Resilient Youth: Ensuring Protective Factors through Service-Learning

Creating caring and supportive relationships, having high expectations for youth, and providing youth with opportunities for active participation are some of the protective factors necessary for fostering resiliency in youth (Benard, 1991). The purpose of this article is to examine the protective factors necessary for nurturing youth resiliency in service-learning programs. Data are derived from surveys, observations, and interviews with students and teachers from 15 school districts in 6 states that participated in Youth Organized for Disaster Action (Y.O.D.A.), a Learn and Serve America program. Service-learning projects within Y.O.D.A. specifically addressed school and community safety needs. Findings from the program suggest students actively engaged in service-learning projects were more likely to report resiliency traits such as optimism, a sense of purpose, a motivation to attend school, and feelings of success. This article discusses the relevance of: 1) forming caring relationships with school staff and community; 2) having high expectations for youth; and 3) leading project activities. The authors also discuss the practical implications of promoting protective factors and resiliency when designing and implementing service-learning initiatives.