Student Leadership 1

All of our schools are seeking to develop young people who will have a positive influence in their communities, vocations and the world.

This influence must be one that reflects the nature of the Triune God. It should cause them to live and engage redemptively with grace and compassion.

All people have an influence upon others, just by their presence. But are some people especially equipped to lead? Are some called to influence more intentionally?

This semester we want to explore the whole idea of redemptive leadership and how we equip young people to bring hope, meaning and purpose in intentional ways.

Most schools have some formal leadership structures for students, often this occurs at Middle and Senior school levels. Terms like “Prefect” or “School Captain” seem to be quite common. In some cases, students apply for positions like these, in other situations they may be “voted into office”. It seems that there is a recognition of some “natural” leadership ability. Less common are strategic pathways that incrementally develop leadership amongst our students.

This seems rather odd. In most other areas, we help students to identify giftings and then provide development opportunities. In sport, for example, we will encourage all students to participate, but some will receive additional coaching to become more adept in their giftings. The same applies to musical ability, or creative arts.

We need to consider then, how we approach leadership development amongst our students.

Our initial questions might include:

  • Why have a plan for student leadership development?
  • What is our view of leadership and how do we develop a correct understanding and practice?
  • Are there identifiable criteria for leadership?
  • Are there recognisable leadership qualities and attributes?
  • Are there agreed outcomes of good leadership?
  • How do we develop skills that would make leadership effective?
  • Is leadership development for everyone?
  • How do we include leadership development in our school curriculum without adding additional burdens into teachers’ already busy lives?

These are important questions and I’m sure others will arise as we begin our exploration of this important area. Our first few weeks will be spent trying to develop a good theological and foundational understanding; then we can discuss some practical suggestions.

Blessings
Brian