Middle School Teachers' Perspectives of How Service Learning Projects Contribute to Student Well-Being


  • Jennifer Watt University of Manitoba
  • Heather Krepski University of Manitoba
  • Rebeca Heringer University of Manitoba


Well-being, service learning projects , voice and empowerment, experiential learning


The purpose of this study is to explore how teacher-practitioners in a Canadian middle school perceive students’ experiences of well-being in student-led service learning projects (SLP). Through semi-structured interviews, we explore five school practitioners’ accounts that describe how SLPs contributed to student relating and student functioning in a well-being context. The themes and phenomena identified in this study demonstrate how well-being can be deliberately integrated within curricular aspects of schooling, and how student well-being is enhanced/enriched when practitioners include it as an aim. We conclude that although students may encounter discomfort in the planning and implementation of SLPs, these can also provide authentic opportunities to develop student voice and autonomy, which in turn can make education more meaningful to them.

Author Biographies

Jennifer Watt, University of Manitoba

is an assistant professor at the University of Manitoba. jennifer.watt@umanitoba.ca

Heather Krepski, University of Manitoba

is an assistant professor at the University of Winnipeg. h.krepski@uwinnipeg.ca

Rebeca Heringer, University of Manitoba

is an instructor at the University of Manitoba. rebeca.heringer@umanitoba.ca


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How to Cite

Watt, J., Krepski, H., & Heringer, R. (2024). Middle School Teachers’ Perspectives of How Service Learning Projects Contribute to Student Well-Being . McGill Journal of Education / Revue Des Sciences De l’éducation De McGill. Retrieved from https://mje.mcgill.ca/article/view/10048