Who's Stopping Students from Leading Service-Learning Projects in Schools?

Service-learning is one of the most transformative experiences in education. When students lead meaningful service projects, they gain valuable leadership skills, build confidence, and develop a deeper sense of purpose. They become problem-solvers, prepared to address real-world challenges. Yet, today, access to these opportunities is often limited. Schools, particularly those in underfunded districts, face systemic barriers that prevent students from taking the lead in service-learning projects, limiting their potential to become a fundamental part of education.

While some schools offer service-learning experiences, the opportunities are frequently reduced to fulfilling volunteer hours (and don't give credit for investigating, planning, etc.) rather than fostering meaningful, student-led projects. This is particularly problematic in marginalized communities where schools lack the resources, financial backing, training, and staff time needed to create and sustain these impactful projects. As a result, students—especially those from underserved backgrounds—are often denied the chance to develop leadership skills and civic responsibility through service-learning.

Why Is It Easier to Champion Other Causes?

While society rallies around critical issues like public health, STEM education, and climate change, why is empowering students to lead service-learning projects not seen with the same urgency? Service-learning has long been sidelined in favor of initiatives that are perceived as more manageable or aligned with current educational priorities. However, this mindset fails to recognize the true potential of service-learning: empowering students to lead, solve problems, and create tangible change.

For many educators and administrators, service-learning is viewed as a complex, time-consuming endeavor that takes away from core academic subjects. Others fear that giving students real responsibility could result in failure. Yet, research shows that when students lead projects, they strengthen school-community relationships and improve their mental health and resilience (Jagers, 2021). These benefits are especially crucial in today’s educational landscape, where student engagement and well-being are critical.

What Students and Stakeholders Told Me

In 2024, I spoke with over 120 students, teachers, parents, administrators, and community organizations about the current state of service-learning. Here’s what I heard:

• Students: “We’re tired of just being volunteers. We want to create and lead projects that matter to us.”
• Teachers: “I love the idea of service-learning, but I don’t have the time or resources to make it happen.”
• Administrators: “We’re under pressure to meet academic benchmarks. Service-learning feels like a luxury.”
• Parents: “I want my child to feel connected to their community, but I don’t know how to help them get there.”
• Community Organizations: “It’s hard to find meaningful roles for students when they only show up to fulfill a requirement - especially at the end of the school year.”

These comments reflect the systemic barriers that prevent service-learning from reaching its full potential. Instead of fostering student leadership, the current model often frustrates it by limiting access to the tools, support, and opportunities necessary for meaningful engagement.

A Shift in Priorities—and a Challenge to the U.S.

In recent years, the shift from service-learning to more “manageable” approaches like Project-Based Learning (PBL) has taken root in many schools. While PBL offers valuable learning opportunities, it doesn’t capture the same transformative potential that comes with community-driven service projects. Service-learning, when student-led, allows young people to develop critical leadership skills such as communication, problem-solving, and resilience—skills that are essential for future success.

Many countries have recognized the importance of empowering young people to take ownership of projects and create tangible change in their communities. In some places, service-learning has evolved into a core educational strategy, with students leading projects that tackle real-world issues. The U.S. has much to gain by focusing more on student-led service-learning and learning from these examples. However, there is still much to be done to make service-learning a true priority for all students, especially in underfunded districts/systems.

What’s Holding Us Back?

It’s not a lack of student potential—it’s a lack of systemic support and a failure to believe in students’ capacity to lead. Schools must provide the financial and logistical backing necessary to integrate service-learning into the curriculum effectively. Instead of viewing service-learning as a luxury or an additional burden, we must embrace it as a valuable educational tool that enhances academic achievement and addresses real-world issues.

A Call to Action

In 2025, we must focus on recognizing and supporting the schools that are creating environments where students lead meaningful service-learning projects. This is how we shift the narrative and make student leadership in service a priority. To move forward, we need to:

• Listen to students: Take their ideas seriously and support their leadership.
• Celebrate success stories: Highlight schools and districts where student-led service-learning is thriving.
• Challenge outdated mindsets: Advocate for service-learning as an essential part of education, not an optional add-on.
• Invest in systems that work: Provide educators with the resources they need to facilitate meaningful service experiences.

Service-learning isn’t just an extracurricular—it’s a proven strategy for student success. Youth involved in service-learning report better mental health, increased life satisfaction, and a greater sense of civic responsibility (Perry & Daggett, 2014). Students are ready to lead, and they deserve our support.

The CDC’s recent research underscores this importance, highlighting the profound benefits of school connectedness, which is strongly linked to service-learning. Connected students are more likely to excel academically, make healthier life choices, and cope better with stress. The CDC has identified service-learning as one of the key interventions that promote this connectedness, which in turn leads to healthier, more engaged, and resilient students.

If we continue to ignore students’ potential to lead these initiatives, we’re not just missing out on powerful educational experiences—we’re also missing an opportunity to build a stronger, more connected future generation. Let’s embrace this change and make student-led service-learning a key part of the educational landscape.

In a couple of weeks, Youth Service America (YSA) will be launching a new program to recognize schools across the United States for their outstanding leadership in empowering students through service-learning. This initiative will celebrate those schools that are setting the bar high, prioritizing student leadership, equity, and community impact. Stay tuned for more details as we begin to highlight and support the schools that are transforming the future of education through service-learning.

If you're interested in partnering to engage youth in meaningful service or would like to learn more, feel free to reach out. Together, we can build a future where students lead with purpose, impact, and passion.