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If you're reading this, you probably know that I'm Lorraine Connell, the founder of Peers Not Fears, LLC. What you might not know is that before I launched this organization, I spent 20 years as a chemistry teacher. As many of you might wonder, I also asked myself how someone who taught chemistry transitioned into developing leadership skills for teens.
Chemistry's Part
The answer lies in what teaching chemistry represented for me. Chemistry wasn’t just about formulas and experiments—it was my way of connecting with students and showing them they were capable of doing hard things. There was nothing more fulfilling than seeing a student’s face light up when they accomplished something they once thought was impossible. That sense of pride, that moment of realizing their potential—that’s what drew me to leadership development. I realized that helping students overcome academic challenges was no different from empowering them to become leaders.
I initially pursued a degree in Environmental Science with a minor in chemistry. I loved chemistry because two incredible teachers showed me that it wasn’t just about science—it was about problem-solving, persistence, and believing in yourself. Their passion inspired me to become a chemistry teacher, and through teaching, I found my calling. However, I didn’t always know that was the path I would take. My first job in environmental science left me unfulfilled, but the moment I stepped into a classroom, I knew I had found my purpose. I went back to school to earn a Master’s in Education, and along the way, I was fortunate to meet some incredible teachers who had a profound impact on my life. They shaped not only my teaching philosophy but also the direction my life would take.
Looking back, I realize how much teachers shape the lives of their students. I share this part of my story because it’s a reminder to all educators—you have the power to influence your students in ways that can last a lifetime.
Struggling with Mistakes
As a teenager, I struggled with self-confidence. I didn’t feel like I fit in, and I constantly compared myself to others. I was unsure of my place in the world, just like many young teens are today. I spent years trying to be someone I wasn’t in hopes of being accepted. I wasn’t great at sports, although I enjoyed playing volleyball. But I always thought my happiness depended on being better—on playing more or making fewer mistakes. I was afraid of failure, and that fear held me back. I didn’t know how to be okay with who I was.
Even as a teacher, I continued to seek validation. I wanted to be the best, to be recognized for my efforts, but I often felt overlooked. I didn’t see myself as a leader. In my mind, leaders were perfect, and I wasn’t. Leaders held titles, and I was "just a teacher." I believed that if I wasn’t good enough to be chosen for leadership positions, it meant I didn’t have what it took to be a leader.
But I wasn’t alone in these beliefs. I saw them reflected in my students. Many of them struggled with the same insecurities, believing that leadership was reserved for those with perfect records and untouchable reputations. A turning point came when I was asked to advise a student leadership program. For the first time in years, I felt challenged and invigorated. I found a passion I hadn’t experienced in nearly a decade of teaching, and I began to realize that leadership isn’t about perfection or titles—it’s about growth, resilience, and authenticity.
During this time, I also learned a valuable lesson about mistakes. When students in the leadership program made errors, the school’s response was to strip them of their leadership roles. We believed that leaders had to be role models who couldn’t afford to make mistakes. I remember one student asking me if there was another way to learn from his mistake rather than losing his position. I said no. Looking back, that decision still weighs on me. I taught him the wrong lesson—that mistakes define us, that we should hide them rather than learn from them. That was a mistake on my part, and it shaped how I approach leadership development today.
Mistakes don’t disqualify us from leadership; they teach us how to lead better. I hold that core belief as I work with young people today. I want them to understand that leadership isn’t about being perfect—it’s about learning, growing, and having the courage to try again after failure. This philosophy is at the heart of Peers Not Fears, and it’s what drives me to help teens see their potential, no matter where they start.
Empowering Teens Has Been My Mission All Along
My journey from teaching chemistry to building leadership skills in teens has been shaped by the belief that every young person has the potential to lead. Leadership isn’t about perfection, titles, or status—it’s about growth, resilience, and embracing the challenges that come our way. Through Peers Not Fears, I aim to empower teens to realize their strengths, overcome self-doubt, and discover that mistakes are stepping stones to success, not barriers to leadership. I’ve seen firsthand how empowering young people can transform their futures, and I’m committed to guiding them on this path. If you're ready to join me in helping teens unlock their potential, I invite you to explore the programs we offer and learn how we can work together to foster the leaders of tomorrow.
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