Review and Analysis of Service-Learning Programs Involving Students with Emotional/Behavioral Disorders, (A)

Service-learning programs involving students with emotional/behavioral disorders (E/BD) are becoming increasingly popular. This paper provides a review and critical analysis of 11 service-learning programs with children and adolescents with E/BD. Results of the review indicate that direct and indirect service activities as well as broad-based and specific, individual program descriptions dominate the literature. Despite a few notable exceptions, anecdotal reporting is the primary methodology used for assessing program outcomes and information about the specific procedures for gathering data is often extremely limited or missing entirely. In spite of these limitations, there is sufficient evidence to support one conclusion--both students and teachers are extremely satisfied with service-learning and students feel empowered by their experiences. Unfortunately, limitations in the research designs prevent anything more than guarded optimism regarding the effects of participation on students' academic and cognitive, civic, social, and moral, and/or personality development. More rigorous research is needed to assess whether these programs can live up to their potential.