relationship with the community essay

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How to Write the Community Essay – Guide with Examples (2023-24)

September 6, 2023

Students applying to college this year will inevitably confront the community essay. In fact, most students will end up responding to several community essay prompts for different schools. For this reason, you should know more than simply how to approach the community essay as a genre. Rather, you will want to learn how to decipher the nuances of each particular prompt, in order to adapt your response appropriately. In this article, we’ll show you how to do just that, through several community essay examples. These examples will also demonstrate how to avoid cliché and make the community essay authentically and convincingly your own.

Emphasis on Community

Do keep in mind that inherent in the word “community” is the idea of multiple people. The personal statement already provides you with a chance to tell the college admissions committee about yourself as an individual. The community essay, however, suggests that you depict yourself among others. You can use this opportunity to your advantage by showing off interpersonal skills, for example. Or, perhaps you wish to relate a moment that forged important relationships. This in turn will indicate what kind of connections you’ll make in the classroom with college peers and professors.

Apart from comprising numerous people, a community can appear in many shapes and sizes. It could be as small as a volleyball team, or as large as a diaspora. It could fill a town soup kitchen, or spread across five boroughs. In fact, due to the internet, certain communities today don’t even require a physical place to congregate. Communities can form around a shared identity, shared place, shared hobby, shared ideology, or shared call to action. They can even arise due to a shared yet unforeseen circumstance.

What is the Community Essay All About?             

In a nutshell, the community essay should exhibit three things:

• An aspect of yourself, 2. in the context of a community you belonged to, and 3. how this experience may shape your contribution to the community you’ll join in college.

It may look like a fairly simple equation: 1 + 2 = 3. However, each college will word their community essay prompt differently, so it’s important to look out for additional variables. One college may use the community essay as a way to glimpse your core values. Another may use the essay to understand how you would add to diversity on campus. Some may let you decide in which direction to take it—and there are many ways to go!

To get a better idea of how the prompts differ, let’s take a look at some real community essay prompts from the current admission cycle.

Sample 2023-2024 Community Essay Prompts

1) brown university.

“Students entering Brown often find that making their home on College Hill naturally invites reflection on where they came from. Share how an aspect of your growing up has inspired or challenged you, and what unique contributions this might allow you to make to the Brown community. (200-250 words)”

A close reading of this prompt shows that Brown puts particular emphasis on place. They do this by using the words “home,” “College Hill,” and “where they came from.” Thus, Brown invites writers to think about community through the prism of place. They also emphasize the idea of personal growth or change, through the words “inspired or challenged you.” Therefore, Brown wishes to see how the place you grew up in has affected you. And, they want to know how you in turn will affect their college community.

“NYU was founded on the belief that a student’s identity should not dictate the ability for them to access higher education. That sense of opportunity for all students, of all backgrounds, remains a part of who we are today and a critical part of what makes us a world-class university. Our community embraces diversity, in all its forms, as a cornerstone of the NYU experience.

We would like to better understand how your experiences would help us to shape and grow our diverse community. Please respond in 250 words or less.”

Here, NYU places an emphasis on students’ “identity,” “backgrounds,” and “diversity,” rather than any physical place. (For some students, place may be tied up in those ideas.) Furthermore, while NYU doesn’t ask specifically how identity has changed the essay writer, they do ask about your “experience.” Take this to mean that you can still recount a specific moment, or several moments, that work to portray your particular background. You should also try to link your story with NYU’s values of inclusivity and opportunity.

3) University of Washington

“Our families and communities often define us and our individual worlds. Community might refer to your cultural group, extended family, religious group, neighborhood or school, sports team or club, co-workers, etc. Describe the world you come from and how you, as a product of it, might add to the diversity of the UW. (300 words max) Tip: Keep in mind that the UW strives to create a community of students richly diverse in cultural backgrounds, experiences, values and viewpoints.”

UW ’s community essay prompt may look the most approachable, for they help define the idea of community. You’ll notice that most of their examples (“families,” “cultural group, extended family, religious group, neighborhood”…) place an emphasis on people. This may clue you in on their desire to see the relationships you’ve made. At the same time, UW uses the words “individual” and “richly diverse.” They, like NYU, wish to see how you fit in and stand out, in order to boost campus diversity.

Writing Your First Community Essay

Begin by picking which community essay you’ll write first. (For practical reasons, you’ll probably want to go with whichever one is due earliest.) Spend time doing a close reading of the prompt, as we’ve done above. Underline key words. Try to interpret exactly what the prompt is asking through these keywords.

Next, brainstorm. I recommend doing this on a blank piece of paper with a pencil. Across the top, make a row of headings. These might be the communities you’re a part of, or the components that make up your identity. Then, jot down descriptive words underneath in each column—whatever comes to you. These words may invoke people and experiences you had with them, feelings, moments of growth, lessons learned, values developed, etc. Now, narrow in on the idea that offers the richest material and that corresponds fully with the prompt.

Lastly, write! You’ll definitely want to describe real moments, in vivid detail. This will keep your essay original, and help you avoid cliché. However, you’ll need to summarize the experience and answer the prompt succinctly, so don’t stray too far into storytelling mode.

How To Adapt Your Community Essay

Once your first essay is complete, you’ll need to adapt it to the other colleges involving community essays on your list. Again, you’ll want to turn to the prompt for a close reading, and recognize what makes this prompt different from the last. For example, let’s say you’ve written your essay for UW about belonging to your swim team, and how the sports dynamics shaped you. Adapting that essay to Brown’s prompt could involve more of a focus on place. You may ask yourself, how was my swim team in Alaska different than the swim teams we competed against in other states?

Once you’ve adapted the content, you’ll also want to adapt the wording to mimic the prompt. For example, let’s say your UW essay states, “Thinking back to my years in the pool…” As you adapt this essay to Brown’s prompt, you may notice that Brown uses the word “reflection.” Therefore, you might change this sentence to “Reflecting back on my years in the pool…” While this change is minute, it cleverly signals to the reader that you’ve paid attention to the prompt, and are giving that school your full attention.

What to Avoid When Writing the Community Essay  

• Avoid cliché. Some students worry that their idea is cliché, or worse, that their background or identity is cliché. However, what makes an essay cliché is not the content, but the way the content is conveyed. This is where your voice and your descriptions become essential.
• Avoid giving too many examples. Stick to one community, and one or two anecdotes arising from that community that allow you to answer the prompt fully.
• Don’t exaggerate or twist facts. Sometimes students feel they must make themselves sound more “diverse” than they feel they are. Luckily, diversity is not a feeling. Likewise, diversity does not simply refer to one’s heritage. If the prompt is asking about your identity or background, you can show the originality of your experiences through your actions and your thinking.

Community Essay Examples and Analysis

Brown university community essay example.

I used to hate the NYC subway. I’ve taken it since I was six, going up and down Manhattan, to and from school. By high school, it was a daily nightmare. Spending so much time underground, underneath fluorescent lighting, squashed inside a rickety, rocking train car among strangers, some of whom wanted to talk about conspiracy theories, others who had bedbugs or B.O., or who manspread across two seats, or bickered—it wore me out. The challenge of going anywhere seemed absurd. I dreaded the claustrophobia and disgruntlement.

Yet the subway also inspired my understanding of community. I will never forget the morning I saw a man, several seats away, slide out of his seat and hit the floor. The thump shocked everyone to attention. What we noticed: he appeared drunk, possibly homeless. I was digesting this when a second man got up and, through a sort of awkward embrace, heaved the first man back into his seat. The rest of us had stuck to subway social codes: don’t step out of line. Yet this second man’s silent actions spoke loudly. They said, “I care.”

That day I realized I belong to a group of strangers. What holds us together is our transience, our vulnerabilities, and a willingness to assist. This community is not perfect but one in motion, a perpetual work-in-progress. Now I make it my aim to hold others up. I plan to contribute to the Brown community by helping fellow students and strangers in moments of precariousness.    

Brown University Community Essay Example Analysis

Here the student finds an original way to write about where they come from. The subway is not their home, yet it remains integral to ideas of belonging. The student shows how a community can be built between strangers, in their responsibility toward each other. The student succeeds at incorporating key words from the prompt (“challenge,” “inspired” “Brown community,” “contribute”) into their community essay.

UW Community Essay Example

I grew up in Hawaii, a world bound by water and rich in diversity. In school we learned that this sacred land was invaded, first by Captain Cook, then by missionaries, whalers, traders, plantation owners, and the U.S. government. My parents became part of this problematic takeover when they moved here in the 90s. The first community we knew was our church congregation. At the beginning of mass, we shook hands with our neighbors. We held hands again when we sang the Lord’s Prayer. I didn’t realize our church wasn’t “normal” until our diocese was informed that we had to stop dancing hula and singing Hawaiian hymns. The order came from the Pope himself.

Eventually, I lost faith in God and organized institutions. I thought the banning of hula—an ancient and pure form of expression—seemed medieval, ignorant, and unfair, given that the Hawaiian religion had already been stamped out. I felt a lack of community and a distrust for any place in which I might find one. As a postcolonial inhabitant, I could never belong to the Hawaiian culture, no matter how much I valued it. Then, I was shocked to learn that Queen Ka’ahumanu herself had eliminated the Kapu system, a strict code of conduct in which women were inferior to men. Next went the Hawaiian religion. Queen Ka’ahumanu burned all the temples before turning to Christianity, hoping this religion would offer better opportunities for her people.

Community Essay (Continued)

I’m not sure what to make of this history. Should I view Queen Ka’ahumanu as a feminist hero, or another failure in her islands’ tragedy? Nothing is black and white about her story, but she did what she thought was beneficial to her people, regardless of tradition. From her story, I’ve learned to accept complexity. I can disagree with institutionalized religion while still believing in my neighbors. I am a product of this place and their presence. At UW, I plan to add to campus diversity through my experience, knowing that diversity comes with contradictions and complications, all of which should be approached with an open and informed mind.

UW Community Essay Example Analysis

This student also manages to weave in words from the prompt (“family,” “community,” “world,” “product of it,” “add to the diversity,” etc.). Moreover, the student picks one of the examples of community mentioned in the prompt, (namely, a religious group,) and deepens their answer by addressing the complexity inherent in the community they’ve been involved in. While the student displays an inner turmoil about their identity and participation, they find a way to show how they’d contribute to an open-minded campus through their values and intellectual rigor.

What’s Next

For more on supplemental essays and essay writing guides, check out the following articles:

• How to Write the Why This Major Essay + Example
• How to Write the Overcoming Challenges Essay + Example
• How to Start a College Essay – 12 Techniques and Tips
• College Essay

Kaylen Baker

With a BA in Literary Studies from Middlebury College, an MFA in Fiction from Columbia University, and a Master’s in Translation from Université Paris 8 Vincennes-Saint-Denis, Kaylen has been working with students on their writing for over five years. Previously, Kaylen taught a fiction course for high school students as part of Columbia Artists/Teachers, and served as an English Language Assistant for the French National Department of Education. Kaylen is an experienced writer/translator whose work has been featured in Los Angeles Review, Hybrid, San Francisco Bay Guardian, France Today, and Honolulu Weekly, among others.

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Community Essay Examples

When crafting your college applications, writing strong essays is essential. Through your essays, you demonstrate who you are–from your values and passions to your lived experiences. Indeed the personal statement is the most common college essay. However, you will also likely have to write some supplemental essays as part of your college application requirements. One of the most common supplemental essay types is the community essay. This essay type is also known as a describe the community you live in essay, cultural diversity essay, or community service essay.

In this article, we will introduce several community essay examples. Most importantly, we’ll describe why they are considered college essays that worked. Specifically, we will share community essay examples from the two schools:

• Princeton University
• Columbia University

By studying these admissions essay samples, you can see what makes these college community essay examples strong and apply those same principles to your writing.

Reviewing Types of College Essays

Each school has different supplemental essay prompts for their college application requirements. However, there are a few types of essays that are most common. By becoming familiar with these essay types, you can begin to brainstorm and strategize what you will write about early on. You might start as early as sophomore or junior year in high school. 

Now, let’s take a look at the most common supplementary essay questions.

Common Supplementary Essay Questions

1. why school.

A Why School essay is, as it sounds, about why you wish to attend a specific institution. The key to answering this prompt well is to be specific. You should identify examples of what you like about a school. Avoid general comments such as “it is a top school” or “it is diverse.” Share specific programs, professors, teaching approaches, cultural elements, or unique opportunities such as research or study abroad.

2. Why Major

The Why Major essay asks you to share specific reasons behind your choice of major and how it relates to your future goals. A strong response to a Why Major essay will highlight your specific motivations. But it will also connect those motivations to a school’s unique opportunities. For example, perhaps you wish to be a pre-law history major, and the school you are applying to offers law-related internships. By highlighting these specific connections, you draw a compelling connection between yourself and the school.

3. Extracurricular Activity

Many schools ask you to describe an extracurricular activity that is particularly meaningful for you. When responding to this question, do not feel limited to only talk about the most popular extracurricular activities for college applications, like clubs or sports. Consider all of the activities you do outside of school. Then choose the one that is most meaningful to you. Also, give specific examples of how you grew or made an impact within your extracurricular activities for college.

4. Community Essay

The Community Essay can have slightly different angles to it. But, the uniting factor is that the school wants to know how you engage with others around you. Some types of community essays are a describe the community you live in essay or a cultural diversity essay. In recent years, the cultural diversity essay has been a more common college application requirement.

Coming up, we will share a bit more about how to break down community essay prompts. We’ll also take a look at college essays that worked. By reading these examples, you’ll know how to approach these common prompts.

How to identify a community essay?

While community essays can have slightly different focuses, they all share the goal of learning about where you come from. A supplemental essay prompt might ask you to share more about your background via a group you are part of. This is likely a community essay. Indeed, a community essay can also be called a describe the community you live in essay, or a cultural diversity essay. Other college community essay examples focus on how you will contribute to a college campus. Finally, in a describe a community you belong to essay example, you will see that students highlight any community that is meaningful to them.

You may be wondering why so many colleges have community essays as a college application requirement. For one, many colleges use a holistic admissions process. This means they care about all aspects of who you are, not simply your grades and test scores. How you engage with your communities shows them your character and values. For example, a describe the community you live in essay example about visiting church every Sunday demonstrates your commitment to religion. Similarly, a cultural diversity essay helps colleges learn more about your cultural background. 

Additionally, colleges want to learn more about how you will engage with their on-campus community. You’ll notice this important factor in the college community essay examples we will share. To some degree, how you have engaged with previous communities can be an indicator of how you will show up on their campus.

How is a community essay different?

As we mentioned, community essays can have slightly different focuses. Some prompts ask you to write a describe the community you live in essay. These types of community essays are more like cultural diversity essays. 

Keep in mind that the word “community” can have many different meanings. A community can be your school, church, or neighborhood. It could also stem from your interests. For example, your dance or robotics team can form your community.

Some community essay prompts want to know specifically how you help strengthen your communities. These types of essays are considered a community service essay. Another term for community service is “civic engagement.” An example of civic engagement might be getting people in your cultural community to sign up to vote. Or, another could be helping with church fundraisers to ensure that your local community has the resources it needs to thrive. 

In sum, the keywords you might see in a community essay prompt are “civic engagement,” “community service,” “serve your community,” “contribute to your community,” or “diversity.” No matter how it’s phrased, your essay should demonstrate the impact you’ve had on your community–whichever one you choose to highlight. 

What are some examples of community essays?

In this article, we will share several community essay examples. Specifically, we will highlight Princeton essay examples and Columbia essays examples. Let’s look at these two colleges’ essay prompts. 

The first Princeton supplemental essay prompt is a part of our college community essay examples and our cultural diversity essay examples. Here is the prompt:

Princeton Community Essay Prompt #1: Cultural Diversity Essay and College Community Essay Examples

Princeton values community and encourages students, faculty, staff and leadership to engage in respectful conversations that can expand their perspectives and challenge their ideas and beliefs. as a prospective member of this community, reflect on how your lived experiences will impact the conversations you will have in the classroom, the dining hall or other campus spaces. what lessons have you learned in life thus far what will your classmates learn from you in short, how has your lived experience shaped you  (please respond in 500 words or fewer.).

In this cultural diversity essay prompt, Princeton wants to know about your lived experiences. By this, they refer to any experiences that have shaped you profoundly. A lived experience can be a specific event, such as experiencing a car crash or winning an award. Or, it could be a set of experiences that resulted from life circumstances, such as being a first-generation college student or having taken a gap year .

This essay prompt will also lead to college community essay examples. Indeed Princeton wants to read about your lived experiences and how they impacted you. But, they also want to know how you will bring those lessons to the Princeton community, should you enroll . Also, note that this prompt mentions challenging ideas and beliefs via conversation. As you respond, look for ways to highlight how you have engaged in fruitful dialogue and how you would do so at Princeton.

To answer this prompt effectively, share specific examples. Additionally, be sure to answer all parts of the prompt. 

Princeton has a second supplemental essay prompt that focuses on how you engage with your community outside of the classroom. The prompt is as follows: 

Princeton Community Essay Prompt #2: Civic Engagement

Princeton has a longstanding commitment to understanding our responsibility to society through service and civic engagement. how does your own story intersect with these ideals (250 words or fewer) .

To answer this prompt well, you must highlight specific examples of how you have positively impacted your community. As a starting point, consider which of your communities you have most engaged with. How have you done so and what results did you have?

The Columbia Community Essay Prompt is another of our college community essay examples. It is a cultural diversity essay, as well. Here is the prompt: 

Columbia Community Essay Prompt: A Cultural Diversity Essay

A hallmark of the columbia experience is being able to learn and thrive in an equitable and inclusive community with a wide range of perspectives. tell us about an aspect of your own perspective, viewpoint or lived experience that is important to you, and describe how it has shaped the way you would learn from and contribute to columbia’s diverse and collaborative community. (150 words or fewer).

While this prompt is similar to Princeton’s, it also references perspectives and viewpoints. In doing so, the prompt opens you up to share opinions or values that are important to you. You might consider highlighting values in your family or community that you either hold close or disagree with. 

Note that Columbia also highlights the word “collaborative” in this prompt. This indicates that your cultural diversity essay should also show how you collaborate with others.

Which schools require a community essay?

In addition to Princeton and Columbia, many other schools have community essays as part of their college application requirements. Here are some other examples of community essay prompts:

In this UNC-Chapel Hill prompt , you must describe a specific example of how you made an impact on a community. The prompt reads:

The University of North Carolina – Chapel Hill: A Community Service Essay Prompt

Discuss one of your personal qualities and share a story, anecdote, or memory of how it helped you make a positive impact on a community. this could be your current community or another community you have engaged. (250-word limit).

In responding, be sure to highlight what community you are referencing, the specific impact you made, and what personal quality helped you do so.

This prompt from UMichigan is a describe a community you belong to essay example, as well as a cultural diversity essay:

The University of Michigan: Describe a Community You Belong to Essay Example

Everyone belongs to many different communities and/or groups defined by (among other things) shared geography, religion, ethnicity, income, cuisine, interest, race, ideology, or intellectual heritage. choose one of the communities to which you belong, and describe that community and your place within it. (required for all applicants. 1,500 character limit.).

In addition to describing the community, make sure to share how you engage with it and what it has taught you. Remember that community is a broad term. So, for this prompt you can respond with any type of community in mind, whether physical or cultural. In contrast to the describe the community you live in essay, you do not have to be geographically close to the community you describe here.

Duke University: Cultural Diversity Essay Prompts

Duke offers students five supplemental prompts to choose from, of which they can reply to two. Of these supplemental prompts, four are examples of cultural diversity essays:

1. We believe a wide range of viewpoints, beliefs, and lived experiences are essential to maintaining Duke as a vibrant and meaningful living and learning community. Feel free to share with us anything in this context that might help us better understand you and what you might bring to our community.

2. we believe there is benefit in sharing or questioning our beliefs or values; who do you agree with on the big important things, or who do you have your most interesting disagreements with what are you agreeing or disagreeing about, 3. duke’s commitment to inclusion and belonging includes sexual orientation, gender identity, and gender expression. feel free to share with us more about how your identity in this context has meaning for you as an individual or as a member of a community., 4. we recognize that not fully “fitting in” a community or place can sometimes be difficult. duke values the effort, resilience, and independence that may require. feel free to share with us circumstances where something about you is different and how that’s influenced your experiences or identity..

Each of these prompts is a slightly different type of cultural diversity essay, from sharing a range of opinions to not fitting in within a community. Choose the essay prompts that most resonate with you. And share specific examples that bring your cultural diversity essay to life.

In this Yale University supplemental prompt , you must choose a community that you feel connected to and describe why it is meaningful. Here’s the prompt:

Yale University: Describe a Community You Belong to Essay Example

Reflect on your membership in a community to which you feel connected. why is this community meaningful to you you may define community however you like. (400-word limit).

When responding, be sure to highlight what you have learned or how you have grown from this community. In contrast to a describe the community you live in essay, this essay can be about any community, near or far, that resonates with you. Indeed, the prompt gives you plenty of leeway in what you consider community. 

When responding to the UC system prompts , you must choose four of the eight available personal insight questions. One of the PIQs is a community service essay prompt:

The University of California Personal Insight Question: A Community Service Prompt

What have you done to make your school or your community a better place, things to consider: think of community as a term that can encompass a group, team or a place like your high school, hometown or home. you can define community as you see fit, just make sure you talk about your role in that community. was there a problem that you wanted to fix in your community, why were you inspired to act what did you learn from your effort how did your actions benefit others, the wider community or both did you work alone or with others to initiate change in your community.

Similar to many of the other prompts, when answering this question, be sure to identify the specific impact you made on your community.

Now that we have looked at various examples of community essay prompts, we can explore community essay examples. Reading essay examples is a great way to get inspired to write your own college essays. 

In each of the highlighted college essays that worked, note what the author did expertly. Rather than trying to copy their responses, topics, or ideas, consider how you can apply those same skills to your writing. 

Princeton Community Essay Examples

In this section, we will highlight Princeton essay examples that respond to their two community essay prompts: a cultural diversity essay and a community service essay. 

The first of our Princeton essay examples responds to the following Princeton prompt: 

Princeton Essay Examples #1: Cultural Diversity Essay

Now, let’s take a look at a student’s response to this prompt focusing on lived experiences. 

Princeton Essay Examples #1 Student Response

I have spent most of my life living in a 41% minority town of 1.8 square miles called Highland Park, NJ. This typically overlooked town has introduced me to a diverse array of people, and it has been the main influence on my life experiences and core values.

In the face of distinct cultures and customs, we forge a single identity as Highland Parkers and come together to organize large community events. The most prevalent example is our highly touted annual Memorial Day parade, where we join together with neighboring New Brunswick to invite military service members, family members of our fallen war heroes, our legislative and congressional representatives, and our townspeople. Moreover, as our high school band’s vice president, I help organize and lead our ensemble into these performances with a positive and uplifting spirit. We communicate with the town government and arrange the performances every year to perform at the parade. The parade is an example of many of our large community events that serve as a unifying force for our diverse community, reminding us that we are fundamentally connected as one cohesive group, despite our differences. 

As someone deeply interested in historical and political matters, I am well aware of the consequences that arise from dictatorial protocols that limit the freedom of speech and diversity of voices. From my experiences debating in Model UN conferences, I have grown accustomed to being able to present viewpoints from both sides of the argument, and I have learned to incorporate and respect the viewpoints of all sides of an issue before making up my own mind. For example, in a Model Congress debate, I found myself advocating for the interests of a state heavily reliant on traditional fossil fuels. While researching and articulating that perspective, I gained insights into the economic challenges faced by the states that are reliant on these resources. This experience not only broadened my understanding of the complexities surrounding environmental policies but also highlighted the necessity of considering diverse viewpoints for comprehensive decision-making. 

My background and experiences have fostered in me a profound appreciation for the value of diversity, inclusivity, and the pursuit of knowledge. At Princeton University, I will seek to contribute as an active participant in the community, actively provide unique perspectives and insights, and respect and learn from others’ perspectives even if there are disagreements. I wish to partake in student government, which has like-minded peers who want to make a substantive impact, and also participate in service programs like the Civic Leadership Council. Also, I hope to increase my impact from the leadership positions I currently hold on the Red Cross club and teen mayoral advisory council using the platforms in Princeton. I look forward to making a positive impact on both the campus and the broader community. 

Why This Cultural Diversity Essay Worked

In the first of our Princeton essay examples, the student successfully responds to all parts of the Princeton prompt. They begin by describing their community and sharing some details about its makeup. Indeed, the first sentence hooks the reader–it is unique and compelling. 

Then, the student illustrates how they specifically contribute to their community each year by leading the high school band in the Memorial Day parade. They also highlight how their experience in Model UN shaped their appreciation for diverse perspectives. In sharing these two examples, the student demonstrates their leadership and open-minded thinking. Finally, the student ends by highlighting how they would use these values to contribute to Princeton’s community– by partaking in student government and Civic Leadership Council, among other activities.

In the second of our Princeton essay examples, the student responds to the second Princeton prompt which is: 

Princeton Essay Examples #2: A Community Service Essay

Princeton has a longstanding commitment to understanding our responsibility to society through service and civic engagement. how does your own story intersect with these ideals (250 words or fewer).

And, here is a student’s response:

Princeton Essay Examples #2 Student Response

My first experience with the Red Cross was when my older sister was desperately trying to recruit people to join the club during the harsh COVID year. Things were so bad for the club that I, as a freshman, ran for the position of treasurer unopposed. My first blood drive experience was marked by masks, social distancing, and low turnout among blood donors. Even many donors who showed up ended up being turned away due to health-related issues. Needless to say, it was not the greatest first high school service experience, and I admittedly started to doubt if the time I spent on this front was worth it. 

However, as we returned in person, things quickly turned around. As the vice president of the club, I helped recruit more than twice the club membership compared to the previous year, and our blood drives started to regain momentum; our blood targets have been exceeded every time since. Organizing and participating in blood drives has become a passion. It’s fulfilling, especially when I personally donate, to know that I’m actively serving the community and saving lives. I have realized that, despite my relatively young age, I am capable of making an impact through public service. I plan to continue my commitment to the Red Cross’s adult program and participate in service programs like Community Action at Princeton to serve the Princeton community and abroad.

Why This Essay Worked

In this admissions essay sample, we learn about a student’s volunteerism with the Red Cross as an example of civic engagement. This essay works for several reasons. First, it provides a specific example of the student’s civic engagement and demonstrates their impact by becoming vice president and increasing membership. Secondly, the essay provides an honest take on the struggles of this service experience, which lends credibility and authenticity to the story. 

The student also demonstrates an important lesson learned. This aligns with Princeton’s values– that students can have a positive impact on society. 

Columbia University Essay Examples

In this section, we will highlight Columbia essays examples that landed students admission to the prestigious Ivy League university. The first of our Columbia essays examples is written by the same student who responded to the first Princeton prompt above. Here’s a reminder of the Columbia prompt: 

As you read the example below, notice how the student edited their Princeton cultural diversity essay to meet the prompt and lower word count for Columbia:

I have spent most of my life living in a 41% minority town called Highland Park, NJ. This typically overlooked town has introduced me to a diverse array of people, and it has been the main influence on my life experiences and core values. 

HP has convinced me that we can build institutions that are strong and united while embracing a wide variety of voices and perspectives. It has shaped my core values of diversity and inclusion. An English teacher used to encourage me to talk in front of the class by saying even if I believed my thoughts were “dumb,” I could only enrich the conversation.

At Columbia University, I will seek to continue my contributions as an active participant in the community and look to actively provide unique perspectives and insights. Actively engaging in student groups such as ColumbiaVotes will be a big part of my experience. 

The Columbia essay prompt only allows for a 150-word response. This could pose a challenge for many students. What makes this essay among the Columbia essays examples that worked is how succinctly it completely answers the prompt. 

The response begins by hooking the reader with a relevant detail of the student’s community. Then, the student shares how this community shaped them by influencing their values of diversity and inclusion. Finally, the student shares how they would engage with a Columbia organization that also supports diverse viewpoints. Though short and sweet, this response clearly answers all parts of the Columbia prompt. 

More Community Essay Examples

The final of our community essay examples is a community service essay. Let’s look at how student framed their service experience:

“I don’t believe that’s the best way to do this.” 

The moment I thought this the first time I volunteered at my local soup kitchen was one that resulted in a drastic change. When I was informed of the way the food was being served to the public, the initial excitement that I had felt diminished. We were told that the plates would be served before anyone arrived and would remain in an area where people could pick it up and seat themselves. I felt that this method was impersonal and inconsiderate, and disappointment washed over me. 

I turned to the people that were around me and discovered that they shared the same disapproval I felt. When we agreed that a change must be made, we exchanged ideas on how to present this to the woman in charge of the program. I suggested that we should serve each person one-by-one, and only give them the food if they wanted to/could eat it. They suggested multiple ideas, including that we should offer to seat them, hold their plates for them, continue to check in on them, and dispose of their plates once they finish their meal. We believed that this way would genuinely make them feel better and would allow us to get to know some of them personally. A simple smile and conversation could be enough to improve their day. 

From this day on, the way in which the local soup kitchen serves our community has changed dramatically. This experience taught me the importance of speaking up for what you believe in. In a group setting, it is likely that there will be others who share the same end goal and are willing to contribute different ideas to achieve the goal. These different perspectives can allow you to see situations in ways that you previously hadn’t, and can result in better outcomes. It also showed me the importance of leadership.

If I had never spoken up about the way the food was being served, a change might have never happened. When you work in the group, the end goal may not be for the benefit of anyone in the group, but for others who are in need. This experience also showed me the beauty in doing good for others and making others happy, even through small things such as serving them food to their liking.

In this community service essay, the student shares their experience volunteering at a soup kitchen. Volunteering at a soup kitchen is not necessarily unique in the list of extracurricular activities for college applications. However, the student highlights several aspects of the experience that make it meaningful to them. 

To start, the student shares their experience challenging the way that food was served. The student suggested that food be served directly to attendees in order to better connect with community members. Through this experience, the student learns about leadership and working with others to achieve a common goal. This specific example demonstrates the student’s collaborative values and compassionate way of thinking, both of which are great attributes to highlight in college applications.

How To Write A Community Essay

As we saw in the community essay examples, there are several hallmarks of college essays that worked. To write a good community essay, whether it be a community service essay, a cultural diversity essay, or a describe the community you live in essay, you must start by understanding the prompt. Once you have carefully read through the prompt, brainstorm examples from your own life that relate to it. Sharing specific details and examples will make your response stronger and more unique. 

Additionally, showcase how you grew throughout your response. In each of the community essay examples we shared, the student discussed a skill or perspective they developed through their experiences. Finally, connect your response to the school you are applying to. If you are writing a cultural diversity essay, for example, demonstrate how you would contribute to the cultural diversity at that school, both inside the classroom and in your extracurricular activities for college.  

Topics To Avoid In Your Community Essay

When writing community essays, there is technically no topic that you cannot discuss. However, how you discuss certain topics is important. 

For example, in a community service essay, it is important to not come off as a savior of a community with less privilege than yourself. Similarly, if you are writing a describe the community you live in essay or a cultural diversity essay, you will want to avoid stereotyping any community. Speaking from your own personal experience as a member of a community is fine. However, generalizing your experience to the community at large can come across as insensitive to that community’s diversity. To avoid these pitfalls, have a variety of people read your community essay examples and look for these dynamics.

Additional Tips for Community Essays

We’ve highlighted the strengths in the community essay examples above. Now we will now share some more tips for making your community essays a strong part of your college applications:

Tips for Writing Community Essays

1. research the college.

When reviewing our college community essay examples, you will notice that students highlight specific clubs, programs, or groups on campus to which they will contribute. If you are specific, you demonstrate real interest in the school which adds strength to your college applications.

2. Tell a story

In each of the college essays that worked, students gave details that told a full story . This story incorporated where they come from and what they learned through their experiences. Rather than telling us who they were, the students used this particular story to show us.

As the college admissions landscape gets ever more competitive, students are sometimes tempted to read other students’ essays and copy ideas. Or, more recently, they may even want to use artificial intelligence to write their essays. However, AI and other students’ experiences won’t show admissions who you really are. Don’t worry about whether you have the best extracurricular activities for college or the most unique cultural diversity essay. Instead, talk about the experiences that truly matter to you. By being honest, you are more likely to come across as convincing and interesting. In each of our college community essay examples, students presented a true and well-thought-out response to the prompts.

Other CollegeAdvisor Essay Resources to Explore 

As you work on your college applications, you might be in search of additional resources. CollegeAdvisor has a wealth of webinars and articles that can help you navigate writing your essays. Here are a few:

More CollegeAdvisor Resources for Essays

1. short essay examples.

Some of the cultural diversity essays you may write will be short, meaning that they are 150 words or less. This article with short essay examples can help you understand how to write short and sweet cultural diversity essays.

2. Cultural Diversity Essay Examples

In this article , you will find additional examples of cultural diversity essays. Many community essays are also cultural diversity essays. As such, becoming familiar with how students write about their cultures is useful.

3. The Ultimate Guide to Supplemental Essays

In this webinar , CollegeAdvisor experts provide a rundown of how to write strong supplemental essays for your college applications. In particular, this webinar will help you decode essay prompts and make sure you answer each prompt fully.

4. Editing Your Supplemental Essays

Once you have read up on college community essay examples and written your cultural diversity essays, you might need help editing them. This webinar will provide tips for how to edit your supplemental essays effectively.

Community Essay Examples – Final Thoughts

Completing your college applications can be a daunting task, especially when you must write multiple essays. For some students, writing cultural diversity essays is challenging. These prompts ask you to dig deep and reflect upon your life influences.

In this guide to community essays, we provided an overview of what a community essay is and how to respond to the different types of community essay prompts. We shared cultural diversity essay examples and describe the community you live in essay examples. We also described what makes these essays strong and how they meet college application requirements. 

In short, the key to writing stand-out essays is to be authentic and thorough in your responses. If you need additional help writing your cultural diversity essay, seek out the support of a trusted resource like CollegeAdvisor. We are here to help you craft the best college applications that could gain you admissions to the school of your dreams!

This article was written by Courtney Ng. Looking for more admissions support? Click here to schedule a free meeting with one of our Admissions Specialists. During your meeting, our team will discuss your profile and help you find targeted ways to increase your admissions odds at top schools. We’ll also answer any questions and discuss how CollegeAdvisor.com can support you in the college application process.

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The Significance of Community

This essay about the importance of community delves into the intricate tapestry of human connections and shared experiences that define our lives. It explores how communities serve as nurturing environments where individuals find belonging, support, and a sense of identity. Additionally, the essay highlights the role of communities in fostering creativity, innovation, and cultural preservation. Overall, it underscores the profound impact of communities on our collective well-being and the richness they bring to society.

How it works

Communities are like kaleidoscopes, each fragment distinct yet essential to the beauty of the whole. They are the vibrant ecosystems where human interactions intertwine, creating a mosaic of experiences, cultures, and traditions. From the bustling streets of urban neighborhoods to the tranquil landscapes of rural hamlets, the essence of community permeates every corner of our lives, shaping our identities and influencing our perspectives.

At its core, community embodies the spirit of togetherness—a collective symphony of voices, aspirations, and dreams. It is within these shared spaces that individuals find refuge from the cacophony of the world, forging bonds that transcend barriers of geography, age, and background.

Whether gathered around a dinner table, a campfire, or a virtual chat room, communities provide the fertile ground for relationships to blossom and flourish.

Yet, the true magic of community lies in its ability to spark innovation and creativity. Like alchemists weaving spells from the fabric of everyday life, community members come together to exchange ideas, challenge conventions, and inspire one another to reach new heights. In the crucible of collective wisdom, the seeds of transformation are sown, birthing groundbreaking inventions, artistic masterpieces, and social movements that reverberate across generations.

Moreover, communities serve as custodians of memory and heritage, preserving the stories and traditions that define our shared humanity. Through festivals, rituals, and oral histories passed down through generations, communities bridge the gap between past and present, weaving a tapestry of cultural richness that enriches the fabric of society. In celebrating our differences and embracing our commonalities, we honor the diverse tapestry of human experience that unites us all.

In today’s fast-paced world, the importance of community has never been more apparent. As digital technologies reshape the landscape of human interaction, communities serve as anchors, grounding us in a sense of place and belonging. Whether gathering in virtual spaces or rallying around a common cause, people are finding new ways to connect, collaborate, and co-create, fueled by a shared sense of purpose and belonging.

In conclusion, communities are the lifeblood of society—a kaleidoscope of human connections that infuse our lives with meaning, purpose, and belonging. As we navigate the complexities of the modern world, let us cherish and nurture the communities that enrich our lives, recognizing their profound impact on our collective well-being and sense of identity. For in the tapestry of community, we find not only strength and resilience but also the boundless potential to create a world that reflects the best of who we are.

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How to Write the “Community” and “Issue” Yale Essays

This article was written based on the information and opinions presented by Hale Jaeger in a CollegeVine livestream. You can watch the full livestream for more info. 

What’s Covered

The “community” essay: choosing a community, structuring the “community” essay, the “issue” essay: choosing your issue, issues to avoid, structuring the “issue” essay.

In this article, we discuss strategies for writing Yale University ’s “Community” and “Issue” supplemental essays. Applicants using the Common App or Coalition Application to apply to Yale are required to choose one of these two prompts and respond to it in 400 words or fewer. The first prompt is the “Issue” essay prompt, which reads:

Yale carries out its mission “through the free exchange of ideas in an ethical, interdependent, and diverse community.” Reflect on a time when you exchanged ideas about an important issue with someone holding an opposing view. How did the experience lead you either to change your opinion or to sharpen your reasons for holding onto it? (400 words)

The second prompt is the “Community” essay prompt:

Reflect on a time when you have worked to enhance a community to which you feel connected. Why have these efforts been meaningful to you? You may define community however you like. (400 words)

In this article, we discuss choosing topics for each of these essays and strategies to structure them.

The Yale “Community” essay prompt clearly states that you can define community however you wish, which means you can choose to write about any kind of community that you feel you are a member of. When considering potential communities, start by brainstorming any groups you are part of that have defined boundaries, such as your town, school, team, or religious organization.

There are also informal communities that you could choose from, such as your friend group, family, coworkers, or neighborhood. Even though these groups have less of a formal definition, they are still communities. What matters most is that the community that you choose is important to you, that you have contributed to it, and that you have learned something from it.

When structuring this essay, think about it in three sections. The first introduces the community, the second demonstrates your contributions to the community, and the third explains what the community has given and taught you. As you write, keep in mind that this essay is a two-way street; you want to show what you have given to your community and what it has given you.

Introduce the Community

The first step in writing this essay is to introduce the community. Explain who is part of the community and what the community is like. Highlight the community’s structure by demonstrating how you are part of it and how you interact with your peers, superiors, or inferiors within the group. It is also important to depict the community’s dynamic in this part of the essay. For example, is it fun, relaxed, and loving, or is it rigorous, challenging, and thought provoking? 

Show What You’ve Contributed

The next section of this essay should discuss your engagement with this community and what you’ve contributed to it. Consider what you’ve done, what initiatives you’ve brought to the community, and what your role is within it. You can also highlight anything that you had to give up to be part of the community.

Show What You’ve Learned

The last part of this essay should discuss what you have gained and learned from this community. For this portion, consider things that the community has given and taught you, as well as ways that it has helped you grow. Think about how this community has shaped who you are and who you are becoming.

The other prompt option is the “Issue” essay. The first step for this one is to define what your issue is. It doesn’t matter what you choose, as long as it’s something that has enough nuance for you to talk about it in a complex and intelligent way.

Make sure it’s an issue of some relevance to you; otherwise, it will come across as dispassionate. As you write this essay, you should show that you are somebody who cares about an issue that they think is significant. 

Grand Issues

When selecting an issue, you can either choose a grand one or a local one. Grand issues are big, unsolved problems that are common in society, such as cancer, homelessness, or food insecurity. If you do choose a grand issue, remind yourself of its personal importance. While grand issues are full of nuance, they may lack personal meaning. Examples of personal connections to grand issues could be if you have encountered homelessness, lived with food insecurity, or have lost someone to cancer.

Local Issues

Another topic option is to write about an issue that is local. For example, maybe your high school has a teaching staff that doesn’t represent the diversity of the student body. While this is not a global issue, it’s something that strongly affects you and your community. 

Perhaps you live in a town that is directly suffering from the opioid crisis, or you have divorced parents and have started an activist group for children of divorced parents. Both of these examples of local issues also have personal importance. 

When choosing a topic to write about, avoid issues that you don’t have any connection to and that aren’t personally important. These are often problems that are too grand and can’t be made personal, such as world peace. 

Another category of issues to avoid is anything that doesn’t align with Yale’s values. Yale, like most universities in the United States, generally has a liberal lean. As such, it is likely not in your best interest to write a strong defense of socially conservative values. While there are values that you are free to hold and express—and Yale welcomes people of all backgrounds and ideologies—this essay is not necessarily the best place to express them.

You are most likely applying to Yale because it’s a place that you want to be and have something in common with. This essay is a great opportunity to emphasize the values that you share with the university rather than the things that divide you. Since a reader only has five to seven minutes to go over your entire application, you don’t want them to come away with the sense that you are somebody who won’t thrive at Yale.

Define the Issue and Highlight Past Experiences

When writing the “Issue” essay, start by identifying the issue and sharing how you came across it. Then, provide insight into why it is meaningful to you and your relationship with it.

Next, show the reader how you have already engaged with the problem by detailing your past with the issue. 

Discuss Future Plans to Approach the Issue

After this, you can look forward and discuss your future with this issue. A great strategy is to write about how your Yale education will address the problem and how your field of study relates to it. You can also highlight any Yale-specific programs or opportunities that will give you insight or context for tackling the issue. 

Alternatively, if there is something about this issue that Yale’s academic flexibility will enable you to explore, you can share that in this part of the essay. For example, maybe you are interested in health policy and plan to take classes in the sciences. You also want to take classes in the history of health, science, and medicine, as well as political science and economics courses, which you plan to utilize to write new healthcare policies.

Another option is to focus on an aspect of Yale’s community, such as peers, professors, or mentors who will help develop your ability to navigate the issue. Ultimately, you want to demonstrate in this essay that what (and how) you learn at Yale will prepare you to take action and move forward with confronting your issue in the future.

Related CollegeVine Blog Posts

The Community Essay

“Duke University seeks a talented, engaged student body that embodies the wide range of human experience; we believe that the diversity of our students makes our community stronger. If you’d like to share a perspective you bring or experiences you’ve had to help us understand you better—perhaps related to a community you belong to, your sexual orientation or gender identity, or your family or cultural background—we encourage you to do so. Real people are reading your application, and we want to do our best to understand and appreciate the real people applying to Duke.” 

As with every essay you ship off to admissions – think about something you want admissions to know that hasn’t been represented. What can you expand upon to show your versatility, passion and ability to connect with the world around you?

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Category: Admissions , College Admissions , Essay Tips , Essay Writing , Supplemental Essays

Tags: admissions essay , admissions help , application , application supplement , applications , brainstorming , college admissions , college admissions essay , college application , college application help , college applications , college essay , common application , supplemental essays

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How to Write a Great Community Service Essay

College Admissions , Extracurriculars

Are you applying to a college or a scholarship that requires a community service essay? Do you know how to write an essay that will impress readers and clearly show the impact your work had on yourself and others?

Read on to learn step-by-step instructions for writing a great community service essay that will help you stand out and be memorable.

What Is a Community Service Essay? Why Do You Need One?

A community service essay is an essay that describes the volunteer work you did and the impact it had on you and your community. Community service essays can vary widely depending on specific requirements listed in the application, but, in general, they describe the work you did, why you found the work important, and how it benefited people around you.

Community service essays are typically needed for two reasons:

#1: To Apply to College

• Some colleges require students to write community service essays as part of their application or to be eligible for certain scholarships.
• You may also choose to highlight your community service work in your personal statement.

#2: To Apply for Scholarships

• Some scholarships are specifically awarded to students with exceptional community service experiences, and many use community service essays to help choose scholarship recipients.
• Green Mountain College offers one of the most famous of these scholarships. Their "Make a Difference Scholarship" offers full tuition, room, and board to students who have demonstrated a significant, positive impact through their community service

Getting Started With Your Essay

In the following sections, I'll go over each step of how to plan and write your essay. I'll also include sample excerpts for you to look through so you can get a better idea of what readers are looking for when they review your essay.

Step 1: Know the Essay Requirements

Before your start writing a single word, you should be familiar with the essay prompt. Each college or scholarship will have different requirements for their essay, so make sure you read these carefully and understand them.

Specific things to pay attention to include:

• Length requirement
• Application deadline
• The main purpose or focus of the essay
• If the essay should follow a specific structure

Below are three real community service essay prompts. Read through them and notice how much they vary in terms of length, detail, and what information the writer should include.

From the Equitable Excellence Scholarship:

"Describe your outstanding achievement in depth and provide the specific planning, training, goals, and steps taken to make the accomplishment successful. Include details about your role and highlight leadership you provided. Your essay must be a minimum of 350 words but not more than 600 words."

From the Laura W. Bush Traveling Scholarship:

"Essay (up to 500 words, double spaced) explaining your interest in being considered for the award and how your proposed project reflects or is related to both UNESCO's mandate and U.S. interests in promoting peace by sharing advances in education, science, culture, and communications."

From the LULAC National Scholarship Fund:

"Please type or print an essay of 300 words (maximum) on how your academic studies will contribute to your personal & professional goals. In addition, please discuss any community service or extracurricular activities you have been involved in that relate to your goals."

Step 2: Brainstorm Ideas

Even after you understand what the essay should be about, it can still be difficult to begin writing. Answer the following questions to help brainstorm essay ideas. You may be able to incorporate your answers into your essay.

• What community service activity that you've participated in has meant the most to you?
• What is your favorite memory from performing community service?
• Why did you decide to begin community service?
• What made you decide to volunteer where you did?
• How has your community service changed you?
• How has your community service helped others?
• How has your community service affected your plans for the future?

You don't need to answer all the questions, but if you find you have a lot of ideas for one of two of them, those may be things you want to include in your essay.

Writing Your Essay

How you structure your essay will depend on the requirements of the scholarship or school you are applying to. You may give an overview of all the work you did as a volunteer, or highlight a particularly memorable experience. You may focus on your personal growth or how your community benefited.

Regardless of the specific structure requested, follow the guidelines below to make sure your community service essay is memorable and clearly shows the impact of your work.

Samples of mediocre and excellent essays are included below to give you a better idea of how you should draft your own essay.

Step 1: Hook Your Reader In

You want the person reading your essay to be interested, so your first sentence should hook them in and entice them to read more. A good way to do this is to start in the middle of the action. Your first sentence could describe you helping build a house, releasing a rescued animal back to the wild, watching a student you tutored read a book on their own, or something else that quickly gets the reader interested. This will help set your essay apart and make it more memorable.

Compare these two opening sentences:

"I have volunteered at the Wishbone Pet Shelter for three years."

"The moment I saw the starving, mud-splattered puppy brought into the shelter with its tail between its legs, I knew I'd do whatever I could to save it."

The first sentence is a very general, bland statement. The majority of community service essays probably begin a lot like it, but it gives the reader little information and does nothing to draw them in. On the other hand, the second sentence begins immediately with action and helps persuade the reader to keep reading so they can learn what happened to the dog.

Step 2: Discuss the Work You Did

Once you've hooked your reader in with your first sentence, tell them about your community service experiences. State where you work, when you began working, how much time you've spent there, and what your main duties include. This will help the reader quickly put the rest of the essay in context and understand the basics of your community service work.

Not including basic details about your community service could leave your reader confused.

Step 3: Include Specific Details

It's the details of your community service that make your experience unique and memorable, so go into the specifics of what you did.

For example, don't just say you volunteered at a nursing home; talk about reading Mrs. Johnson her favorite book, watching Mr. Scott win at bingo, and seeing the residents play games with their grandchildren at the family day you organized. Try to include specific activities, moments, and people in your essay. Having details like these let the readers really understand what work you did and how it differs from other volunteer experiences.

Compare these two passages:

"For my volunteer work, I tutored children at a local elementary school. I helped them improve their math skills and become more confident students."

"As a volunteer at York Elementary School, I worked one-on-one with second and third graders who struggled with their math skills, particularly addition, subtraction, and fractions. As part of my work, I would create practice problems and quizzes and try to connect math to the students' interests. One of my favorite memories was when Sara, a student I had been working with for several weeks, told me that she enjoyed the math problems I had created about a girl buying and selling horses so much that she asked to help me create math problems for other students."

The first passage only gives basic information about the work done by the volunteer; there is very little detail included, and no evidence is given to support her claims. How did she help students improve their math skills? How did she know they were becoming more confident?

The second passage is much more detailed. It recounts a specific story and explains more fully what kind of work the volunteer did, as well as a specific instance of a student becoming more confident with her math skills. Providing more detail in your essay helps support your claims as well as make your essay more memorable and unique.

Step 4: Show Your Personality

It would be very hard to get a scholarship or place at a school if none of your readers felt like they knew much about you after finishing your essay, so make sure that your essay shows your personality. The way to do this is to state your personal strengths, then provide examples to support your claims. Take some time to think about which parts of your personality you would like your essay to highlight, then write about specific examples to show this.

• If you want to show that you're a motivated leader, describe a time when you organized an event or supervised other volunteers.
• If you want to show your teamwork skills, write about a time you helped a group of people work together better.
• If you want to show that you're a compassionate animal lover, write about taking care of neglected shelter animals and helping each of them find homes.

Step 5: State What You Accomplished

After you have described your community service and given specific examples of your work, you want to begin to wrap your essay up by stating your accomplishments. What was the impact of your community service? Did you build a house for a family to move into? Help students improve their reading skills? Clean up a local park? Make sure the impact of your work is clear; don't be worried about bragging here.

If you can include specific numbers, that will also strengthen your essay. Saying "I delivered meals to 24 home-bound senior citizens" is a stronger example than just saying "I delivered meals to lots of senior citizens."

Also be sure to explain why your work matters. Why is what you did important? Did it provide more parks for kids to play in? Help students get better grades? Give people medical care who would otherwise not have gotten it? This is an important part of your essay, so make sure to go into enough detail that your readers will know exactly what you accomplished and how it helped your community.

"My biggest accomplishment during my community service was helping to organize a family event at the retirement home. The children and grandchildren of many residents attended, and they all enjoyed playing games and watching movies together."

"The community service accomplishment that I'm most proud of is the work I did to help organize the First Annual Family Fun Day at the retirement home. My job was to design and organize fun activities that senior citizens and their younger relatives could enjoy. The event lasted eight hours and included ten different games, two performances, and a movie screening with popcorn. Almost 200 residents and family members attended throughout the day. This event was important because it provided an opportunity for senior citizens to connect with their family members in a way they aren't often able to. It also made the retirement home seem more fun and enjoyable to children, and we have seen an increase in the number of kids coming to visit their grandparents since the event."

The second passage is stronger for a variety of reasons. First, it goes into much more detail about the work the volunteer did. The first passage only states that she helped "organize a family event." That really doesn't tell readers much about her work or what her responsibilities were. The second passage is much clearer; her job was to "design and organize fun activities."

The second passage also explains the event in more depth. A family day can be many things; remember that your readers are likely not familiar with what you're talking about, so details help them get a clearer picture.

Lastly, the second passage makes the importance of the event clear: it helped residents connect with younger family members, and it helped retirement homes seem less intimidating to children, so now some residents see their grand kids more often.

Step 6: Discuss What You Learned

One of the final things to include in your essay should be the impact that your community service had on you. You can discuss skills you learned, such as carpentry, public speaking, animal care, or another skill.

You can also talk about how you changed personally. Are you more patient now? More understanding of others? Do you have a better idea of the type of career you want? Go into depth about this, but be honest. Don't say your community service changed your life if it didn't because trite statements won't impress readers.

In order to support your statements, provide more examples. If you say you're more patient now, how do you know this? Do you get less frustrated while playing with your younger siblings? Are you more willing to help group partners who are struggling with their part of the work? You've probably noticed by now that including specific examples and details is one of the best ways to create a strong and believable essay .

"As a result of my community service, I learned a lot about building houses and became a more mature person."

"As a result of my community service, I gained hands-on experience in construction. I learned how to read blueprints, use a hammer and nails, and begin constructing the foundation of a two-bedroom house. Working on the house could be challenging at times, but it taught me to appreciate the value of hard work and be more willing to pitch in when I see someone needs help. My dad has just started building a shed in our backyard, and I offered to help him with it because I know from my community service how much work it is. I also appreciate my own house more, and I know how lucky I am to have a roof over my head."

The second passage is more impressive and memorable because it describes the skills the writer learned in more detail and recounts a specific story that supports her claim that her community service changed her and made her more helpful.

Step 7: Finish Strong

Just as you started your essay in a way that would grab readers' attention, you want to finish your essay on a strong note as well. A good way to end your essay is to state again the impact your work had on you, your community, or both. Reiterate how you changed as a result of your community service, why you found the work important, or how it helped others.

Compare these two concluding statements:

"In conclusion, I learned a lot from my community service at my local museum, and I hope to keep volunteering and learning more about history."

"To conclude, volunteering at my city's American History Museum has been a great experience. By leading tours and participating in special events, I became better at public speaking and am now more comfortable starting conversations with people. In return, I was able to get more community members interested in history and our local museum. My interest in history has deepened, and I look forward to studying the subject in college and hopefully continuing my volunteer work at my university's own museum."

The second passage takes each point made in the first passage and expands upon it. In a few sentences, the second passage is able to clearly convey what work the volunteer did, how she changed, and how her volunteer work benefited her community.

The author of the second passage also ends her essay discussing her future and how she'd like to continue her community service, which is a good way to wrap things up because it shows your readers that you are committed to community service for the long-term.

What's Next?

Are you applying to a community service scholarship or thinking about it? We have a complete list of all the community service scholarships available to help get your search started!

Do you need a community service letter as well? We have a step-by-step guide that will tell you how to get a great reference letter from your community service supervisor.

Thinking about doing community service abroad? Before you sign up, read our guide on some of the hazards of international volunteer trips and how to know if it's the right choice for you.

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The Teacher and the Community: Nurturing Relationships

Table of contents, education beyond the classroom, building strong relationships, cultivating a sense of belonging, community as a learning resource, empowering students for civic engagement, conclusion: nurturing future leaders.

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The Importance of Cultivating Community

Why we need each other..

Posted August 20, 2021 | Reviewed by Davia Sills

• Living in a community promotes our health and well-being.
• Our minds are relational and affected by the quality of our social connections.
• Community is built through acts of intentionality, vulnerability, and creativity.

Our relationships, more than anything else, set the stage for our health, happiness , and well-being. Research indicates that the quality of our social relationships affects a range of health outcomes, such as our mental health, physical health, and mortality risk (Umberson & Montez, 2010). These relational effects start in early childhood and lead to cascading effects throughout life, which can either positively or negatively impact our health and development.

We are relational beings in nature, and when we’re isolated or detached from a community, our health and mental health can quickly take a toll. Life is hard enough on its own. We’re not meant to go about it alone.

Research within the field of interpersonal neurobiology sheds light on our biological need for community. Thanks to the work of Dan Siegel and others, we learn the degree to which our minds themselves are both embodied and relational . In other words, what we experience in our minds is highly influenced by our relationships and shared connections with others. Our network of social supports serves as the most profound predictor of our health and well-being.

In other words, our diet , how often we journal, or the number of daily positive affirmations we repeat isn't nearly as important as the community we surround ourselves in. The social connections we have (or don’t have) can literally shape the physical structure and development of our brains, leading to integrated or disintegrated mental states. As Siegel notes in Aware , “Relationships are not icing on the cake; they are the cake. In fact, they are the main course as well as the dessert."

Here are some tips on ways to cultivate a community:

In order to benefit from a community, we have to be intentional about creating and maintaining one. This includes all of us introverts , too. For even we need regular social interaction with others. This means stepping out and starting new conversations, joining a new group, going out to lunch with co-workers, or re-connecting with old acquaintances. Although COVID-19 precautions can make this challenging, we can still further our connections virtually.

One of the best ways to do this, it seems, is through the phone. According to a study with the University of Texas at Austin, phone calls produced feelings of connectedness between two people, more so than emails or texts. Try calling an old friend or family member who lives far away. Our community doesn't have physical limits; distance doesn't need to separate us.

Embrace vulnerability.

In addition, the quality of our relationships often depends on how willing we are to be vulnerable with others and the degree to which we can respect others' vulnerabilities. According to Brene Brown, vulnerability refers to the feeling we experience during times of uncertainty, risk, or emotional exposure. And genuine, authentic friendships and relationships often require these emotional risks.

If we want to experience deeper relationships and shared connections with others, we have to be willing to share our struggles, hopes, and needs with those we come to know and trust. The vulnerability arises when we let our most authentic selves be truly seen and known by others, which is both the antidote to shame and bedrock for trust and connection.

Take the small steps.

Building a community doesn't mean we have to befriend every new person we see or fill up all our weekends with social encounters. A sense of community can be nurtured by taking small steps, like starting a conversation with your neighbor, checking in on a new co-worker, or stopping to say "hi" to a custodian. Building a sense of community starts with small, intentional acts of kindness and acknowledgment.

With feelings of isolation and mental health problems on the rise, now, more than ever, it's important to be intentional about connecting with our community. If indeed our relationships serve as the foundation for our health, happiness, and well-being, they deserve the time, energy, creativity , and sacrifice needed to strengthen and maintain them.

Umberson, D., & Montez, J. K. (2010). Social relationships and health: a flashpoint for health policy. Journal of health and social behavior, 51 Suppl(Suppl), S54–S66. https://doi.org/10.1177/0022146510383501

Elizabeth Dixon is a clinical social worker supporting child, family, and community resilience and well-being.

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Relationship of ’Community Engagement’ to Society Essay

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Introduction

The role and relationship of ‘community engagement’ to society.

Bibliography

This paper seeks to analyze the role and relationship of ‘community engagement’ to society. The analysis provides different strategies in enhancing community engagement within the society.

Apart from providing a fixed approach in viewing community engagement, it also provides a flexible approach that aims to understand community engagement as a solution to ethical problems associated with spin or propaganda.

Along with explaining what entails community engagement, the concept shall also be supported by various theories in playing its role and responsibility to the society.

Community engagement is the major concern of strong economic and social transformation in the society. The involvement of community engagement has ensured development of an effective and sustainable environment – a concept that has led to the solution of ethical problems associated with ‘spin’, or rather scheming tactics.

The strong connection ensured has also resulted to a greater influence to those who formulate and implement policies that govern the society. Community engagement examines the developmental and implementation of key principles within the society and the processes that are fundamental to community participation.

In addition, such familiarity among the societal members has resulted to a relationship formation: a social justice structures and communication awareness in the society.

Addressing ethical issues within the community may be impossible, and therefore there is need to have guidelines or programs to undertake such functions.

In enlightening the society, the educated have resolved to use different ways and projects that are compatible with the type of society, which such issues are addressed. Creating developmental programs within the institutions and community-based programs are the feasible methods applied in the realization of community participation.

Therefore, the society has developed an understanding on importance of the community engagement, aimed at creating a difference in their lives. Moreover, theories such as ethical theory, citizenship theory, stakeholder theory and democratic theory will help explain how community engagement is linked to the ethical issues associated with change.

Community Engagement is a keystone for effective public health practice. It represents the methods of ethical communication that are in building capabilities among individuals in the society, in a way to encourage participation and association in political debate.

Community participation enhances knowledge and ability in the society, and this is an essential aspect towards the wellbeing of the society. In a wider perspective, engagement within a society implies that people are able to use their own resources and knowledge to formulate and implement policies that can solve ethical problems (Sarkissian et al., 2009).

Community commitment can also incorporate trust, communication, and association. Therefore, a successful community engagement leads to activities and strategies that depict the desire, the requirements, and the resources that are reasonable to the entire community.

Alongside the community engagement being involved traditional risk reduction activities; it also plays a vital role in improving the health care of the society at large.

As it has recently been noted by the institute of medicine(IOM) if there is possible which could eliminate the social problems that the community is experiencing at the present time, it will only be through building better relationships with communities and therefore derive from the communities assessments of their need s and priorities (CDC, 1997).

Community engagement tries to harmonize the community regardless of the status in the society, and it does this by bringing people to the table – both the community members and the elites. They both put down their differences and focus on one issue, and therefore such an engagement will help in nurturing their participation in all the aspects of decision –making process.

Such participation is said to be “constructive citizen participation”, an orderly process that enable all people in the community to share their ideas towards a common goal. In the process of generating a favorable environment, strengths and values of the community provide a platform for independence through knowledge. In addition, the members of the society are respected with equality.

Ethical theory

In the process of generating the right decisions that the society should assume in leading a desirable life, there is a need for the participants to borrow a leaf from what composes the ethical theory. In this case, there is a need to explain what an ethical theory composes.

An ethical theory is the foundation of ethical analysis since according to the viewpoints generated from the theory; it offers guidance along the pathway to making a decision. The theory emphasizes on different points alongside giving predicting on the outcomes that may be expected out of one’s duties to others in reaching out to an ethically correct decision (Superstone, 2009).

In a broader perspective, ethical theory is aimed at guiding the community in doing what is good, at the least possible harm and also giving people an opportunity to make decisions on their own as they are the ones who entirely know what they really require in life.

This is also endorsed by the Utilitarian ethical theory, which is established on the ability to predict on the consequences of an action.

According to Utilitarian, the choice that relent the greatest benefit to most of the people is a decision that is ethically correct. Ethical theory therefore strongly supports the aspect of community engagement if only it is established on a common goal of bringing forth a successful society.

Citizenship theory

Citizenship theory is an increasingly essential focus when analyzing the concept of community engagement. Citizenship mainly focuses in political and social theory as well as in philosophy, legal studies, and touches on some of the humanities. The theory has also a vital concern on the kind of life that is lived in the society.

It mainly figures out on the way justice is outsourced in the society, that is, in terms of denial of rights, the economic benefits and also on the social services.

Though it focuses on this and many more issues all in the name of generating quality decisions towards the community, it’s a theory that does not guarantee on equality, fairness, justice, economic status of the citizens, dignity and the respect of each other in the society.

Such and others are some of the problems that have re-emerged in trying to harmonize the concept of community engagement within the society. This has not only affected the political affiliation of people in the society but also their sociology.

Citizenship theory therefore supports the concept of community engagement in the sense in tries to bring people together and develops a healthy relationship among the citizens (Goldlust, 1996).

Stakeholder theory

Stakeholder theory explains the importance of essential aspects in support of the roles and responsibilities associated with community engagement, and to the overall understanding of the concept.

In this case, the stakeholders are necessary within the community as they can find a solution for the community, which in turn will be used to trigger some thought and action. It is therefore from the stakeholders that one would be in a better position to learn about the community engagement.

This can somehow explain some issues concerning the community and help in strengthening the community bonds in an informed and respectful ways. However, this theory does not provide the ways and methods that ought to be used by the experts in bringing people together, and how the success ought to be achieved (Vandenberg, 2000).

Stakeholder theory somehow solves the ethical problems associated with spin. This is because when stakeholders engage in various activities in the society, they are able to understand the various values accepted by people, and therefore work towards developing sustainable communities.

Democratic Theory

To understand the idea behind community engagement, it is worth noting the notion behind the theoretical provenance. In essence, community engagement, to an extent, is linked to the citizenship theory and its various models such as equality.

In this case, democratic models are also essential and vital to the understanding of community engagement. Democracy may therefore be used to mean ‘freely and frequently’. Moreover, it may also mean practicing fairness and justice, or in other words – “rule by the people”.

The citizens may also establish the idea of democracy on the fact of direct participation. This would also refer to a situation where citizens play an imperative role towards the state. This can however be a difficult task to achieve in situations where the society is large (Gastil and Levine, 2005).

Representative democracy is another model of democracy that ought to be playing a pivotal role in enhancing community engagement in the society. This concept seeks to address the fact that the cities are too big to apply the concept of direct democracy.

This would mean that the decisions that are implemented in the society and the problems linked to them are not associated to the community, but by the members who are elected to represent the entire society. Additionally, deliberative democracy is a model in support of the roles played by community engagement to the society.

This aspect expands on the concept of democracy as a form of ‘government ruled by many people, and accentuates on communication as inherent in the making decisions within a political aspect.

Deliberative democracy would therefore outsource the idea of community engagement as a measure of quality decision making and as a tool for effective communication within the society (Sarkissian et al., 2009).

Therefore, the concept of community engagement is determined by how stakeholders such as non-governmental organizations, social groups, governments, and business organizations can decide on important issues surrounding them.

Is “Community Engagement” a solution to ethical problems?

From the above explanation, people need to be free to select the best solution in solving ethical problems. Democracy enables the community to participate in developmental programs without fear. People can present their views on how their leaders operate and on the pressing issues within the society. In doing so, the community becomes enlightened and thus, avoids problems associated with spin.

The community may not always be able to harmonize their ideas and build an outstanding relationship, a problem that may be generated by the environment. Theory sometimes becomes hard to fulfill since some things cannot be thought, but may be difficult to do them practically.

In this case, the roles and responsibilities played by community engagement may not be sensible to the entire society since some aspects might demand a lot from the community and therefore such issues are assumed. To an extent, community engagement may not be a better parameter or a measure towards solving ethical problems.

Ethics as discussed in the ethical theory is at times too philosophical and religious – an aspect that may not be conversant to every person in the society. Therefore, saying that community engagement may solve ethical problems in the society can be a little bit biased.

Some issues within the society do not require a process in generating a decision but rather an instant solution. In this juncture, the society thus goes against the Utilitarian theory, which bases most of its arguments on fairness and equality.

Is community engagement a solution to the ethical problems associated with Spin?

The term Spin is a concept or a form of propaganda that is achieved through providing an interpretation about an event in order to gain favor from the public against an organization or a person which or who might be viewed as a public figure.

Therefore, a person manipulates an issue in order to support him or herself. On the other hand, he or she might be defaming the name of the other person or thing in order for the public to have a negative feeling towards the other individual.

In other words, the term spin might imply dishonesty, deception since in most of the times it is done in fulfillment of one’s interest. As mentioned in the discussion not all aspects in the society that ought to be solved in an ethical manner since some might cause commotions or chaos in the society.

In the United States, the public affairs that deal with the military contacts during the commencement of the war against Iraq used a spin tactic. In this case, several military wanted to high public relations firms to send out misleading information for the public to support them to begin the war.

Some officers did not want to join hand since this reduced military’s credibility. The type of spin used here was to blow up some certain circumstances in the public that would be seen viable and thus, the public would heartedly see the need of the war.

However, the war could solve very many issues in America and stop the Iraq from attacking the nation, but that is unethical. The nation could use another method to stop the attacks, for instance bar them from any trade affairs.

On the other hand, the country is justified to fight back. Considering this, one cannot conclusively say that community engagement can be a solution towards the ethical problems associated with spin.

The above discussion has affirmed that various examples have been brought since the concept of ‘community engagement’ emerged, all in the name of addressing issues of inequity and injustice. Indeed, community engagement is now a key player in the struggle against drawbacks in the society.

Improving community engagement within the concept of business strategies, policies, and in various societal sectors has resulted to the transition of education sector to become committed to community service as one of the community engagement aspect.

However, such a transition is still underway, but it also requires some support from the society. It is also very vital to note that the partakers in the community development affairs have a long way to go before stemming such aspects in the minds of people.

Therefore, the knowledge acquired from the service learning programs, besides theories used in support of this concept, has provided a force for this transition in implementation of community engagement.

Furthermore, the collaborative and development of effective and sustainable commonness within the society strengthens the role and responsibilities played by community engagement, which strives to solve ethical problems associated with spin.

Through the discussed theories (stakeholder, democratic, and citizenship), it can be established that critical relevance of community engagement is that the society brings a great difference in people’s lives. Moreover, such an insight has also resulted to providing various ideas in the organizational structures needed for an effective community engagement.

In essence, it is very critical for the society to provide structures, and a favorable environment that will enable community engagement to take effect to overcome the society’s problems and transform the society into a better place.

Alasdair, R. S. 2005. “Spin Control and Freedom of Information: Lessons for the United Kingdom from Canada”. Public Administration , 83: 1.

CDC., 1997. Principles of Community Engagement . Atlanta, GA: Centers of Disease Control and Prevention. Web.

Gastil, J. and Levine, P., 2005. The deliberative democracy and handbook: strategies for effective civil engagement in the twenty first centuries , San Francisco: Jossey- Bass.

Goldlust, J.,1996. Understanding citizenship in Australia, Bureau of immigration, multicultural and population research . London: Australian Government Publishing service.

Sarkissian, W., Hofer, N., Shore, Y, Vajda, S. and Wilkinson, C., 2009. Kitchen stable sustainability: practical recipes for community engagement with sustainability . Earthscan: London.

Superstone, A., 2009. The Moral Skeptic . New York: Oxford University Press.

Vandenberg, A., 2000. Citizenship and democracy in a global era. London: St Martins Press.

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School community relationship

In many contexts participation of parents and communities in the operation of schools has helped increase access, retention, and attendance rates of children to school. Education is a ‘social activity in which, in addition to the school, society plays the role of a facilitator and partner’ (Sujatha, 2011: 201). Successful schools understand the importance of establishing good and harmonious relations with the community in which they lie. These relationships exist at two levels, at a formal and legal level, as well as an informal and voluntary one. The former is expressed by the representation of the community through formal organizations such as School Management Committee (SMC), Village Education Committee (VEC), School Development Committee (SDC) and/or Parent and Teachers Associations (PTA). The latter takes the form of voluntary participation, where community members get involved through special activities or events.

In order to enhance the community’s participation in education, it is essential to promote a school environment where community members feel welcomed, respected, trusted, heard, and needed.

Promising policy options

Analyse the community

The school principal must examine the community in which the school lies in order to create good relationships with its members. Communities are composed of different ethnic, religious, and socio-economic groups that may have either mutual or divergent interests. Nevertheless, a community is defined as such because certain characteristics are shared by all its members –such as geographical proximity– which differentiates them from others. Recognizing the  diversity  within the community and understanding its characteristics, power-balance components, as well as its traditions, must be a primordial step for the school principal before beginning to build the relationship.

Community, religious, political, and ethnic leaders, as well as representatives from disability groups and businesses, among others, who have significant knowledge on the community and the school, should be encouraged by the school principal and the District or Local Education Office to get involved in the school. Not only their skills, knowledge, and capacities should be analysed, but also their willingness to build a solid relationship with the school. Assessing who participated, who did not, and why is of key importance since understanding the reasons why community members are not participating in school will help overcome the barriers. For example, some community members –such as PTA members or teachers– may not participate because they do not feel legitimized, excluded, or poorly informed to do so. For instance, in South Africa: ‘many parents lack the cultural capital to participate in the decision-making process and accept the professionals’ (principals and the teachers) definition of participation in democratic decision-making’ (Grant Lewis and Naidoo, 2006: 423). Creating specific strategies to include and legitimize everyone’s intervention is, therefore, a necessity.

It is also important to analyse any previous form of participation of the community in their school. Examining whether the initiatives were successful or not and why is of key importance for future involvement.  Moreover, the risk of monopolization of partnerships by political and intellectual elites inside the community should be assessed, as well as their relationships with other community members. For instance, through a review of World Bank programmes, the domination of the partnerships between the school and the community by the local elites was highlighted as a major concern (Nielsen, 2007).

Moreover, the school principal should support the school’s personnel and most importantly, the teachers, to be open to the community’s involvement in the school. Good relationships and regular communication between the teachers and the community are fundamental.   

Adopt pertinent policy measures to encourage community’s participation in the school

At the macro-level, the participation of communities in the school is not meant to replace the State’s responsibility. In fact, it requires the government to reinforce its involvement by passing specific legislation, decrees, policies, procedures, and guidelines concerning the different structures that link the school and the community.

At the micro-level, district or local Education Offices should establish clear policies and guidelines that define the responsibilities and functions of bodies composed by community members. Ensure the availability and  accessibility  of legal texts at the school and community level. As well as give to both, school and community stakeholders, specific training on their new responsibilities and inform them precisely about the existing regulations. As Bray states: ‘Partnerships need nurturing. Skills do not develop overnight, and attitudes may take even longer to adjust’ (2001: 33).

The role of the school head, community leaders and external actors

It is essential to have a school principal with strong leadership skills and interpersonal qualities. Recurrently, it is the  school head  who triggers the participation of community members in school and maintains a good relationship with them. Therefore, his or her willingness to open the school to the community and involve it in the management process is indispensable. The  school head  must spend time and effort preparing and encouraging the community’s participation in school. In addition, s/he must share the vision and plans of the school with community members, listen to their different points of view, and invite them to collaborate in school.

Community leaders and external actors (such as NGOs) should stay active in school, as they can act as linking agents between the school and the larger community. They should maintain regular communication with the community in the name of the school.

Design and implement awareness-raising campaigns

Awareness-raising campaigns should help parents and community members know the reasons for and benefits of their participation in school. They should also be informed about the different involvement opportunities, policies, and programmes, while making sure they understand that participation is inclusive. Multiple communication tools can be used for that purpose. If multiple languages are spoken in the community, translate the information and provide oral messages for illiterate community members. It is also essential to ensure the availability and  accessibility  of legal texts concerning community’s participation in the school at community- and school-level.

Community involvement in the school should be promoted with the help of other community members and school staff. Make those actors feel responsible for the success of the outreach strategy and motivate them to persuade more community members to participate in school. It is key to maintain an open, strong, transparent, regular and effective communication with community members with the help of  School Committee  members and the  Community Development Officer  –in case there is one (his/her task is to create a link between schools, homes, and communities). As stressed by Swift-Morgan, ‘the quality of the school-community partnership is proportional to the degree of communication between the school and its community’ (2006: 356). For instance, ensure the organization of regular and open meetings about the school to share important information such as results, funds, and activities. Involve stakeholders and allow them to express their concerns, ideas, and opinions.

Providing simple and concrete initial projects is essential to get the community members involved, for instance building a wall. Hosting events and inviting parents and community members to volunteer is also another common strategy. For instance, by mentoring students during school open forums, participating in role model events and sport activities, among others (Mahuro and Hungi, 2016).

Formal involvement of community members in school

Create inclusive groups by recurring to national legislations, policies, and procedures to involve community members in school. Decide a pertinent structure for their participation, for example, School Management Committee (SMC), Village Education Committee (VEC), School Development Committee (SDC) and/or Parent and Teachers Associations (PTA). Make sure that the members of the bodies are representative of the community served by the school. Fight against the unequal access to participation due to socioeconomic status, race, ethnicity, disability, political affiliation, and  gender  by defining inclusive criteria for membership –decide whether members are elected or nominated.

Define clear and mutually accepted roles and responsibilities by defining the roles, functions, responsibilities, and rights of each organization through a written statement. Conceive a clear plan of action for each structure in coordination with the other bodies, school authorities, and teachers. This is essential, and even more, when multiple structures co-exist, as a lack of clarity of assigned roles and overlaps of responsibility may become a source of conflict. Develop a culture of accountability and participation.

The involvement of community members in school is particularly useful to mobilize financial, material, and human resources. Community members can also participate in changing the community’s attitudes toward schooling.  School Committee  members can visit reluctant parents, explain the benefits of education and convince them to enrol their children to school. They may help the school authorities, as well as local and national authorities, to identify factors contributing to educational problems such as low enrolment, for instance, in Malawi, Uganda, and the United Republic of Tanzania (UNICEF, 2009:232).

Tools such as the Community-based Education Management Information Systems (C-EMIS) can be used by the community members. Indeed, the C-EMIS is a decentralized tool used by community members to collect information about marginalized children in and outside the school system, which acts as a complement to the national EMIS, and that has been piloted in countries such as Pakistan, Sri Lanka, Nepal, Bangladesh, Tajikistan, Kyrgyzstan (with the support of Save the Children and UNICEF) (Ahuja, 2005).

Finally, long-term commitment should be enhanced through periodic meetings and regular communication. Regular meetings should be organised while keeping in mind the time so that mothers/women, as well as people who work, can attend. Keeping a record of all meetings, decisions, and the community’s financial and material contributions is key.

Refer to Annex 1 , for an example of what constitutes the School Management Committee (SMC), in India. It is a circular from the Directorate of Education, New Delhi.

For an example of what constitutes the School Management Committee (SMC), in India. It is a circular from the Directorate of Education, New Delhi.

It comprises of representation such as: 

• 50% of women in the committee.
• Proportional representation of parents/guardians of students from disadvantaged groups and weaker sections.

Source: India. 2013. Directorate of Education. Guidelines for composition of School Management Committee under the RTE Act and its functions.  

Conduct continuous M&E of school and community’s partnerships

It is essential to monitor and evaluate the effectiveness of the school-community partnership. The  school head  should launch periodically an assessment of the functioning and effectiveness of existing structures. Evaluate for example the number of meetings held, the variety of issues addressed, the level of authority that the formal bodies have and if the objectives have been accomplished. Communities constantly evolve, as well as their needs and demands, and so should the partnerships established between schools and community members.

Provide support and regular training

Enhancing the community’s capacities through training is essential to create effective partnerships between the school and the community. The District Education Office, through a pedagogical advisor, or external actors –such as NGOs– could accompany the school and the community in practicing their collaboration and create capacity-building opportunities.

The District Education Office should assess the capabilities of the community and provide training. Community members can be trained to create strong activism campaigns and advocacy in favour of enrolment and the benefits of education in their community. It is also important to train school staff on practical ways to work and communicate effectively with community members and parents, for instance, school committees can find volunteers to introduce teachers and other school staff to the community. Encourage them to appreciate  diversity  and reduce barriers to the community’s involvement in school.

* For more information consult Policy page  Socio-cultural barriers to schooling .

Other policy options

Participative Decision Making: encourage and allow the community to play a principal role in school governance

The decentralization movement in many countries has led to the transfer of some functions to the school level and therefore, the amplification of schools’ autonomy. In some systems, decentralization has been so profound that the decision-making authority for school operation has been transferred to actors inside the school, such as the headteachers, teachers, parents, community members participating in school and students, this is known as  school-based management  (SBM). Although SBM has been found to be effective in some contexts such as in El Salvador (EDUCO), it is necessary to research and discuss it further, as well as analyse each particular context, before implementing it.

Policy options for improving Equity and Inclusion

Gender-responsive policies.

All the different strategies mentioned in the general section of the present Policy page apply for this section . Stakeholders in charge of implementing them must make sure to take gender issues into consideration to effectively promote access and retention for all children. The following policy recommendations could be implemented to complement the aforementioned strategies.

Include a gender analysis within the community analysis

Gain a clear understanding of existent  gender roles , structures, and attitudes related to decision-making at the community level. Tackle them down to ensure an equitable engagement of community and family members within schools. Particularly, ensure women’s active participation (Derbyshire, 2002).

Equitable participation within formal structures (SMC, VEC, SDC, PTAs)

To guarantee women’s active engagement within formal structures, the following strategies are recommended:

• empower women in the community to actively participate in the school and be part of the structures in place;
• assign them real responsibilities within the structures;
• support them to embrace leadership roles;
• make meetings flexible (time and place) to ensure their attendance; and
• promote men’s positive attitudes towards women’s active participation (especially male community and religious leaders).

Provide gender-sensitive training opportunities to community and family members

Training opportunities should tackle  gender  issues affecting the participation of community members within the schools. For instance, provide special training in leadership skills, confidence building, communication skills,  gender -sensitivity, and  gender -mainstreaming.

Gear community and families’ engagement towards building inclusive, gender-responsive schools

Community and families’ active engagement in schools should be geared towards building inclusive,  gender-responsive  schools (physically, academically, and socially) as well as promoting children’s access and retention. Community and family stakeholders can contribute by:

• Developing awareness-raising campaigns to highlight the importance of schooling, tackle down socio-cultural beliefs against schooling and discriminatory  gender  norms which affect children’s education (e.g. Child marriage). For example, in southern sudan, awareness-rising on the importance of girls’ education done by community education committees, increased girls’ enrolment to 96 percent (miller-grandvaux and yoder, 2002, cited by sperling, winthrop and kwauk, 2016).
• Monitoring  attendance.
• Collecting information on children out-of-school.
• Supporting the schools and families to develop flexible timetables.
• Linking what is taught in school with children’s daily lives (practical knowledge).
• Providing safe transportation to and from school.
• Ensuring that the school is a safe, welcoming, inclusive,  gender-responsive  environment (for more information consult policy pages  school climate  and  school-related violence ). For example, in Ethiopia, the community’s engagement within schools focused on creating  gender-responsive  schools (UNESCO, 2017).
• Contributing to the establishment of monetary and non-monetary incentive programmes to support children’s attendance to school. For instance, providing scholarships, subsidies, school feeding programmes, school supplies and uniforms (for more information about this subject consult Policy pages  High direct costs  and  High opportunity costs ).

These strategies should be designed to reach the most affected children within the community –either girls, boys or  LGBTQI  children. Performing a previous  gender  analysis is recommended to ensure that the policy options selected to target the pertinent population.  

Policies for children with disabilities

Although all of the different strategies mentioned in the general section of the present Policy page apply , stakeholders in charge of implementing them must make sure they are geared towards promoting access and retention for all children, including children with disabilities. The following policy recommendations could be implemented to complement the aforementioned strategies.

Extend the education community (DPO’s, parents of children with disabilities, etc.)

Government legislation and policy, as well as schools, should consider the following groups as an integral part of the education community (UNESCO, 2009 d ):

• Disability People’s Organizations (DPOs);
• parents of children with disabilities;
• parents’ organizations; and
• community-based rehabilitation (CBR)  workers.

Ensure their representation and active engagement within formal structures (e.g. SMC, VEC, SDC, PTA) and throughout the decision-making process. For example, Malawi’s SCM includes parents of children with disabilities (Grimes, Stevens and Kumar, 2015).

Mobilize knowledge and resources

The valuable knowledge and resources of the aforementioned stakeholders should be acknowledged and mobilized by governments and schools. Getting their support to promote the understanding of  inclusion  within the community and build consensus around  inclusive education is essential. Indeed, the involvement of communities and families is a key pillar in the development of positive attitudes towards inclusive education and the promotion of a strategic framework for the inclusion of children with disabilities in mainstream settings (IIEP-UNESCO, 2019). Research shows that partnerships among families, communities, and schools can improve enrolment, attendance, and learning outcomes of children with disabilities in mainstream schools. For instance, in Lao People’s Democratic Republic consolidated relationships between inclusive schools and their communities contributed to significantly reduce repetition and improve attendance rates of children with disabilities (Howgego, Miles and Myers, 2014).

Advocacy and public awareness of the rights, needs, and capacities of children with disabilities is fundamental. Communities and families can act as levers for  inclusive education  in contexts where mainstream settings still deny the right of children with disabilities to access general education (UNESCO, 2009 d ). For example, as a result of the strong advocacy done by a parents’ association,  Inclusion  Panama, the Panamanian government changed the law in 2003 and introduced a new policy to make all schools inclusive (WHO, 2011). Similar actions have been done in Lesotho, South Africa and Australia (Miles, 2002). To support advocacy campaigns, low-cost documents to share information on how and why children with disabilities should access and participate in school should be conceived. Moreover, community members can support actions to identify children with disabilities out of school and persuade their families to enrol them. For example, in Viet Nam various community stakeholders came together to visit every house in communities –ranging from 5,000 to 7,000 residents– to identify children with disabilities out of school and encourage their families to enrol them (Howgego, Miles and Myers, 2014).

Additional strategies include:

• build accessible school infrastructure (consult Policy pages  School Physical infrastructure  and  Buildings are not ready );
• contribute to making  curriculum  inclusive and accessible (consult Policy page  Inadequate curriculum );
• fundraise to purchase accessible teaching and learning materials and assistive devices (consult Policy pages  Availability of teaching aids  and  Availability and content of textbooks );
• provide transport for children with disabilities to and from school;
• provide medical treatment (especially CBR programmes) and help map all existent services for children with disabilities;
• help in assisting children with specific disabilities, such as mobility impairments;
• reflect together on how to overcome existing barriers to access and learning, building more  inclusive education  systems;
• ensure that the school is a safe, welcoming and inclusive environment (for more information consult Policy pages  School climate  and  School-related violence ); and,
• assist teachers. For instance, parents can share with teachers their knowledge concerning their children’s needs. Conversely, parents can learn from teachers to continuously reinforce their children’s learning at home (UNESCO, 2001).

Moreover, whenever training opportunities for inclusive education are available, community member’s participation should be ensured. They should also be welcomed to get involved in their preparation. For instance, getting the  insight and support from DPOs when organizing and holding this type of trainings is key.

Policies for displaced populations

Foster an inclusive environment to ensure displaced community members’ involvement in the school

Engaging displaced families in the school can support the development of relationships between them, the host communities, and schools, thus facilitating the inclusion of displaced populations into mainstream settings. Yet, for this to be possible, an enabling environment promoting diversity and ‘the value of education for all members’ must be in place (IIEP-UNESCO, 2010: 107).  

A safe, inclusive environment must be developed so that displaced communities feel welcomed, encouraged, and empowered to become active members of the school. For this to happen, it is key to address any form of exclusion, discrimination, xenophobia, and racism within schools against displaced communities (Dryden-Person et al ., 2018). Moreover, social cohesion must be fostered among the entire school community by welcoming diversity, advocating for tolerance, ‘promoting the well-being of all members…foster[ing] belonging, [and] promot[ing] trust’ (Dryden-Person et al ., 2018:13; CfBT Education Trust and IIEP-UNESCO, 2009; UNESCO, 2019; UNESCO, 2018). To ensure this, particular attention must be paid to ‘explicit and implicit messaging of norms of who belongs and who does not’ (Dryden-Person et al ., 2018:13).  

To build an enabling environment, the entire school community must act as an ‘ambassador’ of diversity (BRYCS, 2018). When required, and if possible, ‘cultural liaisons’ can be put in place to ‘bridge the gap between refugee communities and the local schools’ (BRYCS, 2018: 6). This strategy has been employed in various programmes in the United States, such as the ‘Refugee Family Services School Liaison Programme in Stone Mountain, Georgia (BRYCS, 2018). Overall, school-level actions must be backed by an enabling national policy and legal framework (CfBT Education Trust and IIEP-UNESCO, 2009).  

Ensure host and displaced community members’ involvement in schools

School staff, local education authorities, host community members and displaced populations must work together to ensure the right to education of displaced children (UNHCR, 2001). Displaced community members should be encouraged to get involved in mainstream schools as it ‘facilitates the identification of community-specific education issues and strategies that are effective in addressing them’ (CfBT Education Trust and IIEP-UNESCO, 2009: 2). The host community should also take part ‘in the education response towards the inclusion of refugees in the education system and the host community’ (UNESCO, 2019: 72).  

The following aspects must be taken into consideration to ensure everyone’s participation in schools decision-making processes: 

• Empower host community members and displaced populations to play an active role in the school’s decision-making process (INEE, 2008).  
• Set up Community Education Committees.  Clarify roles and responsibilities (INEE, 2003; INEE, 2008; UNCHR, 2001; IIEP-UNESCO, 2010). Ensure elected members are representative of the entire population, particularly of internally displaced populations, refugees, and asylum-seekers. Include ‘different political, religious and ethnic groups, as well as traditional leaders, parents, teachers, and students’ (INEE, 2003: 2). 
• Support the establishment of regular and positive communication between the school head, teachers, host and displaced community members and parents, as well as involved developing partners (UNHCR, 2001).  
• Translate documents in all relevant languages and ensure the presence of interpreters in school meetings so that all displaced community members can actively participate (BRYCS, 2018). This can be done with the help of development agencies, refugee organisations, as well as displaced community members speaking the host community language (BRYCS, 2018). 
• Ensure flexible timetables so that everyone can participate in meetings and decision-making processes (BRYCS, 2018).  
• Provide transportation, whenpossible, so that displaced and host community members can attend the meetings (BRYCS, 2018).  
• Other strategies such as childcare can also be provided when possible (BRYCS, 2018). 

Other areas in which host and displaced community members can support schools

Community members can help ensure displaced children’s access and retention in schools, as well as improve their learning outcomes. For this purpose, it is key that community members understand the factors behind the non-enrolment and drop-out of displaced children, so that they can support schools and educational authorities in addresing them (UNHCR, 2001). For instance, community initiatives have been developed to ensure Syrian refugee’s access to schools, including ‘mobilization efforts, transportation for children, advocacy using radio and other forms of media, peer-to-peer mobilization, and engagement with religious leaders’ (Centre for Lebanese Studies, UNHCR and UNICEF MENA Regional Office Access, 2015: 16).  

Community members and the school staff can reflect together on how to overcome existing barriers to access and learning faced by displaced children, as well as build more  inclusive education  systems. Host and displaced community members can support schools in developing ‘school-level actions plans’ that ‘include clear steps to ensure learners attend classes and have the support to be active and successful participants of their own learning process’ (INEE, 2010: 36). They can also provide support to school staff and educational authorities in the following areas to ensure the right to quality education of displaced populations: 

• Develop teaching and learning materials locally (consult Policy page  Availability of teaching aids and   Textbook availability and content ); 
• build and maintain accessible, secure school infrastructure (consult Policy pages  School infrastructure  and  School buildings are not ready ); 
• contribute to developing an inclusive  curriculum , which takes into account cultural particularities (consult Policy page  Equity-sensitive curriculum ); 
• provide transport for students living in camps or remote areas; 
• provide medical treatment and routine health check-ups; and, 
• ensure that the school is a safe, welcoming and inclusive environment (for more information consult Policy pages   School climate   and   School violence ).  

Community members can also implement monitoring activities to track displaced student’s access and retention in schools, the quality of their teaching and learning processes, the maintenance and safety of schools’ infrastructure and facilities hosting them, as well as school management and finances (INEE, 2003; Centre for Lebanese Studies, UNHCR and UNICEF MENA Regional Office Access, 2015). 

Provide support and regular training to displaced communities

As expressed in the general section of the present Policy page, enhancing the community’s capacities through training is essential to create effective partnerships with the school and ensure their active participation. Training opportunities should ‘assess community capacity and identify training needs and ways to address these needs’ (IIEP-UNESCO, 2010: 127). This can include training in school management, ‘participatory management and design, prioritisation of needs, project design and implementation, financial accountability and leadership’ among others (INEE, 2003: 2).  

Training opportunities must also provide information on how the education system works and how community members and parents can get involved in schools (BRYCS, 2018). For example, UNICEF Somalia created an illustrated book for community leaders and parents ‘indicating how they can contribute to the quality of school life’ (UNHCR, 2001: 19). The German Agency for Technical Cooperation (GTZ) refugee education programme in Pakistan also developed a manual on how community mobilisation can support schooling (UNHCR, 2001). 

Design and implement awareness-raising campaigns targeting displaced populations

As explained in the general section of the present Policy page, awareness-raising campaigns are essential to help parents and community members know the reasons for and benefits of their participation in school. It is key that those campaigns focus on displaced communities’ involvement in schools as well as displaced children’s enrolment in mainstream settings. To be effective, they must be translated into pertinent languages and address any negative attitudes of displaced populations towards schooling, as those aspects have ‘a great impact on the child’s enrolment, persistence, and attainment’ (UNHCR, 2001: 93). They must also support displaced children’s enrolment in mainstream settings and dismantle any prejudices or any negative reactions from the host community. For instance, in Greece, public information events were organised with the support of parents, teachers, local authorities and ministries involved in the inclusion of refugees in schools to ‘avoid negative reactions against the participation of refugee children in the Greek educational system’ (Greece, 2017: 79).  

Educational authorities and school staff should also be provided with training on community involvement and cultural awareness (MALDEF and NEA, 2010). As expressed by MALDEF and NEA school boards must be encouraged ‘to adopt a policy that requires all teachers and administrators to have at least one unit/course of learning on parent engagement with an emphasis on cultural, linguistic, immigration, and ethnic issues.,… community engagement, ethnic minority involvement, cultural awareness, relationship building skills, and racial/social justice parent engagement learning models’ (MALDEF and NEA, 2010: 40). 

Policies for minority populations

A wide multitude of research has put into evidence the positive impact that community’s and family’s engagement in schools has on student’s enrolment, retention, learning and welfare (Backer et al. 1997; Edwards and Warin 1999; Senechal and LeFevre 2002, as cited in Flecha, 2015). This impact is even higher when it comes to minority students (Boscardin and Jacobson 1996; Beckman et al. 1998; Aubert and Valls 2003; Gómez and Vargas 2003; Driessen et al. 2005; Ringold et al. 2005, as cited in Flecha, 2015). It is therefore essential for schools –to which minority students attend– to foster positive relationships with the respective communities and family members. The following strategies can be implemented for that purpose, in complement to the ones mentioned in the general section of the present Policy page, as well as the gender-responsive section and the one for children with disabilities.   

Foster minority populations’ involvement in educational decision-making processes

To ensure the right to education of minority populations there must be adequate communication between educational authorities and school stakeholders with targeted communities –or their representatives (The World Bank, 2019; United Nations Human Rights Council, 2009). Moreover, consultations and involvement of minority groups must be ensured from the onset and throughout any official educational project targeting them. This is not always the case, indeed, a Special Rapporteur for the United Nations Human Rights Council highlighted that a key challenge raised by indigenous peoples regarding their right to education was: ‘the lack of consultation on the development and implementation of educational services provided to’ them (United Nations Human Rights Council, 2009: 19).  

Depending on the context, ad-hoc consultations may be necessary at first. Normally, ‘government and international agencies arrange for consultations with indigenous leaders and communities in the locations where they plan to implement school infrastructure, education and other projects’ (ADB, 2011: 35).  This can be done in different manners. For example, in Bangladesh, the ‘Indigenous Peoples Network Forum’ has been organised to discuss issues regarding indigenous peoples (ADB, 2011).  

In the long-term, however, it is key to move from ad-hoc consultations towards systematised, institutionalised, consultation processes to ensure shared-decision making processes (ADB, 2011). Indeed, the UN Human Rights Council highlights that ‘shared-decision making and involvement of community leaders and parents is critical to the successful implementation of indigenous peoples’ [and other minorities’] right to education’ (2009: 19). To ensure this, consultative bodies or ‘special task forces’ representative of indigenous peoples and other minority populations can be set up (ADB, 2011: 35). For instance, in the Australian Capital Territory, an Indigenous Education Consultative Body was formed to support an Indigenous Education Programme (ADB, 2011). That body, composed of representatives of indigenous communities and parents, provided support and advised educational officials throughout the implementation of the educational programme (ADB, 2011).  

At the macro-level, as explained in the general section of the present Policy page, the participation of communities in school must be supported by the government through specific legislation, decrees, policies, procedures, and guidelines. It is key that those documents adequately target minority’s participation in schools (MALDEF and NEA, 2010). For this purpose, it is essential that central and local levels ‘review, assess, and revise parent involvement and engagement policies annually to ensure that issues of poverty, limited English proficiency… and varying cultural expectation barriers among different ethnicities are addressed’ (MALDEF and NEA, 2010: 39). It is also essential to provide sufficient funds to schools to ensure community’s participation (MALDEF and NEA, 2010).  

At the micro-level, it is key to guarantee that formal decision-making organisations, such as school management committees (SMC) and Parent and Teachers Associations (PTA), adequately integrate, encourage, and consider minorities’ points of view (ADB, 2011). The organisation’s culture should be one in which ‘all voices will be considered, and all committee members are equally important’ (Flecha, 2015: 56). Fostering diversity is key not only for all educational processes, but also to address discrimination and prejudice, and promote social cohesion within the community (Flecha, 2015).   

The following recommendations must be considered to ensure minority’s population engagement in the decision-making processes: 

• Flexible timetables must be provided to ensure everyone’s participation in meetings and the decision-making processes (Flecha, 2015).  
• Translation must be provided when necessary to ‘ensure that minority groups are also represented and can participate equally’ (Flecha, 2015: 58). For instance, in Finland minority families are engaged in ‘Parents’ evenings’, a space for school decision-making processes, in which various interpreters are present (Flecha, 2015). Community members can also be encouraged to act as interpreters (MALDEF and NEA, 2010). 

Foster minority populations’ involvement in school’s teaching and learning processes

Minority parents and community’s involvement in teaching and learning processes have been found beneficial for three main aspects: they can increase student’s learning achievements, they can help address prejudices and discrimination and foster social cohesion, and they can support the inclusion of traditional ways of teaching and learning within schools (Darling-Hammond and Cook-Harvey, 2018; Flecha, 2015; MALDEF and NEA, 2010; United Nations Human Rights Council, 2009).  

Research findings show that parental and community’s involvement in students’ learning processes lead to improved learning outcomes (Darling-Hammond and Cook-Harvey, 2018; Flecha, 2015; MALDEF and NEA, 2010). Indeed, case studies, particularly those of the United Kingdom and Spain, included in Flecha’s book, showed how parental involvement in children’s learning process led to ‘the improved acquisition of the basic competencies included in the curriculum but also in positive effects on other aspects, such as reduced absenteeism and increased enrolment’ (2015: 54).  

In addition to improving learning achievements, parental and community’s participation in classrooms is an effective strategy to welcome diversity, and ‘overcome cultural and gender stereotypes’ (Christou and Puigvert, 2011, as cited in Flecha, 2015: 50). Thus, community involvement in schools can support the creation of an inclusive, culturally responsive climate, as well as foster social cohesion (Flecha, 2015).  

Another benefit of including minorities in schools is that they can support the integration of traditional ways of teaching into mainstream institutions. Traditional leaders, minority community elders and minority families can be encouraged to come to school to teach students their traditional ways of teaching and learning, which is particularly relevant aspect for indigenous communities (United Nations Human Rights Council, 2009). Such processes can also be supported by community’s learning centres –when they exist (United Nations Human Rights Council, 2009). For instance, in the Philippines, the Talaandig School of Living Tradition and in Malaysia Community Learning Centres propagate traditional ways of learning within the communities (United Nations Human Rights Council, 2009).  

Other areas in which minority’s populations can support schools

In addition to being involved in decision-making processes and teaching and learning processes, minority populations can also get involved in aspects such as: 

• Developing curriculum, teaching and learning materials (TLM), and teaching aids. Minority communities’ help can be particularly relevant in verifying their quality as well as ensuring adequate translations (Council of Europe, 2020; Flecha, 2015).  
• Ensuring safe, free of violence, welcoming, inclusive school environments (UNICEF and Religions for Peace, 2011).  
• Protecting students and accompanying them in case of long walking distances to school.  
• Supporting the construction, rehabilitation, and maintenance of adequate, inclusive and gender-responsive school infrastructure, facilities, and furniture (ADB, 2011; United Nations Human Rights Council, 2009).  

Provide support and regular training to minority communities

As expressed in the general section of the present Policy page, enhancing the community’s capacities through training is essential to create effective partnerships between the school and the community. Training opportunities should include strategies to ensure minority populations’ active participation within school committees. For instance, a work done by the University of Glasgow Adam Smith Business School with cast and minority parents from Northern Karnataka, India, found that minorities in schools were only passive members in committees (University of Glasgow Adam Smith Business School, 2018). To ensure their active participation, they developed a training programme to ‘empower people to engage with education’ and equip them ‘with the skills to assert themselves when there are more powerful people present’ (University of Glasgow Adam Smith Business School, 2018: 1).  Training opportunities should also be provided to teach them how to monitor education programmes, as well as on their rights and responsibilities (MALDEF and NEA, 2010).  

Educational authorities and school staff should also be provided with training on community involvement and cultural awareness (MALDEF and NEA, 2010). As expressed by MALDEF and NEA school boards must be encouraged ‘to adopt a policy that requires all teachers and administrators to have at least one unit/course of learning on parent engagement with an emphasis on cultural, linguistic, immigration, and ethnic issues.,… community engagement, ethnic minority involvement, cultural awareness, relationship building skills, and racial/social justice parent engagement learning models’ (MALDEF and NEA, 2010: 40). Overall, school-level actions must be backed by an enabling national policy and legal framework (CfBT Education Trust and IIEP-UNESCO, 2009). 

Design and implement awareness-raising campaigns targeting minority populations

As explained in the general section of the present Policy page, awareness-raising campaigns should be developed to help parents and community members know the reasons for and benefits of their participation in school. It is key that those campaigns tackle minority populations and are translated into all relevant languages (MALDEF and NEA, 2010).  

*For more information about awareness-raising campaigns consult the general section of the present Policy page.  

Related Articles

• Language of instruction
• Socio-cultural barriers to schooling
• Opportunity cost of schooling
• Direct cost of schooling

Home — Essay Samples — Sociology — Family Relationships — Importance of Family Relationships

Importance of Family Relationships

• Categories: Family Relationships Parent-Child Relationship

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Published: Aug 31, 2023

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Emotional support and security, healthy development and identity formation, nurturing communication skills, shared traditions and cultural heritage, crisis support and resilience, socialization and moral development, interpersonal skills and conflict resolution, elderly care and generational exchange, building strong communities and societal cohesion, conclusion: the enduring significance of family bonds.

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Essay on Relationship | Relationship Essay for Students and Children in English

February 7, 2024 by Prasanna

Essay on Relationship: Human is a social animal. To survive and stay happy, he needs to get connected with the people around him. To love and to be loved is the best feeling in the world. The feeling of this love and the connection between two people is what we call a relationship. Right from the family relationship, friendship, acquaintances, and romantic relationship, all are important at one or the other point of life. Having a relationship is thus one of the most important things in life.

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Long and Short Essays on Relationship for Students and Kids in English

In this article, we have provided a long essay and a short essay, along with ten lines on the topic, to help students write this essay in examinations. Given below is a long essay composed of about 500 words and a short composition comprising 100-150 words on the relationship in English.

Long Essay on Relationship 500 words in English

Relationship essay is usually given to classes 7, 8, 9, and 10.

Having a relationship is very important in everyone’s life. To stay happy, share your feelings, feel loved, have a connection, and know yourself in a better manner you need to have a relationship. As you grow old, the relationship transforms. Thus, we can define relationships as a bond between two people based on mutual likes, understanding, need, or love. Since birth, humans enter into a relationship. Broadly, there are four types of relationships:

Family Relationship: This is the most basic kind of relationship. It comes into existence based on the blood, kinship, marriage, or even adoption. It usually includes family members and relatives like parents, grandparents, children, siblings, cousins, uncle, aunts, and other such family members.

Friendship: As a child grows, he starts meeting people and attending school. It is the time when friendship comes to existence. Based on mutual likes and dislikes, the child befriends. This relationship occurs at every stage. As we grow old, we do make new friends. But friendship is a reciprocal relationship based on trust, care, and faith from both ends.  Friendship is that special God-given gift to humans with whom one can share multiple resonating feelings.

Romantic Relationship: Human has been always hungry for love. It is usually a relationship based on a strong feeling of connectivity based on personality or some physical attributes as well. This relationship usually is seen between husband-wife. It is one of the closest and strongest forms of relationship.

Acquaintances: As we move across daily, we encounter a lot of people that pass by. They are neither friends nor relatives. They can be neighbors, a travel companion, someone you meet at the park, or any other such person. But if such a relationship is treated with respect and care, it can grow to friendship in the future.

Love and trust are such emotions that are most profound in humans. People interact daily which acts as the base for the formation of relationships. For having a good and healthy relationship, the person needs to focus on the basic four attributes. They are communication, trust, respect, and love. For any relationship to flourish and sustain, one needs to have the four pillars incorporated in the deep roots of the relationship.

Every relationship starts when two people communicate. Having a healthy communication is important to share problems and find a solution for them. In the absence of communication, the relationship fails due to mistrust and doubts. Secondly, trust is the foundation of any relationship. Every relationship starting right from family or friends, if the trust is void, then the relationship is bound to end or fall.

Mutual trust and loyalty can be gained when you share your true feelings. The third pillar is respect. In personal as well as professional world respect is very important. If a person respects others, then he gains respect from others. Treating others will respect and care not only gains respect for themselves but also creates a base for a long-term relationship. The last is love. If there is love, there is care. Every person searches for love in their life. Having a relationship full of love makes a person happy and relationship strengthens.

Relationships are not built in a day. They need constant focus and attention. When people have successful and healthy relationships, they bound to stay happy and satisfied. Apart, the quality of life also enhances. Relationships may take time but investing in them can lead you to ‘Happily Ever After’.

Short Essay on Relationship 150 words in English

Relationship essay is usually provided to classes 1, 2, 3, 4, 5, and 6.

A relationship is when two people bond or connects based on the feeling of mutual trust, likes, dislikes, or love. It can be a relationship between family, friends, neighbors, passerby, or any other acquaintances. Having a good relationship is very important to sustain happily. Relationships give a person a chance to get connected with the people around and understand the true self.

Broadly, the relationships are of four types. The family relationship is the relationship based on blood or kinship. The friendship is based on mutual like and dislike. The romantic relationship is based on love and attraction. Lastly, there is an acquaintance which is a relationship with people you encounter but they are neither your friends nor family.

The healthy and successful relationship is based on four pillars. They are communication, trust, respect, and love. These are important to sustain and flourish in all kinds of relationships. These pillars help you share your thoughts and feelings. By doing so, you are in a position to strengthen your relationship. Relationships take time to create and when they grow strong they are forever and you can claim you are in a position of’ happily ever after’.

10 Lines on Relationship Essay in English

• A relationship is when two or more people bond together based on mutual trust, love, care, and connection.
• It is of four types, namely, family relationship, friendship, romantic relationship, and acquaintances.
• Family relationship is based on blood or kinship. Friendship is based on mutual likes and dislikes. A romantic relationship is based on strong attraction and love. Acquaintances are ones you know or meet daily but are neither your friends nor family.
• The pillars of any successful relationship are communication, trust, respect, and love.
• To sustain any relationship, the four pillars need to be focused on.
• Communication in a relationship is important to share your feelings and build trust as well.
• Respect in any kind of relationship is a must. As said, if you give respect you get respect.
• Relationships need focus and attention to survive and grow strong.
• Good and healthy relationships take time to form. But once formed, they are to stay forever.
• To have a happy, healthy, and long lives, people need to have happy and healthy relationships.

FAQ’s on Relationship Essay

Question 1. What is the relationship?

Answer: The feeling of connection and love based on mutual trust and care between two or more people is defined as a relationship.

Question 2. Briefly explain types of relationships.

Answer: There are four types of relationships, namely, family relationship, friendship, romantic relationships, and acquaintances. Family relationship is based on blood or kinship. Friendship is based on mutual likes and dislikes. A romantic relationship is based on strong attraction and love. Acquaintances are ones you know or meet daily but are neither your friends nor family

Question 3. What are the pillars of a healthy relationship?

Answer: There are four pillars of a healthy and successful relationship. They are communication, trust, respect, and love.

Question 4. Why people need healthy relationships?

Answer: Human is a part of society. To have a happy, healthy, and long lives, people need to have happy and healthy relationships.

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Resident Relations Coordinator - 131782

Job description, #131782 resident relations coordinator.

UCSD Layoff from Career Appointment : Apply by 8/27/24 for consideration with preference for rehire. All layoff applicants should contact their Employment Advisor.

Special Selection Applicants : Apply by 9/6/24. Eligible Special Selection clients should contact their Disability Counselor for assistance.

DESCRIPTION

DEPARTMENT OVERVIEW

Join the Residential, Retail and Supply Chain Services (RRSS) team at UC San Diego, a dynamic and innovative campus department dedicated to delivering exceptional service to the university community. As a valued RRSS team member, you will be contributing to a broad and complex organization consisting of five key units: Housing, Dining and Hospitality (HDH), Integrated Procure-to-Pay Solutions (IPPS), the UC San Diego Bookstore, Triton Print & Digital Media, and the Early Childhood Education Center (ECEC). With a focus on innovation and customer satisfaction, RRSS aims to inclusively meet the diverse needs of the UC San Diego community while fostering a sense of belonging for our students and staff.

As a member of the HDH team, you will be part of a self-funded unit with over 900 staff employees, 1,000 student employees, and an annual operating budget of $250 million, providing housing and dining services to over 20,000 students, faculty, staff, and their families. RRSS is proud to promote and create opportunities for greater equity, diversity and inclusiveness within our division.

POSITION OVERVIEW

Responsible for Associated Residential Community Housing (ARCH) resident relations, programming, and assignments throughout the calendar year. Responsible to assist supervisor in coordination, as needed, of all facets of ARCH Housing Program and Residential Success and Community Development programs. Provide high-level administrative support on a wide variety of complex and sensitive issues. Make operational decisions in absence of supervisor. Supervise, hire, train, evaluate, and discipline office student staff as related to these programs.

QUALIFICATIONS

Previous experience in a Residential Life environment.

Proven ability to use Microsoft Suite (Word, Access, Excel, Publisher and Outlook)

Proven skill to conceptualize, organize, and arrange projects, meetings and plan events, including arranging logistics such as room reservations, ordering audio-visual, catering, producing materials, participant registration, etc.

Skill and ability to analyze, plan, develop, coordinate and implement office systems to ensure efficient operation. Proven ability to organize a continuous flow of work in a timely manner while meeting deadlines and with close attention to detail.

Proven ability to exercise tact, mature judgment, confidentiality, diplomacy and flexibility to promote positive working relationships and job effectiveness.

Proven interpersonal and communication skills, both oral and written, including knowledge of correct English grammar, spelling, punctuation and usage.

Proven ability to work independently and to compile and analyze data.

Demonstrated ability to maintain confidentiality.

Strong creative and analytical skills to provide solutions which address issues within all functional areas of responsibility.

Demonstrated ability to work effectively with frequent interruptions, changing priorities and conflicting deadlines.

Strong interpersonal skills in communicating with individuals and groups of diverse cultural and ethnic backgrounds and in working with staff at all levels in an academic environment or large organization.

Skill in managing projects by planning, organizing, prioritizing, and monitoring work for the purposes of delivering a specific output

SPECIAL CONDITIONS

Variable schedule to include occasional overtime and weekends to meet heavy workload periods.

If driving a university vehicle, must have current California Driver license, maintain good driving record and participate in the DMV pull program.

Background check and DMV check required.

CANRA Mandated Reporter: This position has been identified as a Mandated Reporter pursuant to the California Child Abuse and Neglect Reporting Act and requires immediate reporting of physical abuse, sexual abuse, emotional abuse, or neglect of anyone under the age of 18.

Pay Transparency Act

Annual Full Pay Range: $40,700 - $85,295 (will be prorated if the appointment percentage is less than 100%)

Hourly Equivalent: $19.49 - $40.85

Factors in determining the appropriate compensation for a role include experience, skills, knowledge, abilities, education, licensure and certifications, and other business and organizational needs. The Hiring Pay Scale referenced in the job posting is the budgeted salary or hourly range that the University reasonably expects to pay for this position. The Annual Full Pay Range may be broader than what the University anticipates to pay for this position, based on internal equity, budget, and collective bargaining agreements (when applicable).

If employed by the University of California, you will be required to comply with our Policy on Vaccination Programs, which may be amended or revised from time to time. Federal, state, or local public health directives may impose additional requirements.

To foster the best possible working and learning environment, UC San Diego strives to cultivate a rich and diverse environment, inclusive and supportive of all students, faculty, staff and visitors. For more information, please visit UC San Diego Principles of Community .

UC San Diego is an Equal Opportunity/Affirmative Action Employer. All qualified applicants will receive consideration for employment without regard to race, color, religion, sex, sexual orientation, gender identity, national origin, disability, age or protected veteran status.

For the University of California’s Affirmative Action Policy please visit: https://policy.ucop.edu/doc/4010393/PPSM-20 For the University of California’s Anti-Discrimination Policy, please visit: https://policy.ucop.edu/doc/1001004/Anti-Discrimination

UC San Diego is a smoke and tobacco free environment. Please visit smokefree.ucsd.edu for more information.

Application Instructions

Please click on the link below to apply for this position. A new window will open and direct you to apply at our corporate careers page. We look forward to hearing from you!

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Posted : 9/5/2024

Job Reference # : 131782

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