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Who Are the Unseen Students?
When we think about leadership in schools, our minds often jump to the students who naturally step up—the ones who stand out. But what about the students we don’t see? These "unseen" students may not be the loudest or most participatory in ways we typically recognize, often going unnoticed. Take a moment to reflect on who these students might be in your own experience. By expanding our awareness, we begin to consider those who may have been overlooked.
I’ll admit, even with my focus on making every student visible, I’ve missed some. My journey as a leadership consultant has been a humbling one, revealing my own blind spots. I used to gravitate toward students who already exhibited leadership qualities, but over time, I realized leadership isn't just about those who are naturally inclined. It’s about nurturing the potential in those who may not yet see themselves as leaders.
The Trap of Choosing the "Best" Students
As a young teacher, I desperately wanted to teach the leadership class in my school—a class filled with top students. These high achievers could handle any challenge and deliver impressive results, students I could see a bit of myself in. I spent years longing for that position, but when I did I learned so much about leadership potential.
Looking back, I realize that focusing only on the “best” students created a divide. These students were exceptional but often overworked, expected to take on everything. This sent a message to others: unless you’re the best, you don’t belong. It reinforced a narrow view of leadership and who is “worthy” of it.
So, what about the students who weren’t in that class? Those who couldn’t fit it into their schedules or felt discouraged from applying? If I truly believed all students could develop leadership skills, I couldn’t afford to work only with the ones who already had them.
The Bias of Selection
When I first began consulting, I asked schools to “select” students for leadership groups. What happened? They chose the same kinds of students—high achievers, confident, and engaged. It was easier for them and made the school look good. But was this leadership development or just celebrating what already existed?
Leadership is about growth. That’s why I shifted my approach, working with students in study halls and full grade levels to reach those who may not see themselves as leaders yet. These students challenge us and, in doing so, grow in ways we often overlook.
The more challenging students push us to reflect on why they’re disengaged. Is it their behavior, or our expectations? It’s a tough question to ask, but it’s necessary. Sometimes, it’s not their behavior that needs challenging—it’s ours.
Seeing All Students
Even after learning these lessons, I’ve had moments where I slipped back into old habits. When starting a Level 2 leadership program, I initially suggested students who had excelled in Level 1. But what about the others? What message was I sending to those who weren’t selected? I had to confront my biases once again.
One student, Grace, became a powerful reminder. Quiet and reserved, Grace wasn’t someone I would have initially picked as a leader. But when given the opportunity, she led not by being the loudest or most assertive but by supporting her peers with calm and quiet presence. Her leadership may not have fit the mold I expected, but it was leadership nonetheless.
Curiosity Over Judgment
This experience has taught me to choose curiosity over judgment. It’s easy to become defensive when students challenge us, but defensiveness blocks growth. When one particular student constantly disrupted my leadership class, I was ready to remove him. But as I documented his behavior, I realized how much he’d actually grown. I was too focused on my idea of leadership to see it.
Reflection saved that student and reminded me that growth is happening even when we don’t always
notice it.
Reflection and Observation
In the rush of teaching, we often don’t have time for reflection. We make quick judgments based on brief observations, but our students’ lives are more complex than what we see in the classroom. As one wise student put it, “We all wear masks.” We may only glimpse a sliver of their lives, but we must push ourselves to see beyond that.
Every student has strengths, even if they don’t show up in expected ways. Leadership doesn’t always look like taking charge of a group. Sometimes, it’s quietly supporting a peer or standing beside someone who’s struggling. Often, it’s the growth we don’t recognize until we take the time to reflect.
Leadership Potential for All
As we continue on this journey of leadership development, let’s remember that every student has the potential to lead. Our job isn’t to find the ones who already shine; it’s to create opportunities for those still discovering their light.
Leadership is a skill that can be developed in every student. We just need to see them, nurture their strengths, and provide the space for them to grow. By challenging ourselves to think differently, we can create a culture where every student feels seen, valued, and empowered to lead.
Let’s move forward together, championing leadership for all.
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