Service learning is distinctive from traditional voluntarism or community service in that it intentionally connects service activities with curriculum concepts and includes structured time for reflection. This review examines the evidence of impact of service learning on students' 'neither employed, nor in education or training' (NEET) status after compulsory schooling, academic success personal and social skills, and risk behaviour of students in primary and secondary education (from Kindergarten to Grade 12). The review summarises evidence from 10 studies undertaken in the USA that involved over 8,000 service learning participants in total. The evidence was inconclusive. The majority of studies available for meta-analysis reported on a very limited number of outcomes; in particular, few reported results on students' academic success even though the outcome was collected. [This summary is based on Filges, T., Dietrichson, J., Viinholt, B. C. A., & Dalgaard, N. T. (2022). Service learning for improving academic success in students in grade K to 12: A systematic review. "Campbell Systematic Reviews," 18, e1210. https://doi.org/10.1002/cl2.1210.]