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In my journey of working with teens, one particular moment stands out—a turning point that reshaped how I understand biases and their profound influence on leadership development. I was facilitating an activity on implicit biases and introduced the Harvard Implicit Bias Test to a group of teens. As they saw their results, I noticed their strong reactions: anger, frustration, and a sense that the test might be “rigged.” Their reaction initially confused me—didn’t they understand that biases are unconscious and not a reflection of who they are on purpose?
Later, a teen from the session asked a profound question: “Isn’t it bad to have biases?” It dawned on me then that their frustration was deeper than the test results; it was rooted in an underlying discomfort that biases might make them “bad.” Years of discussing biases with teens and adults have shown me just how hard it is to move from awareness to acceptance. Confronting biases is tough, but biases aren’t inherently bad—they’re simply part of the human experience, shaped by the stories, media, values, and lessons we absorb over time. What matters most is what we do with that awareness.
Recognizing the Biases We Hold
Biases begin at a young age. They’re woven into the fabric of our experiences: the foods our family prefers, the stories we hear, the norms we observe. When left unchecked, biases can limit our perspectives, influence our decisions, and impact our relationships with others. In the classroom, unchecked biases can restrict us as educators from fully seeing our students’ potential.
For instance, we might conclude that the quiet students aren’t suited for leadership roles, or that a class clown lacks the “seriousness” needed for responsibility. We might inadvertently favor compliant, high-achieving students as “natural leaders” without realizing that obedience doesn’t necessarily equate to leadership. I once taught a “leadership” class and had a student who, by my initial judgment, didn’t belong. He wasn’t a rule-follower, and I doubted he could lead. But when given space, he turned out to be one of the most effective student leaders I’ve ever seen, reminding me that leadership can emerge from unexpected places if we’re willing to look past our own assumptions.
How Bias Can Limit Our Classroom
For years, I held a rigid view of the “ideal” classroom: silent, structured, and compliant. Yet, I found myself bored, and my students seemed uninspired. To make a change, I flipped my teaching style. Students watched lectures at home, and we spent class time engaging in collaborative, hands-on activities. The transformation was remarkable. The classroom came alive, filled with ideas, debates, and genuine excitement for learning. You can still learn chemistry from me on YouTube
In abandoning my previous bias—that silence equates to learning—I discovered that true understanding often happens in the noise, the collaboration, and the exchange of ideas. The quiet students began leading small groups, the “troublemakers” channeled their energy constructively, and students who previously seemed disengaged showed hidden talents and insights. Real leadership was everywhere; I just had to be willing to see it.
Letting Go of Comfort, Embracing Growth
Biases often anchor us in our comfort zones, but growth happens beyond those boundaries. Shifting my teaching style wasn’t easy. I occasionally slipped back into old habits, controlling the learning process to feel successful. Over time, though, I began to see success differently. It wasn’t about following a syllabus to the letter or seeing students score high on tests; it was about fostering engagement, resilience, and collaboration.
This new approach faced resistance from some parents and administrators, but the results spoke volumes. Students were learning to work together, tackle challenges, and even embrace failure. In that struggle, they gained skills that stretched far beyond academic facts—they developed patience, problem-solving, and respect for others’ perspectives.
Recognizing Leaders Beyond Labels
The journey to a more inclusive classroom begins with recognizing our biases. It’s not always comfortable but is incredibly necessary. Ask yourself: Who in my classroom have I dismissed as a leader? Who am I overlooking because they don’t fit the traditional picture of a leader?
Start with small steps. Look around your classroom. Identify the labels you may have placed on students and consider whether those labels serve a purpose or limit them. Leadership can come from any student. Sometimes, the student rarely speaks but commands respect when they do. Or perhaps the “class clown” who unites the group and builds morale. Setting aside biases allows every student the opportunity to demonstrate their unique strengths.
Practical Steps to Support Leadership in Youth
Helping students grow into leaders isn’t just about changing how we view them—it’s about actively supporting their journey. Here are a few practical steps:
Work Alongside Them: Engage in leadership tasks together to show your investment in their growth.
Check-In Regularly: Ask students about their experiences with leadership activities and encourage reflection.
Celebrate Small Wins: Acknowledge and praise their efforts, no matter how small.
Model Vulnerability: Share your journey of challenging your own biases. This honesty models courage and growth for students.
Grab the workbook here for your student helping to develop leadership in youth today!
Biases, when left unchecked, prevent us from fully seeing our students’ potential and helping them realize their own. By stepping outside our comfort zones and letting go of preconceived notions, we can foster a classroom environment where students feel free to lead in their own ways. Let’s encourage, challenge, and appreciate each student for their unique contributions. In setting aside our biases, we empower the next generation of leaders to see beyond their own.
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