunteering at Vinnies (St Vincent de Paul) stores, assisting in nursing homes, working with the homeless and organising fun days for underprivileged children."
Two-way benefit of service learning
The research findings revealed how a school-based SLP can inspire and lead students to become active citizens.
"The aim of the study was to determine the extent to which the SLP at this secondary school influenced past students to continue service beyond their compulsory experiences and within their local and global communities," Mrs Cranley said.
Students volunteered at a women's shelter and committed to weekend initiatives to help people experiencing homelessness, participated in a winter sleepout, got involved in a migrant picnic with refugees and cooked for people facing hardship. Other valuable extracurricular opportunities included taking part in an international mission.
"Once engaged in meaningful service experiences, students felt encouraged to move beyond their SLP obligation and into authentic ongoing service," she said.
A positive finding was that the program directly influenced students to extend their service to the community beyond graduation.
Developing service in community
Students recalled that participating in the program motivated them to seek other opportunities for community service, such as participating in youth groups, signing up for local volunteer opportunities and volunteer work abroad.
"For one student, the experience had a profound impact, inspiring her to study law with the goal of becoming a human rights lawyer," Mrs Cranley said. "Another former student reflected how working with people with disabilities led them to pursue a career in support work, teaching children with special needs."
For others, it influenced their career decisions by broadening their understanding of service and community needs, which resulted in shifting one student's perspective to consider teaching in rural and remote areas.
"These findings underscore the significant and lasting influence of the SLP on students' values, aspirations and professional pathways. The program not only instilled a sense of civic responsibility but also inspired students to integrate service into their personal and professional lives."
Encouraging global citizenship
Teachers emphasised that while these experiences were often confronting, they allowed students to interact meaningfully with the community and deepen their understanding of social justice by thinking beyond their own circumstances.
"By embedding the program in a whole-school context, SLPs bridge the gap between academic learning and community engagement, while providing a two-way benefit to both students and those in need," Mrs Cranley said.
Although teachers noted that students found the time commitment stressful when balancing their academic workload, upon reflection, students were glad they participated.
"Some teachers noted that the program wasn't treated as a priority by all students. Students expressed that they should not be forced to participate in the program in order to graduate, with many already giving back to the school and wider community by choice," she said.
Overall, staff were highly supportive of the program, noting its role in fostering community connections and promoting active and informed citizenship.
"Our findings demonstrate that a whole-school SLP can successfully build global citizenship. The program encourages values such as compassion, empathy, appreciating differing perspectives by bringing together community engagement, participatory learning and civic responsibility."
The journal article Compulsory service-learning programs in secondary schools: The lasting impact beyond the classroom is published in Issues in Educational Research by the Western Australian Institute for Education Research at Research Online.
