New Research: Service-Learning and the Transition to Adulthood

Adults who engaged in service-learning during their teenaged years are more likely than their peers to be politically and socially connected to their communities, serve as role models for young adults, and attain a higher level of education, according to recent research.

The National Survey on Service-Learning and Transitioning to Adulthood — conducted on behalf of the National Youth Leadership Council™ by Harris Interactive®, an international market research organization — revealed service-learning's strong impact on the youth-adult transition.

The nationally representative survey included 3,123 U.S. residents ages 18-28, with a wide range of direct and indirect service experiences — including "service-learning" (defined as service requiring reflection on the service experience), "service only" (no organized reflection), and "no service." Overall, 28 percent of the young adults had participated in a service-learning project before the age of 18. Focus groups were also convened with high school students currently involved in service-learning and young adults with previous service-learning experience.

Though most youths who participated in service before the age of 18 did so as part of a school requirement, many of the focus group participants revealed that helping others in a service-learning setting directly contributed to them being more "passionate" about the programs they participated in.

Among the most telling findings, the research revealed that service involvement has a long-term effect on civic engagement. Service-learning youths report a higher value for being a community leader than service-only and no-service youths. A majority of service-learning youths reported that service-learning positively affected their leadership ability, almost 20-percent higher than service-only youths. Additionally, adults who engaged in service-learning during their school years were more likely than the rest of their peers to discuss politics or community issues and vote in an election year.

The study also found greater academic achievement for service-learning youths, compared to service-only and no-service youths. Service-learning youths were more likely to complete some college than the rest of the peers. In addition, service-learning and service-only youths were more likely to be enrolled in an educational program than no-service youths. Focus group participants also said that service-learning taught them the value of education and how school learning can be applied outside the classroom.

Young adults who participated in service as youths reported they were significantly more likely be extremely satisfied with life overall, but were also more satisfied in all areas of their lives, including school, work, friendships, and family.

The results show that service-learning benefits youths greatly. Young adults with service-learning backgrounds are more connected socially and politically to their communities than their peers, and are more likely to continue to engage in service as adults.

This research was conducted as part of Growing to Greatness: The State of Service-Learning Project. More details on the findings can be found in "The Impact of Service-Learning on the Transition to Adulthood" from "Growing to Greatness 2006" and "Service-Learning and Transitioning to Adulthood" from Harris Interactive’s Trends & Tudes newsletter, both available for download from this page.