Teens Engage in Service Learning

The Issue
California schools increasingly include community engagement as part of their curriculum, and many high schools now list service projects as a graduation requirement. Through service-learning, communities benefit from the work and talent of young people, and youth gain valuable knowledge and skills. However, service-learning is complex. Too often teens end up with hollow assignments and the "learning" and the "service" are never fully connected. The process requires community partners who know how to incorporate youth into meaningful roles, embracing the energy and talents young people have to offer.

What has 4-H Done?
The 4-H Youth Development Program views teenagers not simply as program recipients but as promising resources. Teens provide unique ideas, energy and community connections. In Sacramento County, the 4-H Youth Development Program has provided dozens of teenagers with opportunities to address community issues and put their ideas into action.

Our programs empower teenagers, developing in them the tools and sense of responsibility to make a difference in things they feel important. Some teens have chosen to gather and refurbish bicycles for children. Others are trained to teach science to younger children in weekly after-school programs. Still other teens volunteer to plan and deliver environmental and camping programs. In each instance, young people partner with caring adults who coach, encourage and support them.

The 4-H Youth Development Program is experiential education, which is the essence of service-learning. Youth are asked not only to engage in an activity, but to reflect upon their experience and apply what they have learned.

The Payoff
Teens as well as parents and adult project leaders were asked how they had grown through their experieces in teaching science to younger students. There were many answers to this question--becoming more organized, learning how to work with children, being responsible, teamwork. Ninety-two percent of the teens reported feeling more confident in public speaking as a result of their service-learning experience. For some teenagers, these projects have opened doors to new opportunites and provided the chance to explore potential careers.

One thing teens agree on: they enjoy the responsiblity such programs offer...and being in charge. Long after the school service hour requirement is met, teens continue their involvement as planners, teachers, doers.

"We see the kids when they come into the Bicycle Recycling Project, and we watch them grow," said one adult leader. "We're happy to see project members so satisfied with their work."

From those involved in teaching science to younger children:

"Not only have I learned more about science while teaching the lessons, but I've also improved on my public speaking skills (which is a huge achievement for me, personally)," wrote a teen.

"It's sustained her interest in science," a parent of one teenager shared.

"He's considered teaching, and that was never an option before," said another parent about her teenager's involvement.

Author: Marianne Bird
Posted January 2003
For more information, contact the Sacramento 4-H Office at 916-875-6913 or cesacramento@ucdavis.edu.

To submit a 4-H Delivers story, please contact the State 4-H Office at 530-754-8518 or  fourhstateofc@ucdavis.edu.