Youth at risk of violent and antisocial behavior often suffer from alienation and lack of bonding to family, school and community (Hawkins & Catalano, 1992). The role of the school social worker is often to employ interventions that support inclusion and connection to these entities. While working with marginalized and disempowered youth, however, the school social worker must also be at the forefront of confronting the conditions which further promote the marginalization and isolation of youth. This article asserts that utilizing critical service learning which encourages youth activism may promote social and emotional learning and attributes of resiliency. Resiliency is fostered in resilient communities where adults: 1) display care and concern; 2) offer youth opportunities to develop problem-solving skills within the home, school and community; and 3) encourage youth to participate in meaningful activities which encourage social responsibility (Krovetz, 1999). A case example of a service-learning project is provided. Adultism as a barrier to employing critical service learning projects is also later discussed.