Enhancing Confidence and Teaching Efficacy in Youth Relationship Education Practice Through Service-Learning

Youth Relationship Education (YRE) utilizes experienced community educators as facilitators; however, there is limited research on preparing university students for these roles. A new service-learning model offers a “near-peer” training; in this study nine undergraduates and four facilitator-instructors provided structured self and observer reflections. Five categories of learning are evident: building efficacy through the process of preparation and instruction; growth through supportive peers and instructors; developing comfort with teaching skills; the value of reflective processes and feedback; and desiring more: insights from suggestions. The results demonstrate the importance of processing emotions and emotional connections, the strength of supportive relationships as a safe learning space, and the effectiveness of structure for active learning. Integrating teaching experiences can provide students confidence and practical skills, and link students’ academic knowledge with applied experiences.