IELTS Writing Task 2 Agree or Disagree Essay – Unpaid Community Service in High School

Some people think that high school students should be made to do unpaid work for the community. I think this idea has some benefits, but I do not fully agree that it should be compulsory for everyone.

One advantage is that volunteering can help students learn useful skills. For example, when they teach sports or help a charity, they can gain confidence, improve communication, and learn how to work with others. These experiences can prepare them for jobs later in life and also make them more responsible. In addition, helping in the neighbourhood gives teenagers a chance to see real-life problems and develop empathy.

However, there are also disadvantages to forcing students to do this type of work. Many students may not be interested and may only do it because they are required to. As a result, the work might not be done properly, and both the students and the community could feel frustrated. Furthermore, not every student has the same situation. Some families depend on teenagers to help at home, look after younger siblings, or focus on their studies. Compulsory service may create extra stress and leave less time for schoolwork.

In conclusion, I believe that community service is a good activity for young people, but I do not think it should be something that schools force all students to do. It is better if students choose to participate, because then they will work harder and learn more from the experience.

The idea of requiring high school students to participate in unpaid community service has been widely discussed. While I believe such experiences can be very beneficial, I disagree that they should be compulsory for all students.

There are several advantages to encouraging community service in schools. Volunteering gives young people opportunities to develop skills that traditional lessons may not provide. For instance, working with a charity, helping to clean the local environment, or coaching younger children all encourage teamwork, leadership, and communication. These skills not only prepare them for future employment but also foster empathy and a sense of social responsibility, which are important qualities for good citizens.

Despite these benefits, making community service mandatory may cause problems. Students who are forced to volunteer may not have genuine interest or motivation. This could lead to poor effort and little learning. In some cases, schools might end up supervising unwilling participants, which reduces the value of the service to the community. Moreover, not all teenagers have the same circumstances. Some must focus heavily on academics to reach university, while others may already have family duties. Requiring extra activities for everyone could add unnecessary stress.

Therefore, I believe it is better for schools to encourage, rather than force, students to take part. For example, schools could offer rewards, recognition, or credit for voluntary service. In this way, those who genuinely want to participate will gain valuable experience, while others will not feel pressured.

In conclusion, although community service is highly beneficial, I do not support the idea of making it compulsory. Voluntary participation is more likely to build genuine commitment and positive attitudes.

The proposal to make unpaid community service a compulsory component of high school programmes is controversial. Although I recognise the potential benefits of such initiatives, I believe they should be strongly encouraged but not enforced.

On one hand, community service can significantly enhance students’ personal and social development. By contributing to their communities—whether through environmental projects, charity work, or sports coaching—young people acquire skills that classroom learning often cannot provide. Leadership, communication, and teamwork are all fostered through real-life practice. These experiences not only prepare students for future employment but also instil values of empathy and responsibility, helping them become engaged members of society.

Nevertheless, making service compulsory carries clear risks. Students who are required to participate may treat the activity as a burden, resulting in minimal effort and reduced benefits for both themselves and the community. In contrast, students who volunteer willingly are far more likely to engage enthusiastically and gain valuable insights. Additionally, adolescents already face considerable academic pressures. Compulsory service would consume time that could otherwise be dedicated to studies or personal responsibilities at home. A one-size-fits-all policy would unfairly disadvantage students from diverse backgrounds.

Instead of enforcement, schools could integrate encouragement and opportunity. For example, institutions might recognise voluntary contributions with certificates, awards, or even academic credit. Such incentives promote participation without stripping away choice. Over time, a culture of service could develop, with students motivated by genuine interest rather than obligation.

In conclusion, while community service has undeniable advantages, making it a compulsory element of education is not the best approach. Schools should provide opportunities and incentives for voluntary involvement, ensuring that students participate with commitment and enthusiasm, thereby maximising the benefits to both individuals and society.