A student leader is any student who influences their peers in a positive manner. A student leader acts beyond their standard academic responsibilities in ways that influence their school or community. Leadership can be developed in students of any age. At the elementary age, leadership skills can help young students navigate lifestyle occurrences. At the secondary and collegiate levels, leadership skills guide students in long-term decision making processes. Students may seek leadership opportunities in extra curricular clubs, sports, academic support, or private organizations. These outlets place students in age-appropriate scenarios in which they can observe, practice, and execute skills as they lead their peers.
Leader development
Developing leadership among student populations is important because it encourages student agency in their academic and extracurricular pursuits. By increasing engagement in academic and extracurricular pursuits, student leaders are more likely to see a positive gains in their academic performance overall.[1] In addition, effective student leaders who represent various ethnic groups may influence stronger identities and relationships among their communities. [2]
Without proper guidance, students' leadership may fall short or cease to be continued after graduation. In order to guide student leaders to success and efficiency, they benefit from individualized mentoring as opposed to a broad leadership development approach.[2] Students who engage in more leadership development and engagement have greater social awareness, self-control, and have greater chances of pursuing higher education.[3]
Ideally, mentoring student leaders will provide them with more transferable skills. Specifically, students who have held leadership positions should have a greater locus of control.[3] With such skills, students will be more willing and able to reflect on their actions and practices in order to make more beneficial choices for their futures.
Elementary level leadership
Leadership development can begin as early as the elementary level. Even small children can fill classroom roles such as line leader or engage in student-led conferences.[4] Educators may utilize techniques like cooperative learning and Social-Emotional Learning practices or programs such as Leader in Me to establish students' leadership skills. At this level, students can develop foundational leadership skills such as communication, goal-setting, and teamwork.[5] These skills not only provide individual young students with tools for academic and behavioral success, but could also enhance learning environments by creating a more positive school climate.[6] As students mature they will be able to apply these early foundational skills in future leadership positions.
Secondary level leadership
Upon entering secondary school, students are placed in environments where have greater autonomy and responsibility. Through their academic pursuits, students may be able to develop the leadership skills of active listening, collaboration, and problem solving. If given the opportunity to participate in extra-curricular activities, they may then take on more formal leadership roles such as athletic team captains, club leaders, or class presidents. Through such positions, secondary students can develop more collaborative leadership skills such as task management and putting others first.[7]
Post-secondary leadership
At the collegiate level, students may pursue leadership positions through a variety of methods. Some may be paid, such as Resident Assistants (RA's) or Teaching Assistants (TA's), while others are unpaid, such as Greek Life or Student Government leadership. Some student leadership positions are made available through an application process. At this stage, students should master their ability to manage tasks and peers, collaborate with others, and produce innovative ideas and projects. These leadership positions can be a gateway for many students as they enter the workforce.
Examples
A student leader could be any of the following roles:
^Berger, R., Rugen, L., & Woodfin, L. (2014). Leaders of their own learning: Transforming schools through student-engaged assessment. John Wiley & Sons.
^Gage, C., & Thomas, S. (2019). Elementary Teachers' Perceptions of Social and Emotional Learning and Its Effects on School Climate, Student Behavior, and Academic Achievement. Alabama Journal of Educational Leadership, 6, 41-51. https://files.eric.ed.gov/fulltext/EJ1327616.pdf
