A service-learning framework for enacting social change: Engaging 30,000+ people in an international anti-bullying program in less than one year
Amy Kenworthy, Professor, Bond University [akenwort@bond.edu.au]
Sarah Benson, MBA student, Bentley University [benson_sara@bentley.edu]
Jeffrey Brand, Associate Professor, Bond University [jbrand@bond.edu.au]
George Hrivnak, Assistant Professor, Bond University [ghrivnak@gmail.com]


Keywords: Community partnerships, reciprocity, bullying, student-led, community focused

Track: Community outcomes and impact

Format: Research paper

Date & time: Friday 10:50-12:00
Location: Wilson

With respect to enacting social change, university and community partnerships grounded in a service-learning framework play a critical role. As complex urban challenges grow, approaches that build on and develop the capacities and assets of all stakeholders in service-learning partnerships are increasingly necessary. Research shows that approximately one in every four students in Australia is affected by bullying, in the US that percentage increases to one in three students ages 12-18 with similar percentages for children of all ages from countries around the world. Following the tenets of successful university-community service-learning partnerships (i.e., sharing and joint responsibility, reciprocity and equality among partners) we describe the creation, dissemination, and impact of our student-led, community-focused and commitment-based anti-bullying program called “One Goal, One Community: Moving beyond bullying and empowering for life.” Our empirical research indicates that the results of this program include significant positive change in both knowledge about bullying and intention to enact anti-bullying behaviors.

In this session, we will describe our program, in which we have worked with 25 primary and secondary school partners, over 13,600 students, and over 35,000 community members across two countries, Australia and the US, in less than one year. We will share our analyses and findings as well as discuss ways to move forward with interested service-learning IARSLCE partners.

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