Though most service learning projects are implemented in the middle or high school grades, elementary school students can benefit as well. By including service learning in the early and middle grades, Stephens argues, schools can reach students who otherwise might drop out before reaching high school. All are involved. All can serve. Furthermore, unlike the classroom, where students are rated individually, service is frequently a collaborative experience.
Participants learn to work together and to accept the contributions of each.
Some service learning activities, such as a neighborhood cleanup, may be one-time activities, while others last a semester, a school year, or even longer. For service learning to be effective, it must be integrated into the school's ongoing curriculum. Teachers must identify the academic learning objectives to be addressed through the activity, and structure students' experiences to help assure that real learning takes place. This includes laying the groundwork beforehand, and allowing time for reflection afterwards. These include setting mutual goals, assigning tasks so that all students have an active role, structuring groups heterogeneously, providing training in social skills, and allowing adequate time both for the hands-on activities and for group processing.