An Adaption and Evaluation of a University School-Based Service-Learning Program for Military-Connected Students: Partners at Learning

Background: Currently, approximately 1.2 million students have a military-active parent. Academic challenges increase as these children experience the strain of adjusting to new schools that are often unaware of their military status and related challenges. Therefore, facilitating mentor relationships and providing academic support is increasingly important. This study evaluates Partners at Learning (PAL), an undergraduate service-learning program at the University of California, San Diego (UCSD) designed to provide mentorship to military-connected students and to increase the awareness of college volunteer mentors about the challenges facing military-connected students. This study examines whether mentors felt they helped military-connected students, if their awareness and knowledge of these students increased because of their mentorship, and whether teachers felt PAL was helpful to their military-connected students. 

Methods: This study had multiple data sources. College mentors (N = 302) completed a web-based survey that included quantitative and qualitative items, pre and post participation in PAL. Class observations and weekly activity volunteer reports complemented the quantitative assessment. Educators in participating K-12 schools (N = 18) also provided quantitative and qualitative reports on their experience with the volunteer mentors and the impact of PAL on their students. 

Results:  Crosstabulations revealed statistically significant increases in volunteer tutors’ awareness of military connected students, appreciation for a diverse society, and interest in becoming an educator. For instance, 78.9% changed their prior view and thought that military students should be seen as a diversity group (X²₍₄₎= 19.55, p < .001) Approximately 80% of college volunteer students reported that they felt they made an impact on students they worked with, while 93% expressed increased appreciation for social issues and teaching experience. Their journals of class observations and mentoring experiences indicated increased awareness of the challenges faced by military-connected students. Of the 18 teachers who completed an assessment of their student’s improvement, 12 reported that most or almost all of the students improved in class discipline, while 11 felt that emotional and social relationships had improved among most or almost all of the students. Qualitative feedback from teachers highlighted the mentorship role of the volunteer student, the contribution to developing richer educational environments, and the support teachers received from mentors. 

Conclusion: Universities can play an important role in supporting public military-connected schools in their local community by including military connected modules in their service-learning programs and reaching out to these schools. Such programs are inexpensive and sustainable, contribute to the universities and students’ awareness, and support military-connected students. The PAL program suggests that other existing university programs could be adapted to integrate the needs of military-connected students.