Fostering Student Engagement and Empathy: The Role of Service Learning in Promoting Mental Health Awareness and Human Rights Advocacy

Introduction

Integrating service learning into human rights and mental health curricula stems from a growing recognition of the interconnectedness between education, social responsibility, and community well-being (Probert, 2021). Historically, service learning has roots in John Dewey's progressive education philosophy, emphasizing the importance of experiential learning and active participation in real-world contexts. Over time, scholars and educators have further developed this concept, drawing from theories such as civic engagement, social-cognitive, and experiential learning to conceptualize service learning as a pedagogical approach combining academic instruction with meaningful community service (Salam et al., 2019). Despite the progressive framework provided by the Mental Healthcare Act of 2017 in India, which guarantees rights to individuals with mental illness, the unfortunate reality remains that the implementation of this Act has yet to occur in the country.

Simultaneously, human rights advocacy has gained prominence, fueled by global efforts to address systemic injustices and promote fundamental rights and freedoms for all individuals. Mental health awareness has also emerged as a critical issue, with growing recognition of the prevalence of mental health disorders and the need to combat stigma and promote well-being (Kinderman, 2012). Against this backdrop, educators have increasingly sought to incorporate service learning into curricula to foster empathy, critical thinking, and civic engagement among students. By engaging in service projects related to human rights and mental health, students gain practical skills and knowledge and develop a deeper understanding of social issues and their roles as responsible global citizens. The positive impact of service learning on student outcomes includes increased academic achievement, improved social-emotional skills, and greater civic participation. These findings have fueled interest in expanding the use of service learning across various educational settings and subject areas(Salam et al., 2019). Integrating service learning into human rights and mental health curricula reflects a broader movement towards holistic, experiential educational approaches that prioritize social justice, community engagement, and the well-being of all individuals. By embracing service learning, educators can empower students as agents of positive change and cultivate a more just and compassionate society.

This chapter explores two critical dimensions of student engagement through service learning: mental health awareness and human rights advocacy. Its objective is to contribute to developing well-rounded, empathetic, and socially conscious individuals. The chapter's examination of these thematic areas enriches the ongoing discourse surrounding the diverse advantages of service learning. This statement emphasizes that education transcends mere knowledge acquisition in textbooks and aims to foster an engaged, knowledgeable, and empathetic citizenry. The chapter's significance is rooted in examining how service learning can stimulate academic success, encourage students' consciousness regarding mental health concerns, and enable them to support the cause of human rights actively. Chapter 1 establishes itself as an essential element of the book's storyline by elucidating the broader ramifications of service learning on student engagement. This organization promotes an educational framework that not only imparts academic knowledge to students but also enables them to impact positive transformations in their communities proactively. Specifically, it addresses pressing concerns like human rights and mental health by encouraging active engagement and cultivating empathetic comprehension. Therefore, this chapter contributes to the book's overarching objective: to motivate policymakers, institutions, and educators to utilize service learning as an influential instrument to promote meaningful and effective student engagement.