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Leadership is often shaped by the examples we see around us. When we look at the leaders in our communities—whether in schools, businesses, or government—we subconsciously take note of who they are, how they look, and how they behave. If those leaders don’t reflect our own identities or experiences, it can be difficult to see ourselves stepping into similar roles. This is one of the biggest challenges teens face when it comes to leadership—they don’t see themselves represented, so they don’t believe they belong.
This challenge is something we at Peers Not Fears have witnessed time and time again. As we’ve expanded our work with organizations like the New American Program in Manchester, NH, and the Connors Climb Youth Ambassador Program (YAP), it has become clear that naming and recognizing diverse leaders is critical to building inclusive, confident communities.
Breaking Through Leadership Barriers
At the New American Program, which supports young immigrants from elementary school through middle school, we initially faced reluctance from students when introducing leadership concepts. These students are energetic, shy, reserved, outspoken, and—importantly—not white. Leadership, as they had seen it modeled, did not look like them. They did not reject the idea of leadership outright; rather, they didn’t believe that we genuinely saw them as leaders.
Our approach had to shift. Instead of merely talking about leadership, we engaged the students through games and collaborative activities that focused on teamwork rather than competition. Slowly, they became more willing to step into leadership roles. By the end of our first year working with the program, the students who had once been hesitant were now asking, “When can we join leadership?” They saw their peers take on leadership roles, and suddenly, leadership felt like something they could claim for themselves. The shift was powerful: once they saw leadership in action by people who looked and acted like them, they believed they belonged in those spaces, too.
Expanding the Definition of Leadership
Similarly, in our work with the Connors Climb Youth Ambassador Program, we saw how identity shapes leadership confidence. During a session on identity, Lorraine asked the participants, “What aspect of your identity do you feel is your biggest disadvantage?” The responses underscored an important reality: these young people did not fit the traditional image of leadership. Many were shy, gender-fluid, or dealing with mental health challenges. Yet, despite these perceived disadvantages, they had already stepped up to serve as Youth Ambassadors, actively breaking down the stigma around mental health and, inadvertently, around leadership itself.
The ripple effect of this program has been remarkable. Other organizations are taking notice of the impact that Connors Climb’s Youth Ambassadors are having—not just on mental health advocacy but on leadership development and community building as well.
Creating a New Leadership Narrative
The lesson is clear: leadership must be redefined so that all students—regardless of their background, personality, or identity—can see themselves as capable leaders. This is why Peers Not Fears is so passionate about leadership development. We believe that by shifting the way leadership is introduced and modeled, we can create spaces where all students feel empowered to step up.
It’s not just about giving students leadership opportunities; it’s about making leadership feel attainable. When young people see their peers leading, they start to believe they can lead, too. This is how we break down barriers, challenge outdated ideas of who “belongs” in leadership, and build a future where leadership is truly for everyone.
