This study examined the nature and role of community-school partnerships in environmental education programs focusing on the conservation of natural resources. In-depth interviews were used to collect information about seven different programs engaging youth from 10 to 18 years old in wildfire risk reduction in their communities. The programs shared four common dimensions: they all engage youth in community projects; they all represent partnerships between resource agencies, community organizations, and educators; they all began when people familiar with both wildfire and youth education saw an opportunity to improve the community and educate youth through action; and all partners are able to contribute to the common program yet meet their own goals.
Youth-based community action projects and partnerships are often designed around the goal of enhancing youth development and problem-solving skills through authentic opportunities outside the classroom. School-community partnerships for environmental education often have the added goal of developing action competence around environmental issues.
Of the seven programs participating in this study, two were organized by schools, four were led by community-based organizations working with schools, and one involved youth out of school. A total of 81 interviews were conducted with key personnel involved with these programs, averaging 11 interviews per site. In several cases, youth and unaffiliated community members were also interviewed.
Interviewees were asked to explain the program and their role in it, the partner organizations and lead personnel, how the partnership developed over time, the challenges and benefits of the partnership, and future plans for the program and partnership. The interviews were audio-recorded, transcribed, and analyzed for themes. For purposes of this study, the analysis focused on the original impetus for the program, the quality and degree of partner involvement, program expectations and outcomes, and how the program was evolving from each partner's perspective.
Findings from the interviews indicated that all of the programs involved a partnership and a level of organization that allowed them to move beyond a focus on benefits to one classroom or club to a concern about the broader community. Additionally, community members in each case provided expertise and resources helpful to the engagement of youth in community projects. Finally, youth had the opportunity to gain knowledge, action competence, community skills, and efficacy, while helping other agency partners meet their goals.
Based on their analysis of these programs, the researchers suggest that key ingredients for creating community action programs for youth are (1) a collaborative partnership among agency staff, community organizations, and educators, (2) around an important, locally meaningful environmental issue, and (3) that engages youth in a community project
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