What do you think of when you hear the term “Presentation Skills”?

Is it:

• Standing in front of a group?

• Reading from a slide?

• Delivering your message to a group?

Alternatively, do you see it as something more robust and powerful?

From a leader’s perspective, presentation skills are the engine of influence.

It’s about the ability to take an idea and move it from one mind into another.

How student leaders use presentation skills

Whether a student is speaking to the whole school or just persuading two peers in a group, they are learning how to use their voice to make an impact.

As a teacher, you don’t need to turn every lesson into a formal speech competition.

But there are so many opportunities to build kids’ verbal skills.

Start by lowering the threat level

Your immediate goal should be to lower the threat level of speaking while raising the skill level of communication.

When you give students low-stakes opportunities to find their voice, you aren’t just teaching them to talk; we’re teaching them that what they have to say actually matters.

There are many ways you can harness your students’ ability to present their ideas without it becoming a high-pressure event.

Here are five simple ways to get started.

1. Employ The 1-Minute Microphone

Most of the fear in public speaking comes from the unknown of being the centre of attention.

Break that fear with the 1-Minute Microphone.

At the end of a lesson, ask a student to give a sixty-second summary of what the class just learned.

No notes, no podium—just one minute of clear, concise sharing.

It turns presenting into a normal, daily habit rather than a scary event.

2. Focus on The Hook

Experienced speakers know that if you don’t grab people in the first ten seconds, you’ve lost them.

Instead of a full speech, have students practice just the Hook.

If they were going to talk about the environment or a book they read, what is the one sentence they would use to make their classmates lean in?

This teaches them the power of engagement and the importance of thinking about their audience first.

3. Have Fun With The Silent Speaker

So much of a presentation happens before a student even opens their mouth.

Have a Silent Speaker challenge in which a student conveys an emotion or a simple instruction using only their posture and eye contact.

It’s a fun, low-pressure way to teach them that presence is about how you carry yourself, not just the words you say.

4. Practise Peer-to-Peer Pitching

Leadership often happens in small huddles.

Have students practice “pitching” an idea to a partner or a small group.

If they want to change a classroom rule or suggest a new game for PE, they must present a 30-second case.

This shifts the focus from performance to persuasion, demonstrating that their voice is a tool for change.

5. Feed The Feedback Loop with Gold Stars and Growth Points

To improve, student leaders need to know what’s working.

Instead of you giving all the feedback, have the class identify one Gold Star (something the speaker did well, such as eye contact) and one Growth Point (something to try next time, such as slowing down).

This builds a culture where speaking is seen as a craft that can be practised and improved, rather than a talent you’re either born with or you’re not.

Why this Matters

Focusing on presentation skills isn't about adding public speaking to an already crowded curriculum; it’s about refining the communication that is already happening in your room.

By weaving these five habits into your day, you are doing the vital work of ensuring every student leaves your classroom with the confidence to be heard.

You aren't creating more work for yourself—you're simply giving your students the volume they need to lead.

Ready to Build Real Student Leaders?

True leadership isn’t just a title—it’s a mindset. The Young Leaders Program resources give you the toolkit to turn student potential into everyday action.

Built on the Young Leaders’ five building blocks of leadership, these ready-to-use resources foster real accountability, teamwork, and student agency without adding hours to your planning.

Don’t just assign leadership roles—teach them how to lead.

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Leadership isn’t just about tasks; it’s about people.

A student leader with high Emotional Intelligence can read the room, understand their own reactions, and respond to others with empathy.

Teaching Emotional Intelligence begins with establishing a shared language in the classroom for how we feel and how we interact. 

When students grasp their own emotions, they become much better at managing themselves—and significantly more effective at leading others.

Here are five simple ways to integrate Emotional Intelligence into your daily classroom routine.

1. Use the Feelings Finder to check in.

It is a basic truth of leadership and teaching that you cannot manage what you haven’t first identified.

When a classroom feels chaotic or sluggish, our instinct is often to override the mood with authority or entertainment.

However, if you want to build true capability in our students, you need to shift the focus from us managing their behaviour to them identifying their own internal states.

The most effective way to do this is to teach students to take a quick feelings check. This isn’t about deep therapy; it is about providing a simple language for self-awareness.

Ask students to identify if they are currently:

• Red (High Energy / Uncomfortable): Feeling agitated, frustrated, or overwhelmed.

• Blue (Low Energy / Uncomfortable): Feeling tired, sad, or disinterested.

• Green (Low Energy / Comfortable): Feeling calm, relaxed, and receptive.

• Orange (High Energy / Comfortable): Feeling excited, motivated, and ready to move.

This simple habit teaches more than just vocabulary. When a student can say, I’m in the red today, they are taking the first step toward self-regulation before a conflict even starts. It allows them to recognise their own internal weather and adjust accordingly.

2. Teach kids how to say nothing at all

In the heat of a group project, the difference between a leader and a bystander is often found in what is not said.

We frequently focus on teaching students how to speak up, but the more sophisticated leadership skill is knowing when to pause.

True influence is built on the muscle of self-control. When a student can move from being a reactive participant to a deliberate leader, they change the entire dynamic of the room.

The Science behind the 90-Second Rule

To help students master their reactions, we need to teach them the biology of their emotions. A physical wave of emotion—the chemical surge of adrenaline or cortisol—actually only lasts about 90 seconds in the body.

When a student feels a flash of anger because a peer isn’t pulling their weight, or frustration because an idea was rejected, that “heat” is a temporary physiological event. The problem isn’t the 90-second wave; it’s the “story” we tell ourselves afterward that keeps the wave crashing for hours.

Implementing the 90-Second Pause

If a group project gets heated, encourage your students to call a 90-second pause before anyone responds to a provocation. This isn’t a “time-out” in the traditional sense; it is a strategic leadership tool.

During those 90 seconds, encourage students to:

• Identify the sensation: Recognise the “Red” energy without acting on it.

• Breathe through the surge: Let the chemical spike dissipate naturally.

• Choose the response: Move from the emotional brain back into the logical, “Green” zone where problem-solving happens.

This practice stops reactive leadership in its tracks. A student who can wait out their own internal storm is far more likely to practice high-level Emotional Intelligence and Teamwork. They learn that they don’t have to be slaves to their first impulse.

By mastering the pause, students develop the internal durability required to lead others through high-pressure situations. They realise that while they cannot always control the “heat” of the moment, they have total control over their own temperature.

3. Show kids how to pivot their perspective - a powerful tool if ever there was one

Conflict between students is the true test of emotional intelligence.

In the heat of a disagreement, most students simply react—they’ll fight, take flight, or freeze.

These are primal responses, not leadership ones.

When we only step in to referee the fight, we miss a vital opportunity to build their internal durability and social competence.

To move beyond the cycle of blame, we must teach students to take a different tack.

Moving Beyond the Primal Reaction

When a conflict arises, your goal is to move students from their reactive brain to their thinking brain.

This requires a sophisticated skill known as the Perspective Pivot.

The Perspective Pivot is the foundation of empathy, but it is also a high-level practical tool for teamwork. It moves a student from a position of “I’m right” to a position of “I understand why you’re upset.” This is the only place where real, lasting solutions are found.

How to Facilitate the Perspective Pivot

Instead of asking “What happened?” (which usually leads to a list of grievances), try this three-step approach:

1. The Cooling-Off Period: Use the 90-second rule to let the initial chemical surge of the “Red” zone dissipate. You cannot pivot your perspective while your brain is in survival mode.

2. The Role Reversal: Ask each student to describe the situation specifically from the other person’s point of view. They must use “I” statements as if they were their peer. For example: “I felt frustrated because I thought I was doing all the work on the poster.”

3. The Validation Step: Once the other person’s view has been voiced, the focus shifts to finding common ground. The question becomes: “Now that we both see the two different sides, what is our plan to move forward?”

The Perspective Pivot is one of the hardest leadership skills to master because it requires a student to temporarily set aside their own ego.

However, a student who can see the world through another person’s eyes is well on their way to mastering Emotional Intelligence and Teamwork.

By encouraging this pivot, you aren’t just settling a playground dispute; you are equipping them to lead diverse groups for the rest of their lives.

4. Recognise the quiet contributor

Great leadership is often about what you notice, not just what you say.

By default, most of us—adults and students alike—tend to focus on the most vocal people in the room.

However, true influence is found in the ability to see the entire group, not just the loudest members.

To build genuine social awareness, set a specific challenge for your student leaders: find the invisible student.

Your Inclusion Challenge

In any group project or team activity, task your leaders with identifying the person who hasn’t shared an idea or looks a bit overwhelmed. Their job isn’t to take over, but to actively bring that person into the conversation.

This simple shift in focus moves a student leader from “managing a task” to “managing a team.” It reinforces several key building blocks:

• Teamwork: Realising that a project is only as strong as its quietest contributor.

• Emotional Intelligence: Developing the “radar” to read the room and sense when someone is retreating.

• Responsibility: Understanding that a leader’s primary duty is to ensure the whole team is functioning, not just the high-energy participants.

When a student learns to look for the person on the margins, they are practising a sophisticated form of leadership. They are learning that their role is to create a space where everyone belongs.

By championing the quiet voices, they aren’t just finishing a task—they are building a stronger, more capable community.

5. Model The Mistake Reset

How a student leader handles a blunder defines the entire team’s culture. If the atmosphere is one of blame, students will hide their errors. But if the focus is on growth, they develop the internal durability to move forward.

The key is to move from a reactive mindset to a reset mindset.

Yes, your students are watching!

Students watch how you respond when a lesson plan goes off the rails or a technology glitch occurs.

When things go wrong, demonstrate a calm reset rather than an emotional reaction.

This models the high-level Emotional Intelligence required to lead under pressure.

Focus on Repair, Not Reprimand

When a student makes a mistake that impacts the group, shift the conversation immediately to the solution.

Instead of focusing on the “why” of the failure, focus on the “how” of the fix.

Ask one simple question: “How can we make this right?”

This approach reinforces the most vital building blocks of leadership:

• Responsibility: It shifts the focus from guilt to action.

• Teamwork: It prioritises group harmony over personal ego.

• Organisation: It encourages a practical plan to get back on track.

True leadership isn’t about being perfect; it’s about being responsible for your impact on others.

When you prioritise repair over reprimand, you teach students that mistakes are simply data points on the road to capability.

Why Emotional Intelligence matters

Developing Emotional Intelligence is the ultimate “work smarter, not harder” strategy for teachers.

When students can manage their own emotions and empathise with others, classroom management becomes a shared responsibility rather than a solo burden.

By focusing on these five areas, you are doing the vital work of building a compassionate, self-regulating community.

It’s not an extra task; it’s the foundation that makes everything else in your classroom possible.

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Ready to Build Real Student Leaders?

True leadership isn’t just a title—it’s a mindset. The Young Leaders Program resources give you the toolkit to turn student potential into everyday action.

Built on the Young Leaders’ five building blocks of leadership, these ready-to-use resources foster real accountability, teamwork, and student agency without adding hours to your planning.

Don’t just assign leadership roles—teach them how to lead.

Discover our Teacher Packs

I often heard talk about teamwork as if it’s just about being “a nice to do” or “getting along.”

But teamwork is a high-level leadership skill.

It’s the engine room of collaboration—the ability to coordinate different strengths to reach a common goal.

What teamwork means for students

It is the fundamental shift from a student thinking about their own success to being genuinely invested in the success of the person sitting next to them.

As a teacher, fostering teamwork doesn’t have to mean more noise or added chaos in the classroom.

It’s about creating the structures that allow students to work together without needing you to referee.

When you teach kids how to truly collaborate, you aren’t just ticking a box; you’re giving them the social and emotional tools they’ll need for a self-governing life.

There are many ways you can harness your students’ ability to work together without adding another burden to your day.

Here are five simple ways to get started.

1. Use the skill swap strategy

Every student has a strength—some are great at drawing, others are quick with numbers, and some are natural storytellers.

Before a group task, have students identify one thing they are good at and one thing they might need help with.

Pair them up so they can trade expertise.

This teaches them that leadership isn’t about knowing everything; it’s about recognising and appreciating the diverse strengths of a team.

2. Challenge students to work together silently

It’s annoying!

When the loudest voices in a group drown out the best ideas, that is.

To build true awareness, set a 5-minute challenge in which a group must complete a simple task—such as building a structure or organising a set of cards—without speaking a single word.

The upside?
Students learn to watch each other’s movements, anticipate needs, and communicate through cooperation rather than just talking.

It highlights the silent side of great teamwork.

3. Appoint a vibe checker

In any team, emotions can run high, and a great leader knows how to read the room.

Teaching kids to pick up the emotional temperature of others is giving them a valuable gift that can last a lifetime.

I’ve found that this idea works really well.

During group work, rotate the role of a Vibe Checker.

Their job isn’t to do the heavy lifting, but to ensure everyone is being heard and that the group’s temperature stays positive.

This builds high-level emotional intelligence and teaches them that how we work together is just as important as the work we produce.

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4. Discuss team success

Here’s a question to ponder.

Are you conditioned to praise individual achievement and ignore collective success?

It’s an important question as leadership thrives on collective success.

Try this activity to foster a sense of teamwork.

At the end of a project, shift the focus by asking: “What did your teammate do that helped the group succeed?”

This simple shift in questioning trains students to look for the best in others and reinforces the idea that in a strong team, one person’s success is a win for everyone.

5. Test teamwork with a curveball

All teams are tested when things go wrong.

Halfway through a task, throw in a small curveball—change a rule or shorten the time by two minutes.

Instead of stepping in to fix it, let the group huddle to decide on a new plan.

What happens next will test the team's mettle. A good team will pull together, not fall apart. If the latter occurs, then some teacher-led reflection should follow.

This activity builds adaptability and teaches them that the team is their best resource when things get tough.

It turns a potential frustration into a collective problem-solving moment.

Why teamwork matters

Teamwork is the glue that holds all other leadership building blocks together.

When a student learns to collaborate, they stop seeing their peers as competition and start seeing them as partners.

By building these habits in your classroom, you are creating a culture of support and capability.

You’re proving to them that they can achieve far more together than they ever could alone, and that is a lesson that stays with them long after they leave your school.

Update: Only 14 Days Remaining

Ready to Build Real Student Leaders?

True leadership isn’t just a title—it’s a mindset. The Young Leaders Program resources give you the exact toolkit to transform student potential into everyday action.

Built on the Young Leaders’ five building blocks of leadership, these ready-to-use resources foster real accountability, teamwork, and student agency without adding hours to your planning.

Don’t just assign leadership roles—teach them how to lead.

Discover our teaching packs

It’s easy to mistake responsibility for obedience.

We think a responsible student is simply one who does what they are told, when they are told to do it.

But in the world of leadership, responsibility is something much deeper.

It’s the engine room of reliability—the internal drive that says, “I’ve got this, and I’ll see it through.”

So much responsibility rests with you until you shift

As a principal or teacher, you know that the weight of the school or classroom often rests on your shoulders.

The goal of teaching responsibility isn’t to give students more chores; it’s to give them more “ownership.”

When you shift from giving commands to delegating real authority, you aren’t just lightening your own load—you’re helping students build the self-governance they need for a successful life.

There are many ways you can harness your students’ sense of responsibility without adding another layer of management to your afternoon.

Here are five simple ways to get started.

1. The Outcome over Instructions Shift

When you give a student a list of ten steps, they tend to concentrate on the steps. 

But when you give them a desired outcome, they focus on the result.

Instead of saying, “Line up the bags and pick up the papers,” try saying, “I’m leaving the bag area in your hands—I’d like it to look ready for a tour group in five minutes.”

This gives them the freedom to decide how to get there, which is where true responsibility is born.

2. The Key-Holder Roles

Identify the small but vital systems that keep your classroom running and hand over the “keys.”

Whether it’s managing the digital devices, looking after the class library, or being the “Tech Expert” for the interactive whiteboard, give these roles a title and full autonomy.

When a student knows that a specific part of the classroom literally won’t function without their input, their level of care naturally rises.

3. The Mistake-Proof Debrief

Responsibility isn’t just about things going right; it’s about what we do when things go wrong.

If a student misses a deadline or forgets a task, avoid the lecture.

Instead, ask a leadership question: “What system could you put in place so this doesn’t happen next time?”

This shifts them away from feeling guilty and toward taking responsibility for the solution.

This is leadership development in ACTION.

4. Peer-to-Peer Accountability

In a smooth-functioning team, the leader isn’t the only one checking the work.

Share the responsibility around. Create Accountability Pairs for classroom tasks.

If one student is responsible for the resource cupboard, another student is their checker.

This builds the habit of holding each other to a standard, and it teaches them that their individual responsibility affects the whole group’s success.

5. The Legacy Handover

At the end of a term or a specific project, have your responsible leaders train their successors.

Have them explain the tricks of the trade and the common pitfalls to the next student taking on the role.

This reinforces their own mastery and treats their responsibility as something valuable to pass on to the next generation.

Why it matters

Responsibility is the foundation of trust.

When you give a student the chance to own an outcome, you’re telling them that you believe in their capability.

You’re building the quiet, inner strength that comes from being someone others can count on.

By fostering these habits in your classroom, you are helping students move from being passive participants to being active, responsible citizens of their own world.

2026 Intake Closing Soon: Final 3 Weeks

To ensure I can provide the best support to our partner schools for the remainder of the year, the Young Leaders Program intake will officially close at the end of Term 1.

If you want to embed the Five Building Blocks—Organisation, Responsibility, Teamwork, EQ, and Presentation Skills—into your school culture this year, now is the time to secure your access.

Choose the path that fits your school:

• Starter Pack: The foundation for all Year 5 students.

• Premium Pack: A consistent leadership language for Years 5 & 6.

• Premium Plus: The full suite for Years 5 & 6, plus elite training for your elected student leaders.

Secure 2026 Program Access Here

We often think of organisation as the “boring” part of leadership. We picture tidy desks or colour-coded folders.

But for a student, mastering organisation is actually about freedom.

It is the engine room of leadership—the silent power that turns a frantic “I don’t know what to do” into a calm “I’ve got this.”

As a teacher, you’re already the Chief Organiser of the whole classroom universe, which is an exhausting, high-energy job. It’s time to share the load.

The trick to building leadership isn’t about you doing more; it’s about handing over the keys to the engine room. When we give students the tools to manage themselves and others, we aren’t just ticking a curriculum box—we’re giving them the blueprint for a self-governing life.

There are many ways you can harness your students’ organisational abilities without adding another burden to your day.

Here are five simple ways to get started.

1. Master the Backwards Map

Most kids live entirely in the “now,” which is why big projects feel so overwhelming.

And, as you know, girls have a head start in this area, so it needs to be explicitly taught to boys and neurodiverse students - this naturally assists girls as well.

The key is to help students look at the finish line first.

When a deadline is coming up, have your student leaders plot the milestones backwards from the due date.

If the presentation is on Friday, when does the poster need to be finished?

This turns a looming cloud of work into a clear, manageable path.

2. Appoint a Classroom COO

You shouldn’t have to be the only one watching the clock.

Rotate a “Chief Operating Officer” who handles the flow of the room. This student gives the “five-minute warning” before transitions and checks that the next lesson’s resources are ready to go.

It shifts their perspective from “What am I doing?” to “How is the whole group moving?”—and it takes the pressure off you to be the constant timekeeper.

3. The 2-Minute Huddle

Chaos usually happens because of a communication breakdown.

Before any group work starts, have an appointed Organiser lead a lightning-fast huddle.

They just need to clarify three things: what we are making, who is doing what, and whether we have the gear.

This small habit prevents the “doing it all myself” trap and shows them that true leadership is about ensuring the whole team is progressing. in the same direction.

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4. Run a Resource Audit

We’ve all seen a project grind to a halt because someone forgot the glue sticks.

Teach students to be “mission-ready” by assigning a Resource Auditor.

Before the work starts, their job is to ensure the “kit” is complete. This isn’t just about chores; it’s about personal organisation.

It teaches them that you can’t lead a team to success if you haven’t sorted out the basics first.

5. The One-Minute Reset

At the end of a session, instead of you barking orders to clean up, pass the job over to your students.

Let a student run a “Reset.” Rotate this role each day.

Have them lead a quick debrief: Where did we get stuck today? How can we set up the room better tomorrow?

This turns “cleaning up” into “systems management.”

It helps them see that organisation isn’t a static thing—it’s a living process they can actually improve.

Why it matters

Teaching organisation isn’t about perfection; it’s about building capable, confident students.

When you give a student the chance to manage a small slice of the classroom’s “how and when,” you’re proving to them that they are capable of handling more than just their own learning space.

You’re building the quiet confidence that comes from being prepared, and that gift stays with them long after they leave your classroom.

2026 Intake Closing Soon: Final 3 Weeks

To ensure I can provide the best support to our partner schools for the remainder of the year, the Young Leaders Program intake will officially close at the end of Term 1.

If you want to embed the Five Building Blocks—Organisation, Responsibility, Teamwork, EQ, and Presentation—into your school culture this year, now is the time to secure your access.

Choose the path that fits your school:

• Starter Pack: The foundation for all Year 5 students.

• Premium Pack: A consistent leadership language for Years 5 & 6.

• Premium Plus: The full suite for Years 5 & 6, plus elite training for your elected student leaders.

  Secure 2026 Program Access Here

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I had a fascinating meeting with a group of principals last week.

They agreed that one thing was weighing on them: noise.

They didn’t mean the physical volume in classrooms or the corridor.

They were talking about “digital noise” and the low-level classroom disruption that tends to peak in the second month of the year.

But the biggest worry for many principals is that their student leaders—the very kids they entrusted with those shiny badges—were either joining in on the distractions or, more commonly, feeling too intimidated to stand apart from their peers.

It got me thinking that it’s time to redefine what we mean by leadership.

A student leader sets the social thermostat

In the Young Leaders Program, I talk about the importance of Presentation Skills.

Most kids think this means giving a great speech.

But in the reality of a busy classroom, Presentation Skills are more about the presence and influence than speech-making.

It’s how a student carries themselves when there is tension between setting an example and following their peers.

When a student leader chooses to sit tall, put their device away, and offer eye contact while others are still chatting, they are practising a high-level form of leadership.

Similarly, when a student leader ignores the crowd and chooses to play fairly with a lonely younger student on the edge of the oval, or stands firm and follows the rules of a game even when their peers are trying to cut corners, they are practising a high-level form of leadership.

They are showing that Presentation Skills aren't just for the podium; they are about the quiet, visible strength of character displayed in the heat of a lunchtime rush.

They are setting the “social thermostat” for the rest of their peers

Tapping into Teamwork

True teamwork isn’t just about playing a game together; it’s about supporting the “coach”—in this case, the teacher.

When a student leader chooses to focus, they aren’t just being “good”; they are being a teammate to their teacher.

They are making it easier for everyone else to learn. They are “lifting while they climb” by creating a space where the whole class can succeed.

Your March Action Step: The First to Focus Challenge

If you want to help your student leaders navigate the noise this month, give them a concrete, practical task.

Don’t ask them to be better leaders—that’s too vague.

Instead, challenge them to be the “First to Focus.”

The Task

Tell your student leaders that their job this week is to be the first person in the room to respond when a teacher calls for attention.

Digital Discipline: If an iPad or laptop is open, they are the first to close the lid or flip it over.

Physical Presence: They are the first to turn their shoulders toward the speaker and offer eye contact.

The Chain Reaction: Remind them that they don’t need to tell others to be quiet. Their “quiet leadership” will create a ripple effect.

Why it Works

This takes the pressure off the leader to be a “mini-teacher” (which their peers often resent) and instead positions them as a trendsetter.

It’s a subtle but powerful way to reclaim the classroom culture.

By focusing on these small, non-verbal cues, you help your students understand that leadership is a 24/7 habit, not a once-a-week performance.

You are teaching them that in a noisy world, the person who knows how to focus is often the most powerful person in the room.

Is Your Leadership Team Setting the Standard—or Just Wearing the Badge?

The Young Leaders Program turns “Quiet Leadership” into a teachable skill.

We move beyond the theory of leadership and dive into the practical physics of presence.

Using the Young Leaders’ five building blocks of leadership, we give your students a repeatable framework for excellence in the classroom, on the digital screen, and across the playground.

Move Beyond the Badge

Don’t let your student leadership program stall in the second month. Equip your SRC, House Captains, and Peer Mediators with the tools to lead through the noise.

Ready to empower your quiet leaders?

• Visit our website to join the hundreds of Australian primary schools building the architects of the future.

Equip your students with more than a title. Give them the building blocks for life.

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March is a unique transitional month in the school year.

The initial Back to School adrenaline has faded, and the reality of the workload is setting in.

For student leaders, the excitement of the leadership assembly is now a memory.

The new roles are accepted, the badges are pinned, and the first few speeches have been delivered with shaky hands and big smiles.

Now the New Leader Glow meets the Daily Grind.

This is when the friction begins.

Whether they are Peer Mediators, Buddy leaders, or SRC representatives, students now realise that leadership isn’t just about standing on a stage; it’s about showing up when they’d rather be playing four-square.

The clues are subtle, but present:

• The SRC representative who forgets their meeting,

• The Peer Mediator who doesn’t wear their high-vis vest, or

• The Buddy who struggles to find the energy to lead a lunchtime game.

Now’s the time to help them understand that while the badge got them the job, their HABITS will help them perform their role well.

Refocus on the Foundations

To help these young leaders stay the course, we need to give them practical, bite-sized tools based on the Young Leaders’ five building blocks of leadership.

When an eleven-year-old feels like quitting, it’s usually because they lack the structure to handle the responsibility.

Here are five practical measures you can use to revitalise student leadership this month:

1. Master the Map (Organisation)

Young leaders often fail because they try to keep their To-Do list in their heads. And when their heads get full of math and spelling, the leadership tasks fall by the wayside.

• The Young Leaders solution: Show them how to create a Leadership Launchpad—a simple, colour-coded visual calendar of activities that involve them

• Another Practical Measure: Teach them to set a Night-Before Alarm. If they are a Peer Mediator on Tuesday, their alarm (or a note on their door) tells them to put their vest in their bag on Monday night. Preparation is the cure for “forgetting.”

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2. Practise the Power Pose (Presentation Skills)

When energy begins to slump, leaders’ body language often follows suit. Slumped shoulders lead to a slumped mindset.

Help them change their mindsets from the outside.

• The Young Leaders solution: Remind students that a leader “talks” with their body before they ever open their mouth. This holds true for formal presentations, conversations and general.

• Another Practical Measure: Before they head to an SRC meeting, address the assembly or take a Buddy session, have them do a 30-second “Power Pose.” Stand tall, chin up, hands by their sides. It sends a signal to their brain that they are ready to lead, even if they feel a bit tired.

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3. Reset their Inner Compass (Emotional Intelligence)

Student leaders, especially school captains, peer mediators and buddies, often have to deal with big emotions—both others’ and their own.

March is often when students feel social fatigue.

• The Young Leaders solution: Teach them that they are they can regulate their feelings. (Young Leaders schools should revisit the Feelings Finders to assist this process.)

• Another Practical Measure: Give them a Three-Breath Rule. Before they step in to mediate a playground dispute, they take three deep breaths. This helps them move from reacting to leading. It sets their inner compass so they are in charge of the situation.

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4. Develop the “Buck Stops Here” Habit (Responsibility)

It’s easy to be a leader when things are fun. It’s hard when you have to stay back and pack up the SRC equipment while others head to lunch; plan an event when everyone is playing outside

• The Young Leaders Solution: Shift their language from “having to” to “choosing to.” Remind leaders that standing for leadership was a choice, and that the privilege of leadership comes with the consequences of seeing things through.

• Another Practical Measure: Encourage a “See-it-through” habit. If they start a project or a game, they are the ones who stay until the very end to ensure everything is put away. This builds the grit required for long-term leadership.

  ---

5. Focus their Attention on the Crew (Teamwork)

Leadership can feel lonely when you’re tired. March is the time to remind students that they aren’t solo acts; they are part of a crew.

• The Young Leaders Solution: Shift their focus from their own performance to the success of those around them. A practical way to do this is to spend a week in which leaders work in pairs to carry out specific tasks: a school assembly report is given in pairs; the sports shed is cleaned as a double act; SRC reps are paired up.

• Another Practical Measure: Introduce the Lifting While You Climb challenge. Ask your leaders to find one other student (a peer or a younger buddy) doing something well each day and tell them. This builds a support network so they don’t feel like they are carrying the weight of the school alone.

Their March Challenge: Establish a Micro-Win

To keep our young leaders from feeling overwhelmed, challenge them to achieve one Micro-Win each week.

It shouldn’t be a big speech; it should be a small action:

• Remembering their badge every single day.

• Giving one younger student an encouraging “high-five.”

• Arriving at their meeting two minutes early.

Why it Matters

You aren’t just training them to be good leaders today; you are training them to be resilient adults tomorrow.

By giving them these practical building blocks now, you teach them that persistence is the most important part of leadership.

The gloss may have worn off the badge, but that’s when the real leadership begins.

And that is what will set your school’s leadership program apart.

From Surviving March to Thriving All Year: The Young Leaders Program

If the March Reality Check resonates with your school, you aren’t alone.

Most student leadership journeys stall because students have the title but lack the tools. They have the badge, but they haven’t yet built the base.

The Young Leaders Program is designed to bridge that gap. We don’t just give students a role; we give them a curriculum for character.

By centring on the five building blocks of leadership, we provide a structured, year-long framework that turns primary schoolers into resilient, proactive, and emotionally intelligent leaders.

Why Schools Choose the Young Leaders Program:

• A Ready-to-Teach Framework: No more “winging it”. Our program provides a clear sequence of lessons covering everything from public speaking to teamwork.

• Practicality Over Theory: We focus on the practical skills and tools.

• Built for Primary Schools: The language is accessible, the activities are engaging, and the results are visible on the playground.

• Teacher-Tested Resources: We provide lesson plans, teacher instructions and student workbooks

Give Your Students More Than a Badge

Don’t let your leadership program lose momentum when the initial excitement fades. Equip your students with the habits they need to lead with confidence in March, graduation, and beyond.

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Conflict between students is a natural aspect of school life, and how it is managed can profoundly impact the school environment and students' well-being. 

Student leaders are involved in many aspects of school life, from organising events to representing their classmates.

This exposure naturally places them in situations where conflicts may arise with others or among their peers.

And settling disputes is probably not in their remit.

But it should be

Possessing conflict resolution skills equips them to:

1. Prevent escalation

Leaders can identify potential conflicts early on and intervene before they escalate into more serious issues.

2. Promote fairness

They can help ensure everyone feels heard and that resolutions are fair and equitable.

3. Foster positive relationships

Student leaders can help maintain and strengthen peer relationships by facilitating peaceful resolutions.

4. Create a safe environment

Their active involvement in conflict resolution contributes to a school environment where students feel safe, respected, and valued.

5. Develop crucial life skills

Learning conflict resolution skills at a young age empowers student leaders with valuable tools they can use throughout their lives.

Key Conflict Resolution Skills for Primary School Student Leaders

Resolving disputes can seem complex, but it’s simpler than it looks.

The Young Leaders’ approach to conflict resolution (dispute management/peacemaking/mediation) involves these five areas.

1. Active Listening

It’s essential to pay full attention to what others are saying verbally and non-verbally.

How leaders act:

• Listen attentively without interrupting.

• Make eye contact and use open body language.

• Ask clarifying questions to ensure understanding.

• Summarise what the other person has said to show they have been heard.

Example: Two students are arguing over a game during recess. The student leader listens to both sides, asking questions like, "So, Sarah, you're saying that Emily didn't follow the rules?" and "And Emily, you feel that...?"

2. Empathy

When faced with a peer dispute, it helps to understand and share others' feelings.

How leaders act:

• Try to see the situation from the other person's perspective.

• Acknowledge the feelings of those involved in the conflict.

• Show compassion and concern for how others are feeling.

Example: In the same scenario, the leader might say, "I can see that you're both upset. It's frustrating when you feel someone isn't playing fairly, and it's also upsetting to be accused of cheating."

3. Communication

Clear, direct, respectful communication is a key element is resolving disputes and ensuring everyone is heard.

How leaders act:

• Use "I" statements to express their own feelings and needs (e.g., "I feel concerned when...").

• Speak calmly and respectfully, avoiding language that blames or accuses.

• Encourage others to express themselves clearly.

Example: The leader might guide the students to use "I" statements: "Sarah, can you tell Emily how you felt when that happened?" and "Emily, can you respond to what Sarah said?"

4. Problem-Solving

Help students work collaboratively to find solutions that are acceptable to everyone involved.

How leaders act:

• Help those in conflict identify the problem clearly.

• Encourage them to brainstorm possible solutions.

• Facilitate a discussion to evaluate the solutions and choose one that is fair and workable.

• Help them create an action plan to implement the solution.

Example: The leader could ask, "What are some ways you could solve this problem so you can both enjoy the game?" and then help them agree on a solution, such as taking turns or finding a different game to play.

5. Maintaining Impartiality

Treating everyone involved in a conflict equally and without bias is essential.

How leaders act:

• Listen to all sides of the story without taking sides.

• Avoid making judgments or assumptions.

• Ensure that the chosen solution is fair and equitable for everyone involved.

• Be aware of their own biases and take steps to address them.

Example: The leader ensures that both students have equal time to explain their perspectives and that the final solution doesn't unfairly advantage one student over the other.

Developing Conflict Resolution Skills in Student Leaders

In the past, kids probably would have picked up these skills in their families.

But times have changed.

Families have shrunk, so there are fewer siblings to practise on, and parenting is less skill-based and more outcome-driven today.

This means one thing - they must be taught how to resolve conflict.

Here’s how you can develop these essential skills in student leaders:

1. Training Workshops

Organise workshops or training sessions that explicitly teach conflict resolution skills, including active listening, empathy, communication, and problem-solving.

2. In-class role-playing

Use role-playing scenarios to give students opportunities to practice their skills in a safe, supportive environment.

3. Mentoring

Pair student leaders with teachers or other adults who can mentor them and provide guidance on conflict resolution.

4. Real-life application

Encourage student leaders to apply their skills in real-life situations, such as mediating disputes between classmates or helping to resolve disagreements during group projects.

5. Recognition and feedback

Acknowledge and celebrate student leaders who demonstrate practical conflict resolution skills and provide them with constructive feedback to help them improve.

Finally….

Giving student leadership responsibilities without equipping them to resolve conflict is like sending them to sea without oars.

It may work out okay, but don’t hold your breath.

Equipping students with the skills and processes to resolve conflict builds their confidence, relieves anxiety and builds genuine agency among your leaders.

Which is the whole point of student leadership development.

Do you know someone who’d benefit from reading this newsletter? If so, please share.

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Empower Your Upper Primary Students to Lead the Way.

The start of the school year is the ideal time to move toward a student culture of Agency, Empathy, and Shared Responsibility.

The Young Leaders Program gives your students the tools to own their classroom environment, so you can focus on what you do best: teaching.

Designed for Busy Teachers

We’ve done the heavy lifting, so you don’t have to.

• Turnkey Resources: Fully planned lessons, interactive activities, and student templates.

• Instant Implementation: No “training days” required. Open the files and start your first session today.

• Perfect Timing: Establishing these habits now is the ultimate Prevention strategy for classroom management issues later in the term.

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BONUS: Every school that purchases the Premium Plus Package before the end of February receives a self-initiated 60-minute coaching session with the program’s founder, renowned education expert Michael Grose!

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Leadership in primary schools is frequently misunderstood as a badge of honour rather than a suite of skills.

But real leadership is about agency-a student’s capacity to impact their environment and create a positive culture.

In short, it’s a focus on Organisation, one of the five building blocks of leadership.

When students act as “Event Architects,” they learn to manage the three pillars of any successful project: people, time, and resources.

Here are 20 events, categorised to help your student leaders build a culture of agency.

Category 1: Social Connection & Team Spirit

These events focus on “Relational Organisation”—the ability to coordinate groups of people to foster a sense of belonging.

1. The Multi-Age Play Festival

Leaders plan a lunchtime “unplugged” festival. They are responsible for designating zones for skipping, marbles, and tag, ensuring that Prep/Foundation students are paired with older buddies. It requires leaders to manage traffic flow and ensure every child has a point of entry into play.

2. The School Spirit “Colour Day”

Rather than just a casual clothes day, leaders organise a themed event where each house or year level is assigned a hue.

They must coordinate the communication—creating posters and making assembly announcements—to ensure 100% participation and a sense of collective identity.

3. The Peer Appreciation “Kudos” Post

Setting up a temporary school post office, leaders manage the collection and sorting of “Kudos Cards”—small notes of gratitude between students.

This builds organisational systems for sorting (alphabetical or by classroom) and requires a reliable delivery schedule that doesn’t disrupt learning time.

4. The Great School Talent Showcase

This is a masterclass in logistics.

Leaders must create an audition schedule, manage a “run sheet” for the performance, and act as emcees.

It teaches them how to manage a timeline and handle the pressure of keeping a live audience engaged while things happen behind the scenes.

5. Welcome Morning Tea for New Families

Leaders take charge of hosting new students who joined mid-term.

They organise the catering (with staff help), set up the venue, and prepare “conversation starter” cards to help new families feel at home.

It’s an exercise in empathy-driven planning and hospitality.

Category 2: Resource & Sustainability Management

These tasks teach “Logistical Organisation”—the handling of physical assets, budgets, and environmental stewardship.

6. The “Second-Hand Swap” Shop

To promote sustainability, leaders organise a book or toy swap.

They must create a “currency” system (e.g., one book equals one token), manage inventory, and set up the “storefront” so it remains orderly despite the rush of eager shoppers.

7. The Lost Property “Fashion Parade”

Instead of letting the lost-and-found bin overflow, leaders curate a “fashion show” at assembly to reunite items with their owners.

This involves sorting, cleaning, and cataloguing items beforehand, then using humour and public speaking to solve a recurring school-wide logistical headache.

8. The Garden-to-Gate Market

If your school grows vegetables, leaders can manage the harvest and sale.

They are responsible for bagging produce, setting fair prices, and managing the “cash” (or token) box at the school gate during pickup, providing a real-world lesson in supply and demand.

9. The Playground Equipment Audit

Leaders take ownership of the school’s shared resources by conducting a weekly audit.

They identify what’s broken and what’s missing, then write a formal “Resource Request” to the Principal or P&C, backing it with data they’ve collected from their peers.

10. The Energy-Saver Patrol

Leaders design and implement a school-wide energy audit.

Students create a “star rating” system for classrooms that remember to turn off lights and heaters at recess. This requires consistent scheduling and a non-confrontational way to provide feedback to teachers and students alike.

Category 3: Knowledge & Skill Exchanges

These events focus on “Learning Organisation”—scheduling, teaching, and sharing information effectively.

11. The “Teach Your Hobby” Fair

Leaders recruit students with unique skills (coding, knitting, card tricks) to run mini-workshops.

The leaders act as the “Event Managers,” timing the sessions, managing the sign-up sheets, and ensuring each student instructor has the materials they need to succeed.

12. The Digital Safety Expo

In a world of screen time concerns, student leaders organise a peer-led information evening or lunchtime expo.

They organise “booths” that explain how to handle cyberbullying or keep passwords safe, translating complex school policies into student-friendly language and interactive displays.

13. The Breakfast Brain-Teaser Club

Leaders create a morning “brain gym.”

They source puzzles, riddles, and board games, then manage the setup and pack-up. It requires them to be at school early and to maintain a quiet, focused environment conducive to logical thinking and calm socialisation.

14. Junior Librarian Mentors

Leaders partner with the school librarian to organise “Reading Nooks” during lunch.

They select books based on popular trends, manage the checkout process for that session, and lead “Book Talk” circles where they review their favourite reads to younger, impressionable students.

15. The “World Culture” Mini-Museum

Leaders invite students to bring items that represent their heritage.

The leaders then act as “Curators,” organising the items into a logical display with typed descriptions, managing the security of the objects, and guiding classes through the exhibit like professional museum docents.

Category 4: Physical Challenge & Wellbeing

This ncategory focuses on “Wellbeing Organisation”—coordinating activities that promote physical health and resilience.

16. The “Personal Best” (PB) Athletics Day

Unlike a standard sports day, leaders organise a “PB Challenge” where students compete against their own previous scores.

Leaders must manage the scorecards, time the races, and calculate improvements, shifting the focus from “winning” to personal growth through meticulous data tracking.

17. The Mindfulness Circuit

Leaders design a series of “quiet stations” around the oval—breathing exercises, sensory walks, and seated stretches.

They manage the rotations, ensuring students move through the circuit in a calm manner, and curate the music or guided instructions used at each station.

18. The Lunchtime “Olympic” Series

Leaders organise a multi-week tournament of low-impact sports like Newcombe Ball or Bocce.

This develops long-term planning, including creating a “ladder,” managing referee schedules, and resolving the inevitable on-field disputes with a firm but fair architectural approach to rules.

19. The “Active Travel” Breakfast

Leaders promote the benefits of walking or riding to school by organising a celebration for those who do.

They must coordinate with the school canteen for healthy snacks, manage the “check-in” station for arrivals, and present awards to the classes with the highest participation rates.

20. The Resilience Obstacle Course

Using gym mats, hoops, and tunnels, leaders design a course that focuses on “trying again.”

They act as “Coaches” at each station, encouraging students who struggle and managing the course's safety protocols. It’s an exercise in risk assessment and positive reinforcement.

The Takeaway

When you allow students to be the architects of these events, you do more than just fill a school calendar.

You are building their executive function, teaching them that leadership isn’t a personality trait—it’s a process of thoughtful organisation.

Start small, provide a clear framework, and then get out of their way.

The Giveaway

Complimentary for Young Leaders Program Newsletter Readers

To move from a "good idea" to a successful school event, student leaders need a structured way to think through the logistics. I’ve created an Event Architect’s Brief, that mirrors the professional project management tools used in the adult world, adapted for the primary school environment.

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The Window of Opportunity is Open…..

The start of the school year is the ideal time start building a student culture of Agency, Empathy, and Shared Responsibility.

That’s what great student leadership does - builds positive cultures.

The Young Leaders Program gives your students the tools to own their classroom environment, so you can focus on what you do best: teaching.

Designed for Busy Teachers

We’ve done the heavy lifting, so you don’t have to.

• Turnkey Resources: Fully planned lessons, interactive activities, and student templates.

• Instant Implementation: No “training days” required. Open the files and start your first session today.

• Perfect Timing: Establishing these habits now is the ultimate Prevention strategy for classroom management issues later in the term.

Secure Your Premium Plus Package!

Equip your school with the best resources available today.

BONUS: Every school that purchases the Premium Plus Package before the end of February receives a self-initiated 60-minute coaching session with the program’s founder, renowned education expert Michael Grose!

Don’t miss this opportunity to transform your student body and gain expert guidance.

Visit The Young Leaders Resource Centre

The “Wait Your Turn” mentality kills leadership aspirations.

Many students believe leadership only begins in Year 6.

This creates a “skill vacuum” in which students enter their senior year with strong ambition but limited experience.

If you wait until their final year to train them, you waste four terms of potential growth and leave them feeling overwhelmed by their new responsibilities.

Here are five activities you can implement immediately to begin building your pipeline of student leaders.

1. Establish a shadowing program.

In the latter half of Term 1, pair Year 5 students with current Year 6 leaders for “on-the-job” training.

Let them stand beside the leaders during assembly setup or sit in on an SRC meeting.

This demystifies the roles and builds a sense of “succession.”

2. Create lunchtime ‘Pop-Up’ coordinators

Create “Micro-Leadership” roles that don’t require a badge. Invite Year 4 and 5 students to volunteer as “Equipment Managers” or “Game Referees” for one week at a time.

This allows them to practice managing peers in a low-stakes environment.

3. Use the ‘Big Idea’ suggestion box

Place a suggestion box in the middle/upper-school corridor specifically for Year 4s and 5s.

Once a month, hold a “Solution Circle” where these students discuss the suggestions and brainstorm ways to solve school problems.

It teaches them that leadership is about problem-solving, not just popularity.

4. Hold public speaking ‘Soapbox’ sessions

During class time, create a “Soapbox Friday” where students have 60 seconds to speak on a topic they care about—anything from “Why we should have more art” to “The best way to play handball.”

Building this “bravery muscle” early is essential for future captaincy applications.

5. Lead community service micro-projects

Encourage small groups of students to lead a mini-initiative, like a “Clean Up the Oval” Friday or a “Book Swap” morning.

By focusing on service rather than status, they learn that the best leaders are those who serve their community without needing a title.

Finally….

Leadership isn’t a light switch you flip on the first day of Year 6; it’s a slow-burning flame that needs to be tended earlier.

If you wait for the graduation to arrive before you start the training, you’ve already missed the high impact window.

By implementing these small shifts now, you aren’t just filling future vacancies—you’re cultivating a culture where responsibility is a habit rather than a surprise.

Start building that pipeline today, and ensure your future seniors step into their roles with the quiet confidence that only comes from being ready long before the badge arrives.

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The Best Year 6 Leaders Aren’t Born in February.

They are the result of a deliberate, structured pipeline.

If you wait until the badge is pinned on to begin the training, you’ve already missed the window. True leadership is not a title bestowed in the final year of primary school; it is a set of habits—Responsibility, Organisation, Teamwork—that must be cultivated while the “badge” is still a future goal.

The Young Leaders Program gives your school the scaffolding to build this pipeline today.

We move beyond the “Wait Your Turn” mentality, providing Year 5 and 6 students with the foundational skills to lead from where they are, long before they step onto the induction stage.

Stop reacting to leadership gaps and start engineering a leadership culture.

Invest in a program that transforms your middle schoolers into a powerhouse of initiative, empathy, and action.

Secure the future of your school’s student leadership with our high-quality

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Many students work incredibly hard to be elected, only to find that once the badge is pinned on, they aren’t quite sure what to do with it.

Without a clear mission in Term 1, student leaders can become “tokenistic” figures who only appear at assemblies, leading to a loss of momentum and a missed opportunity to impact school culture.

Here are five activities that will help address this action gap and build momentum to carry them through this year.

1. Hold a ‘Walk-and-Talk’ Audit

Instead of sitting in a classroom, take your leaders on a walk around the school grounds.

Task them with identifying three “low-hanging fruit” improvements—perhaps a lonely corner of the playground that needs a “buddy bench” or a high-traffic area that needs better signage.

• This gives them immediate, visible projects to own.

2. The ‘Minute-to-Win-It’ Assembly Takeover

Break the ice early in the year.

Have the student leaders design and host a 5-minute interactive game or simil;ar activity during the first whole-school assembly.

• It moves them from “script readers” to “culture builders” and builds an immediate rapport with the younger students.

3. Start the Prep/Foundation Partnership

Assign each leader a specific “Prep/Foundation Buddy” class.

Their role in Term 1 isn’t just to play; it’s to facilitate.

They can lead a simple “How to use the library” tour or help the new students navigate the canteen.

• This establishes them as helpers rather than just authority figures.

4. Create a Leadership Vision Board

Have the team create a large, visual “Manifesto” for the school year. What is the one word they want 2026 to be remembered for? (e.g., Inclusion, Energy, or Creativity). (Young Leaders Schools can revisit the activities in the Induction Program to assist)

• Display the Leadership Vision Board in a high-traffic area, so the whole school knows what the leaders are working toward.

5. Pitch to the Principal

Schedule a formal 15-minute meeting where the leaders must present one “Big Idea” for the year to the Principal.

• This teaches them how to advocate for their peers and understand the “why” behind school decisions, bridging the gap between student voice and school management.

Finally…….

By implementing these activities, you help student leaders move beyond the badge to become active culture-shapers.

Whether you trial these specific ideas or develop your own unique initiatives, the most important thing is to make a start.

Taking that first step in Term 1 bridges the action gap, ensuring your leaders build momentum and make a meaningful impact.

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Every school is looking to evolve their student leadership culture.

If you’re not evolving, your program is either standing still or going backwards.

The next evolution of student leadership is moving beyond “roles and badges” toward a framework of actionable skills that create a student leadership culture of agency, empathy, and shared responsibility."

It’s an integrated approach that builds on what schools are already doing. It’s a natural evolution, not a radical revolution for program improvement.

Here are 26 ways to evolve student leadership in your primary school or classroom using the Young Leaders building blocks framework.

Emotional Intelligence (EQ)

Focus: Self-awareness, empathy, and self-regulation

1. The “Check-in” Lead: Rotate student leaders to facilitate morning “emotional weather reports,” allowing peers to share how they feel using a mood meter.

2. Validation Training: Use Emotion Coaching to teach senior students how to “Observe, Validate, and Connect” when a younger student is upset in the yard.

3. The Proactive Peacekeepers: Train students to identify “friction points” in the playground (Prevention) and suggest game modifications to keep play inclusive.

4. Gratitude Reflections: End each week with a student-led “Appreciation Circle” that focuses on specific character traits rather than just outcomes.

5. Conflict Resolution Scripts: Provide “I-message” templates to help student leaders navigate peer disagreements through Positive Discipline.

Presentation Skills

Focus: Public speaking, body language, and clear communication.

6. Assembly Takeovers: Shift assemblies from teacher-led to student-produced, including technical cues and scriptwriting.

7. The 60-Second Pitch: In class, have students practice “elevator pitches” for school improvements, focusing on eye contact and vocal projection.

8. Classroom “Podcasting”: Use a simple microphone setup for students to record weekly news summaries, practising tone and pacing.

9. Digital Ambassadors: Empower students to film and edit “How-To” videos for the school website (e.g., “How to use the new library system”).

10. Peer Teaching: Assign “Subject Experts” who prepare and deliver a 5-minute mini-lesson to their classmates once a term.

Responsibility

Focus: Self-discipline, reliability, and personal ownership.

11. The “Unseen” Leadership Log: Encourage Self-discipline by having students log moments they acted as leaders when no adults were watching.

12. Legacy Projects: Year 6 students choose one area of the school (the garden or the sports shed) to “own” and improve throughout the year.

13. School Board Liaisons: Invite two different students each month to attend a portion of a staff or board meeting to present a “Student Voice” report.

14. The “First 10” Leaders: Students take responsibility for the first 10 minutes of the day—organising equipment and welcoming peers (Prevention of morning chaos).

15. Service Learning Ties: Connect leadership to service by having students manage a local community partnership, such as a food drive or “Letters to Seniors” program.

Organisation

Focus: Planning, time management, and resource coordination.

16. Micro-Grant Management: Give the student council a small budget ($100). They must research, cost, and present a formal proposal for how to spend it.

17. The Events Architect: 20 High-Impact Events to Build Organisational Muscle

18. The “Systems” Audit: Task students with finding a “broken” school system (e.g., the way balls are returned at lunch) and designing a more organised flow.

19. Meeting Chair Rotation: Teach formal meeting procedures (Agendas, Minutes, Actions) and rotate these roles during student council meetings.

20. Club Founders: Allow students to pitch, organise, and run lunchtime clubs (Lego, Art, Chess), including managing sign-up sheets and resources.

Teamwork

Focus: Collaboration, delegation, and the “Benefit Mindset.”

21. Collaboration Challenges: Weekly 15-minute “Stem-Style” team challenges where the focus is on how they worked together, not just the result.

22. Cross-Age Mentoring: Pair senior students with junior “Buddies,” but provide the seniors with specific training on how to encourage (rather than do the work for) their buddy.

23. The “Inclusion” Squad: Task a group of leaders to ensure that no student is left alone during recess, using Positive Discipline to invite others into play.

24. Feedback Loops: Teach students how to give and receive “Kind, Helpful, and Specific” feedback during group projects.

25. The “Huddle” Habit: Before any group task, leaders facilitate a 2-minute “huddle” to delegate roles and set a collective goal.

26. Consensus Games: Engage students in activities that require a unanimous decision, teaching them the art of compromise and active listening.

Finally…..

As you raise the leadership bar this year, remember that you aren’t just looking for the “perfect” student; you are creating a culture where every child possesses the toolkit to lead themselves and support others.

By anchoring your school or classroom in the Five Building Blocks of Emotional Intelligence, Presentation Skills, Responsibility, Teamwork and Organisation, you are cultivating a community of resilient, empathetic, and capable young citizens.

As you implement these 26 strategies, keep in mind that leadership is a muscle that strengthens with your daily encouragement.

Let’s make 2026 the year where your students move from observing leadership to practising it every single day.

Next Week’s Young Leaders Program newsletter: Your 2026 Leadership Calendar that maps these 26 ideas across the four school terms?

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Empower Your Upper Primary Students to Lead the Way.

The start of the school year is your “Golden Window.”

It’s time to move toward a student culture of Agency, Empathy, and Shared Responsibility.

The Young Leaders Program gives your students the tools to own their classroom environment, so you can focus on what you do best: teaching.

The 5 Building Blocks of the Young Leaders Program

Our program focuses on the high-leverage skills students need to thrive:

• Responsibility: Moving from “being told what to do” to taking initiative for their environment and actions.

• Presentation Skills: Building the confidence to articulate ideas clearly, whether in a 1-on-1 peer conflict or in front of the whole class.

• Emotional Intelligence: The core of our Emotion Coaching approach—teaching students to name, understand, and regulate their feelings to build stronger relationships.

• Teamwork: Shifting from “working in groups” to true collaboration through shared goals and mutual support.

• Organisation: Developing the self-discipline to manage time, tasks, and materials independently.

Designed for Busy Teachers

We’ve done the heavy lifting, so you don’t have to.

• Turnkey Resources: Fully planned lessons, interactive activities, and student templates.

• Instant Implementation: No “training days” required. Open the files and start your first session today.

• Perfect Timing: Establishing these habits now is the ultimate Prevention strategy for classroom management issues later in the term.

Secure Your Premium Plus Package!

Equip your school with the best resources available today.

BONUS: Every school that purchases the Premium Plus Package before the end of February receives a self-initiated 60-minute coaching session with the program’s founder, renowned education expert Michael Grose!

Don’t miss this opportunity to transform your student body and gain expert guidance.

Visit the Young Leaders Resource Centre

Welcome back.

As you open your school gates for 2026, you aren’t just opening classrooms; you are opening a training ground for the next generation of thinkers, doers, and citizens.

For too long, student leadership has been relegated to a “badge-and-blazer” culture—a reward for the compliant few.

But if you want a school culture that is resilient, self-regulating, and truly vibrant, you must shift your focus.

Real leadership isn’t a position; it’s a set of competencies that are taught, nurtured and developed.

To do this, it’s imperative to move past surface-level roles and focus on developing leadership competencies that provide agency and build character.

When you prioritise leadership over mere compliance, we stop managing behaviour and start mentoring character.

Let’s make 2026 the year we stop asking students to “follow the rules” and start inviting them to “lead the culture.”

Five Questions to Shape Your Year

To grow your leadership impact this year, sit down with your team—or your own reflections—and answer these five questions based on the five building blocks of student leadership:

1. Audit Agency

In your classroom or school, are students “doing chores” for you, or are they truly using their Organisation skills to own systems that matter?

2. Know the Emotional Baseline

How are you intentionally developing Emotional Intelligence so students can navigate their own social worlds with empathy and self-awareness?

3. Uncover Hidden Leaders

If you stripped away every badge and title in your school today, who would still be leading through their consistent Responsibility and service to others?

4. Encourage Collaboration

Are you creating authentic opportunities for Teamwork where students must solve complex problems together, rather than just working side-by-side?

5. Give voice to student voices

Are you giving every student—not just the confident ones—regular opportunities to sharpen their Presentation Skills and find their unique voice?

Finally

2026 is all about shifting from passive participation to active agency.

By embedding the Young Leaders five building blocks of leadership into your daily rhythm, you move beyond the badge and into the heart of character development.

Start today: pick one block, ask the hard questions, and watch your students lead the way.

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Empower Your Upper Primary Students to Lead the Way.

The start of the school year is your “Golden Window.”

It’s time to move toward a student culture of Agency, Empathy, and Shared Responsibility.

The Young Leaders Program gives your students the tools to own their classroom environment, so you can focus on what you do best: teaching.

The 5 Building Blocks of the Young Leaders Program

Our program focuses on the high-leverage skills students need to thrive:

• Responsibility: Moving from “being told what to do” to taking initiative for their environment and actions.

• Presentation Skills: Building the confidence to articulate ideas clearly, whether in a 1-on-1 peer conflict or in front of the whole class.

• Emotional Intelligence: The core of our Emotion Coaching approach—teaching students to name, understand, and regulate their feelings to build stronger relationships.

• Teamwork: Shifting from “working in groups” to true collaboration through shared goals and mutual support.

• Organisation: Developing the self-discipline to manage time, tasks, and materials independently.

Designed for Busy Teachers

We’ve done the heavy lifting, so you don’t have to.

• Turnkey Resources: Fully planned lessons, interactive activities, and student templates.

• Instant Implementation: No “training days” required. Open the files and start your first session today.

• Perfect Timing: Establishing these habits now is the ultimate Prevention strategy for classroom management issues later in the term.

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BONUS:

Every school that purchases the Premium Plus Package before the end of February receives a self-initiated 60-minute coaching session with the program’s founder, renowned education expert Michael Grose!

Don’t miss this opportunity to transform your student body and gain expert guidance.

The Young Leaders Program turns senior primary school students into influential leaders through its robust framework, time-saving lessons, and adaptable format.

But leadership is only the beginning.

The Young Leaders Program is so much more. It’s a………………….

A Speaking Program.

Speaking is a powerful leadership skill that’s best developed in primary school.

The Young Leaders Program teaches all students a simple, foolproof speaking format that can be adapted for all speaking occasions, including elections, student assemblies, SRC, welcoming guests and thank-you speeches.

You’ll swell with pride as your students express themselves with clarity, enthusiasm and panache!

And it’s also……..

A Reputation Building Program.

Student leaders are your school’s best ambassadors.

They represent your school at in-school functions, community events, interschool sports, and when guests arrive.

People will take notice when Young Leaders students are in the community.

You’ll stand tall as your school’s captains, sports captains, and other leaders put their best feet forward when they represent their school.

But, of course, the Young Leaders Program is also…….

An Events Program.

It wouldn’t be a leadership program without an SRC-initiated or student-organised fund-raiser.

The Young Leaders Program builds students’ personal organisational and team-building skills.

It’s like an MBA for primary students.

Pet shows, dress-up days, theme days, cultural days, sports events—the list of activities and events your student leaders can organise is endless.

Young Leaders is also a……………..

A Team-building Program.

Leaders build teams, and teams build leaders.

You can’t have one without the other.

The Young Leaders Program builds teams. Strong teams. Harmonious teams. Co-operative teams.

Inside, outdoors, in the music room, on the oval, in the community—you’ll love watching students work together.

One way it builds teams is by being……………….

An Emotional Intelligence Program.

Everyone knows the best leaders are empathetic, calm in a crisis, and can read any room. In short, they have truckloads of emotional smarts.

Emotional intelligence is taught, not caught.

Young Leaders aims to be a world-class program, so we want students who complete our program to have an abundance of emotional smarts. And we know you do, too.

Emotional Intelligence will become embedded in classroom life when you use the Young Leaders Program.

And what’s embedded is repeated.

You’ll discover that Young Leaders is also…………..

A Success Program.

Goal-setting + Mentoring + Legacy = Success

It’s revealed—the Young Leaders Program Formula for Leadership Success.

Our goal-setting activities are fun. Our mentoring component accelerates leadership development. Our Induction Program helps future leaders choose the footprints they’ll leave behind.

Some teachers tell us that the Young Leaders Program is like a …..

A Parenting Program.

“Thank You.” “ Thank You So Much.” “Thanks A Million.”

You’ll hear plenty of thank you’s from appreciative parents when students start cooking meals, tidying their bedrooms and volunteering for family chores.

That’s what your students will do when your school becomes a Young Leaders school.

The at-home component of the Young Leaders Program raises parents’ awareness and expectations of their children’s capabilities.

Best of all, The Young Leaders Program is ………..

A Teacher Development Program.

When you implement The Young Leadership Program in your school, you'll discover that teachers benefit as much as students.

Far from adding to a teacher’s workload, Young Leaders adds practical leadership-building tools to their teaching toolkits.

Nothing beats practical, in-school learning to build teacher skills.

Every teacher is a potential leadership teacher when they have the tools for leadership development.

Find out more.

The Experts All Agree.

The Young Leaders Program is so much more than a student leadership program.

“The Young Leaders Program has long been the benchmark for building leadership skills in all students, not just those who wear a badge.“Adam Voigt, CEO Real Schools.

“The Young Leaders Program is an elegant culmination of Michael Grose’s vast experience and is a fabulous foundation for a new generation of Australian leaders.”Dr Justin Coulson, Director of Happy Families

“As a leadership expert in corporate Australia, I know the best leaders have had the best training as kids. The Young Leaders Program will stand out in the lives of many of our future leaders.” Ricky Nowak, Corporate Leadership Expert

“Our senior students’ leadership has greatly improved since we began using the Young Leaders Program.  The terrific framework allows us to build a strong student leadership culture.” Jo Wood, Leading Teacher, McKellar PS, Victoria

We’ve Student Leadership ALL Packaged Up!

There’s an affordable package for every school's budget. Most schools choose the Premium Plus Program as the three parts together pack a real punch!

Learn more about our packages here.

Prepare for an Amazing Year. 

Now is an excellent time to join the Young Leaders Program. You can use the Induction and Mentoring Program to prepare your elected leaders for the upcoming year and establish a foundation for training all students in their final two years of primary school next year.

LIMITED TIME OFFER: Secure Your Premium Plus Package!

Get the Young Leaders Program Premium Plus Pack before 18th December, and you’ll receive a 60-minute self-initiated online coaching session with Young Leaders Program Founder Michael Grose. This session can be taken at any time in the next twelve months.

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For too long, student leadership in primary schools has been about the “badge”—a title given to a few, rather than a set of habits developed by many.

I believe that leadership isn’t a destination; it’s a way of being. It is the development of student agency—the capacity for young people to take initiative, solve problems, and contribute meaningfully to their community. My goal with this program is to provide teachers and school leaders with a structured, practical framework to move students from passive obedience to active ownership.

The Engine Room: The Five Building Blocks of Leadership

The Young Leaders Program is built on five core pillars. These aren’t just abstract concepts; they are the “engine room” of a cohesive, high-functioning student cohort.

• Organisation: The foundation of reliability. We teach students how to manage their time, their tools, and their commitments so they can lead with confidence.

• Responsibility: Shifting the focus from “doing tasks” to “owning outcomes.” This is where passive followers become active contributors.

• Teamwork: Moving students from “Me” to “We.” We provide the tools to navigate collaboration, resolve conflict, and build a culture of belonging.

• Presentation Skills: Every leader needs a voice. We help students find theirs—not just for public speaking, but for the daily influence that builds genuine peer respect.

• Emotional Intelligence: The beating heart of leadership. By developing self-awareness and empathy, we help students manage the “inner weather” of a busy school day.

How to Use This Resource

This site is designed to be your curriculum companion. Whether you are running a formal leadership elective, a lunchtime club, or simply looking to embed agency into your daily classroom routines, you will find ready-to-use strategies and insights here.

1. Explore the Five Building Blocks: Visit the Homepage to find deep dives, practical lessons, and ideas for each.

2. Stay Updated: As we move toward 2027, I will be sharing regular insights on sustaining a leadership culture that endures long after the first-term excitement fades.

3. Start Small: Leadership is built in the “micro-moments.” Choose one building block this month and watch the shift in your students’ competence and confidence.

I’m glad you’re here. Let’s move past the badge together and build the next generation of capable young leaders with real agency.

Dear Teacher,

This week I follow up on from last week’s newsletter -The Critical 7: Preparing Next Year’s Student Leaders for Real-World Impact.

I’ve shared five more activities to include in your induction or training program for your new leadership team.

As a reminder, an effective induction is the vital bridge between election and action, specifically designed to familiarise leaders with their roles and responsibilities, equip them with core skills such as a clear public speaking method, and provide the dedicated time they need to collaboratively determine their shared legacy and vision for the school year ahead.

A team-building day in November or December for your incoming student leaders is the perfect way to build rapport, establish trust, and introduce essential leadership skills before the busy school year begins.

The Young Leaders team has developed these low-cost, low-resource activities focusing on communication, cooperation, and problem-solving.

Communication & Trust Builders

These activities ensure the new team learns to listen, trust each other, and communicate clearly.

Activity 1: The Human Knot (20 Minutes)

• Goal: Collaboration, communication under pressure, and problem-solving.

• How it Works: Have the entire team stand in a circle, facing inwards. Tell everyone to reach across the circle with their right hand and grab a different person’s hand. Then, they reach across with their left hand and grab the hand of a different person (not the one they are already holding). The team must now work together to untangle the knot without ever letting go of hands, until they form one large circle (or two smaller interlocking circles).

• Discussion Prompt: “Which leader’s instructions were the clearest? When did we need to pause and rethink our strategy?”

Activity 2: Back-to-Back Drawing (15 Minutes)

• Goal: Clear instruction and active listening.

• Materials: Two chairs, a clipboard/paper, and a pen for each pair.

• How it Works: Leaders work in pairs, sitting back-to-back. One person (the “Speaker”) has a picture of a simple, abstract design (e.g., three overlapping squares and a star). The other person (the “Drawer”) has blank paper. The Speaker must describe the picture without using the names of shapes (e.g., say “draw a box” instead of “draw a square”). The Drawer cannot speak or ask questions.

• Discussion Prompt: “How did it feel when you couldn’t ask a question? What specific words made the instructions easy to follow?”

Problem-Solving & Shared Vision

These challenges require the team to agree on a strategy and work towards a common goal.

Activity 3: The Marshmallow Challenge (30 Minutes)

• Goal: Planning, rapid prototyping, and working under a deadline.

• Materials: 20 sticks of spaghetti, 1 metre of string, masking tape, and 1 marshmallow per group (teams of 4-5 are ideal).

• How it Works: The team has 18 minutes to build the tallest free-standing structure that can support the marshmallow at the very top.

• Discussion Prompt: “Did we spend too much time planning, or did we just start building? Who emerged as the natural time-keeper or strategist?” (This is an effective challenge for leaders).

Activity 4: Blindfolded Obstacle Course (30 Minutes)

• Goal: Trust, reliance on verbal guidance, and positional leadership.

• Materials: Blindfolds, cones, and simple objects (e.g., a chair, a skipping rope laid on the floor).

• How it Works: Set up a simple course. Divide the team into groups of 3-4. Each leader takes a turn being blindfolded, while the others must use only verbal instructions to guide them safely and efficiently through the course.

• Discussion Prompt: “How did it feel to be completely reliant on someone else’s voice? What made you feel safe or unsafe about the instructions you were given?”

Vision & Role Clarification

This actvity anchors the team’s purpose and helps them clarify their shared goals for the next year. It complements the Legacy activities in the Young Leaders Program Induction Program.

Activity 5: The Ideal School (30 Minutes)

• Goal: Uniting the team around a shared vision for their leadership term

• Materials: Large paper/butcher’s paper, coloured markers.

• How it Works: Ask the team to imagine they are a group of architects/designers. Their task is to design “The Ideal Primary School.” They must draw or list the key features—not just physical things, but the feelings, values, and traditions that would exist. They must then present their final vision to the rest of the group.

• Discussion Prompt: “Which of these ideal features is something we, as the leadership team, can actually influence next year?” (This helps transition abstract ideas into concrete leadership goals).

Ignite Leadership in EVERY Student: Introducing The Young Leaders Program

Tired of fragmented, hard-to-teach leadership lessons?

The Young Leaders Program is your complete, turn-key solution designed to cultivate essential leadership skills in all students—whether through a club, an elective, or integrated lessons.

What Makes This Program Essential?

• Whole-School Impact: Trains all senior primary school students in core leadership principles using a robust, teacher-friendly Leadership Framework.

• Zero Prep Time: Includes all lessons, resources, and materials, making it incredibly easy for any teacher to step in and deliver high-quality content.

• Focused Support for Formal Roles: Features a dedicated Induction Program for your student council, prefects, and captains, plus ongoing support modules to ensure their success throughout the year.

• Highly Versatile: Perfect for an after-school club, a dedicated elective class, or integrating into existing curriculum.

Stop searching for materials. Start building leaders.

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Equip your school with the best resources available today.

BONUS: Every school that purchases the Premium Plus Package before December 18th receives a self-initiated 60-minute coaching session with the program’s founder, renowned education expert Michael Grose!

Don’t miss this opportunity to transform your student body and gain expert guidance.

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The election speeches are done.

The votes are in and counted. Your school captains, house captains, and other leaders have been chosen. They’re excited. So are their parents.

They’re ready to be let loose on their fellow students.

Or are they?

As one principal said, referring to his new student leadership team, “They’ve been elected captains, and they think they know a lot. But they don’t know what they don’t know.”

So true.

That’s why you MUST have an Orientation or Induction Program for your student leadership team.

(NOTE: At Young Leaders, we refer to it as an Induction Program as we believe it should do more than ‘orientate’ students towards their position.)

Induction Programs are no longer nice to do. They’re must-haves in every school!

And not just any old Induction Program will do.

The most successful Induction Programs cover these essentials:

1. Presentation Skills

Communication is a cornerstone skill that all student leaders should develop. Your Induction Program should focus on presentation skills.

Best practice Induction Programs teach students a method that they can use in all their presentation activities throughout the year.

Young Leaders uses the Easy Talk Planner, a tried-and-true method students can apply to any speaking situation.

2. Developing Leadership Mindsets.

One of the most crucial elements in leadership development is cultivating a leadership mindset. Encourage students to see challenges as opportunities for growth rather than obstacles to avoid.

Emphasize the importance of listening to others and understanding different perspectives. This fosters empathy and communication, which are both important leadership traits.

Build a list of leadership skills and behaviours and contrast those with individuals’ skills and behaviours. This will help them understand not only what leadership looks like but also how they should think as leaders.

3. Understanding Their Roles.

Every student gets excited about being a leader, but how many understand what they must do?

Your best-practice student leadership Induction Program should help students understand their role inside and out, which builds confidence and agency.

If you don’t have role descriptions, consider asking former student leaders to draft them for their positions with your help.

4. Forming A Supportive Team.

Your school leaders will work best if they feel part of a team.

Feeling part of a team relieves anxiety and acts as a pressure valve when expectations begin to build and they don’t feel they can cope. When they experience teamwork they are more able to promote it in their roles as leaders.

So, when planning your Induction Program, include team-building activities and games to help students forge strong bonds with fellow leaders.

5. Knowing Their Strengths And Passions.

Your leadership team will consist of many personalities. You’ll have quiet, calm, extroverted, and sporty kids.

So, one leadership size doesn’t fit all.

It helps if students understand their strengths and values well so they can bring these to the fore in their roles.

When planning your Induction Program, I recommend including a self-knowledge activity to help students understand their strengths. The Young Leaders Program uses role-modelling exercises to build student self-awareness.

6. Deciding Their Legacy.

Leaders leave a legacy for others to follow.

This is a concept that kids can easily grasp, but many adult leaders forget to include it in their Induction Programs.

Introduce the idea of leaving a legacy during the student leadership Induction Program as a point of reference that you and they can refer to throughout the year.

NOTE: The Young Leaders Programs use the footprint method to help students consider their legacy.

7. Introducing Mentoring

Mentoring accelerates leadership learning. It’s a powerful way to develop the skills and capabilities kids need to lead, and a great way to provide students with support throughout their leadership journey.

In your Induction Program, introduce mentoring.

Start the process by asking students to find a mentor either within or outside school. Consider what a good mentor looks and sounds like and how students should feel when they are with their mentor.

After an Induction Program, students should identify their mentors and know how to approach them. Better still, they will have their mentor in place.

NOTE: The Young Leaders Program’s innovative four-part mentoring framework is a proven methodology that enhances leadership development and student well-being.

A final word…or two

Kick off the leadership year with a world-class Induction Program. Keep your expectations high, and your students will likely meet them.

Dedicate at least 5 hours over at least two sessions to your Induction Program. If you are able, devote more time and sessions.

The energy and effort you devote to your Induction Program will pay handsome dividends in terms of leadership output, agency, and the culture established over the school year.

Ready to take the next step in your student leadership journey?

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Dear teacher,

This Guide is for students, so it’s written in the second person. Feel free to copy, paste and print the article for students.

Alternatively, it will provide insights and ideas for the teacher(s) assisting students with their election speeches.

Congratulations on running for a school leadership position. It’s a fantastic opportunity to learn and grow.

An essential part of being elected is giving a winning election speech.

A good election speech can take you a long way toward becoming a leader or captain in your school.

To give a compelling student election speech, you need to prepare well, practise hard and present with confidence.

Here’s a simple guide to helping you give a great school captain’s (or other leadership position) speech:

Preparing The Election Speech

1. Understand The Audience

Before writing your speech, take a moment to understand your audience, including classmates, teachers, and other school staff with diverse interests and concerns. Think about what matters to your peers, such as school events, lunchtime activities, or ways to build a supportive school community.

2. Define Your Goals

Consider what you want to achieve as school captain, such as organising more events, improving communication between students and teachers, or creating a more inclusive environment.

Write down a few key goals that you hope to accomplish if elected. This is the backbone of your school captain election speech.

3. Craft Your Message

Begin drafting your speech following this simple Easy Talk Planner* structure:

Introduction: Start with a friendly greeting and introduce yourself. Share a little bit about your background, such as your interests and previous experiences related to leadership, to make your speech relatable and engaging

Body: Clearly outline your ideas and goals. Briefly explain why they matter and how you plan to achieve them. For example, if you’re focusing on organising more events, mention specific ideas like talent shows, themed spirit days, or charity drives.

Conclusion: Wrap up your speech with a strong closing statement. Reiterate why you want to be the school captain and how you will work hard to represent your peers. Make a strong appeal for their support, leading to a confident call to action.

4. Use Positive Language

Throughout your speech, use positive and encouraging language. Be inspiring and optimistic to show your passion for making your school a better place. Avoid negative comments about others and focus on providing solutions to problems.

5. Include a Personal Story

If relevant, a brief story about an experience that shaped your desire to lead can help your speech resonate with your audience and show that you understand the school environment.

Please make sure to remember the following tips for preparing, practising, and delivering your speech as a candidate for the school captain position:

Practising The School Captain Election Speech

1. Read Aloud

After drafting your speech, read it aloud at least three times to familiarise yourself with the wording, check for natural flow, and adjust for clarity.

2. Time Yourself

Keep your speech to about two to three minutes, and practice timing yourself to ensure you cover all essential points without losing the audience’s interest.

3. Practise in Front of Others

Once you’re comfortable with the content, practise with family or friends and ask for feedback on your delivery and content.

Say it, don’t read it. Remember the main points, and don’t try to memorise word for word.

4. Rehearse with Body Language

Stand and use gestures and expressions to emphasise key points and show enthusiasm and confidence. Practise standing with your two feet apart, and make sure you stand still rather than changing feet while speaking.

5. Film Yourself

If possible, record yourself practising the speech to identify areas for improvement in your delivery, such as pacing (too fast), tone (too serious, many ums and ahs), and body language (head, hands, stance). Watch the video again and see if there is anything you can improve.

Presenting The School Captain Election Speech

1. Prepare Your Mindset

On the day of your speech, calm your nerves and remind yourself that the audience wants you to succeed. Don’t panic if you feel nervous. This is natural. The other students who are giving a school captain election speech will be nervous, too.

Take some big, deep belly breaths to calm yourself down.

2. Arrive Early

Get to the speech venue early to familiarise yourself with the space, check audio-visual equipment, and practice with any necessary materials. If you can, spend a few minutes standing in the spot where you’ll give your school captain election speech. This is an excellent way of preparing for your speech.

3. Begin with Confidence

Walk confidently to the front, take a deep breath, smile, and greet your audience warmly. Take a few seconds before you start. Make sure you are comfortable before you begin speaking.

4. Pace Yourself

Speak clearly and at a moderate pace, pausing briefly between points to emphasise key messages. Many students rush their school captain election speeches because they want them finished.

Take your time. Don’t rush, and you’ll make a great impression.

5. Finish Strongly

Conclude with conviction, thank your audience, and tell them you’d like them to vote for you. Reassure them that if they vote for you, school captaincy will be in great hands.

Finally…..

Whether you’re elected or not, preparing, practising, and delivering a speech as a school captain candidate is a valuable experience.

You can inspire your peers to support you on your leadership journey by articulating your ideas clearly and passionately.

Embrace this moment as a chance to lead and contribute positively to your school community.

Enjoy, and good luck with your school captain election speech!

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Build the Speaking Confidence Students Need to Lead from the Front

At last, an in-school student leadership program that delivers

Effective leadership development needs three core components:

• A clear, structured framework for building foundational skills. Speaking confidently is a critical feature of strong leadership, and we develop this by focusing on Presentation Skills—one of the five foundations of leadership in the Young Leaders Program.

• Active mentorship and modelling to accelerate growth

• Engaging, inclusive activities that resonate with every student

The Young Leaders Program delivers on all of these—it’s a highly effective, time-saving, and affordable solution that empowers your students to lead with a confident voice.

We offer a variety of packages to fit your school’s budget, ensuring you can find the perfect fit.

Explore the Young Leaders Program packages on our website today.

Discover What's Possible

Recently, I conducted a rare half-day workshop for a primary school's student leaders to build their confidence and public speaking skills.

As a former primary teacher, I drew on my knowledge of kids, as well as the experience of giving 1,000s of presentations over 40 years as a professional speaker.

They were real-life tips that they wouldn’t get from any of your usual speaking courses or leadership programs.

But I’m passionate about getting kids on their feet and speaking.

It’s something that most Australians don’t like doing.

They avoid it like the plague.

It’s a pity, because the ability to speak on your feet is so empowering—for the speaker and the audience.

Here’s a run-down of the ideas I gave these student leaders and prospective speakers, so that you can pass them on to students in your school.

You may even find them helpful yourself!!!

1. Squeeze your butt cheeks together and breathe

We all get nervous before we speak.

It’s part of the gig.

But how you handle those nerves is the key to your success.

My favourite trick is to squeeze my butt cheeks together while taking three or four deep breaths. I make sure my breath goes right to my bottom.

Squeezing your bottom helps you breathe deeply, which calms your nerves.

(An aside: Most kids often employ shallow breathing - their shoulders go up and down - which only makes their nerves worse)

Making it work: Four or five deep breaths just before they speak oxygenates their brains and calms their nerves.

2. Expand, don’t shrink

Speaking in front of others takes physical and emotional energy.

It requires you to bring a bigger version of yourself to the podium or stage.

The best speakers, young or old, expand rather than shrink when they are in front of an audience.

I’m not talking about puffing out a chest or being arrogant.

But you need to stand tall, keep your head up and feel confident.

Yes, for the short time you're speaking, it’s all about you, so grow bigger, not smaller.

Making it work: Create language around the term, expanding - “stand tall”, “show up”, “puff that chest out”, “bring your best self”………..

3. Stand in Your Speaking Space Before you Speak

Speaking is physical.

It’s about owning your space and feeling comfortable in the speaking space.

Just as footballers, basketballers and netballers warm up on the court before they play, smart speakers warm up in their speaking space before they speak.

That means standing behind the lectern or on the stage before they speak. They should imagine an audience in front of them.

They can even deliver a few lines.

This will help them feel comfortable in their speaking space and provide a valuable mental run-through.

Making it work: Allow each student to familiarise themselves with their speaking space well before delivering their presentation. 

4. Practise Standing Still with Feet Shoulder-length Apart

You can tell a confident speaker by the way they stand.

Kids (and adults) who lack confidence may jiggle about, stand on one foot, or lean on something.

Not only is this distracting, but it sends a negative message to the listeners.

One of the hardest, yet most important things to do as a speaker is to stand still and stand confidently when you speak.

The first thing I work on with a speaker is their stance.

“Stand still with your feet shoulder-length apart , head up and your hands by your side. Hold a pen or something similar in one hand as this will stop you from fiddling about. When you feel comfortable, start speaking.”

I insist that kids practise this in front of a mirror at home. They should do it often.

A strong stance provides the foundation for their speaking capacity.

Making it work: You could do worse than give them Presentation Stance homework.

5. Use the Power of Three

Speech-planning can be time-consuming, especially when you don’t know how.

Speaking professionals all have their own methods.

But most are a variation of the Rule of Three.

That is, divide your speech into three parts. Divide each part into three. Deliver descriptions, reasons and inspirations in threes.

“She is smart, hard-working and honest as the day is long.”

“Here are three reasons you should vote for me…”

“This one idea will change everything. It’s straightforward, easy to put into practice, and you’ll see the benefits in no time.”

There’s a rhythm to threes.

Three is easy to remember, easy to deliver, and easy to recall later.

Three has power.

That’s why it repeatedly appears in literature, marketing, and presentations.(An aside:

(Last week I delivered a eulogy for a close relative at short notice. I used this structure and it worked a treat.)

Making it work: Start with presentation design. Make sure a presentation has three parts. Then break each part into three key points or areas to cover.

NOTE: This is the design structure covered in the Young Leaders Program - it’s the Easy Talk Planner.

6. Don’t Always Make Eye Contact with your Listeners

Making constant eye contact with your audience is one of the biggest speaking fallacies.

Yes, you need to make eye contact to establish rapport, send a warm message or assess if your message is landing (a higher-level skill), but as a speaker, you don’t need to always look at your audience.

There are three occasions when you shouldn’t look at your audience:

i.) If you are using PowerPoint or other images, then look at the slide or picture that you are talking about, that is, if you want your audience to look at it. Your audience’s eyes go where the speaker’s go.

ii) If you are critical of the audience or delivering bad news, don’t look at them while you provide that part of the message. If you do, they will associate bad news with the speaker.

iii) There are times when you need to “break the message”. That is. you’ve talked about something light, then you are about to discuss a serious matter. Look away and pause. This will break the message, ensuring there is no mixed messaging.

(Teachers should use this technique as part of their classroom management system. That is, "teaching the class- look away - discipline the class - look away - resume teaching the class.

Making it work: Help students develop the habit of breaking eye contact with the audience to look at a slide, picture or item they are speaking about. After an appropriate amount of time, they should resume facing the audience.

7. Rehearse, Rehearse, Rehearse.

Once students have designed a presentation, they need to rehearse it at least three times.

No, they shouldn’t practise reading it.

They should practise speaking it. That is, saying what they want to say.

Each time it will be different. But that’s okay. The main points are sinking in.

But each time, they will know the main points even more.

Each time they’ll embed the critical words, points and reasons into their speech.

The more they know it, the more they can speak it.

Making it happen: Give students sufficient time to design their presentation and even more time to rehearse it at home and at school. One well-rehearsed, well-delivered presentation can have a massive impact on a student, even if it falls a little short of what they expected. And yes, they invariably do fall short in the mind of the speaker, but rarely in the mind of the listeners.

Finally..

Speaking is central to effective leadership.

Yes, leaders take all forms—from studious to sporty; from introvert to extrovert; from thought-provoker to action-oriented—but regardless of personality, type, or aptitude, all leaders benefit from being able to communicate a message to others in a public forum.

So, by encouraging students to speak on their feet, rather than read a speech, you are giving them one of the most potent skills that they can possess.

Each time a student leader gets on their feet to speak at assembly — whether to thank a guest for visiting the school or to give an SRC report — expect them to speak rather than read from a prepared speech.

They may “fluff their lines” and feel awkward, but it’s all part of standing up and being a leader.

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Build the Speaking Confidence Students Need to Lead from the Front

At last, an in-school student leadership program that delivers

Effective leadership development needs three core components:

• A clear, structured framework for building foundational skills. Speaking confidently is a critical feature of strong leadership, and we develop this by focusing on Presentation Skills—one of the five foundations of leadership in the Young Leaders Program.

• Active mentorship and modelling to accelerate growth

• Engaging, inclusive activities that resonate with every student

The Young Leaders Program delivers on all of these—it’s a highly effective, time-saving, and affordable solution that empowers your students to lead with a confident voice.

We offer a variety of packages to fit your school’s budget, ensuring you can find the perfect fit.

Explore the Young Leaders Program packages on our website today.

Discover Leadership Excellence

Here’s a tough question to ask about student leaders in your school.

Are they truly leading, or are they just symbols of leadership?

In some primary schools, student leadership is merely tokenism: a perfunctory effort to involve students in superficial roles that offer little real influence, skill development, or responsibility.

The result?

A golden opportunity missed to cultivate essential life skills in all students.

If your school’s leadership program focuses on who gets the badge and not on who learns to solve a problem, mediate a conflict, or manage a project, then you’re stuck in the tokenism trap.

To foster truly effective and inclusive leadership, primary schools need to adopt a practical, developmental, and equitable approach.

This means shifting the focus from simply having student leaders to developing future leaders with real-world skills and agency.

1. Redefine and Diversify Leadership Roles

Break free from the traditional, narrow view of “Captain” or “Monitor.”

Leadership isn’t just a badge; it’s a job. To do this:

• Diversify Roles: Create specialised, impact-focused teams (e.g., ‘Green Team’ 🌿, ‘Tech Squad’ 💻) that tap into different interests and talents. Every role must have a clear mandate to make a tangible difference in the school community.

• Make Selection Inclusive: Move past popularity contests or teacher choice. Implement an application process where students articulate their vision and commitment to the role, valuing ideas and passion over just ‘good behaviour.’

2. Prioritise Skill-Based Training, Not Just Status

Leadership is a set of skills, not an innate trait. Token roles fail because they lack structured development. Move away from tokenism by implementing:

• Practical Workshops: Dedicate time for hands-on training focused on transferable life skills. Run workshops on Active Listening, Problem-Solving, Negotiation, and basic Project Management (e.g., how to break a big idea into smaller steps).

• Mentorship: Pair student leaders with staff or community mentors (e.g., high school students, local business owners) who can offer support and reinforce the practical application of their skills. Pin mentorship to your current leadership program through Part 3 of the Young Leaders Program.

3. Delegate Real Responsibility and Authority

Tokenism occurs when students are given responsibility without the authority to make decisions. Real leadership requires giving them real agency. Consider providing them with:

• Budgetary Power: Provide student teams with a small, designated project budget they are responsible for tracking and spending (e.g., the ‘Literary Leaders’ allocating funds for new library books). This teaches financial literacy and accountability.

• Influence Policy: Involve students in discussions and decisions that affect them. A ‘Recess Review Committee’ could propose, trial, and present new playground rules or procedures to the administration for adoption, demonstrating their voice has direct influence.

4. Foster a Culture of Leadership for All

The aim is to instil leadership skills in every student, not just select the “best” few. Consider:

• Rotating Roles: Implement short-term, rotational leadership opportunities within the classroom (e.g., ‘Expert Roles’ like ‘Materials Manager’ or ‘Data Recorder’ during a unit). This ensures every child experiences taking initiative and responsibility.

• Celebrating Leadership Behaviours: Acknowledge and celebrate the skills students demonstrate (”Leo used effective communication“) rather than just the title. This shows that leadership is a set of behaviours accessible to everyone, not just a position.

From Symbolism to Substance

Moving beyond simple badges and token roles fundamentally shifts the purpose of student leadership from symbolism to substance.

When primary schools embrace practical, developmental leadership, they create an incubator that cultivates crucial, long-lasting skills:

• Confidence Built on Competence: When a child successfully manages a ‘Green Team’ project, their confidence isn’t arbitrary—it’s earned through competence, empowering them to take on future challenges.

• Deepened Civic Engagement: This early exposure to impactful civic processes instills a foundational belief in their ability to contribute to and improve their community, laying the groundwork for active citizenship in later life.

• Essential Life Skills for the 21st Century: The specialised roles and skill-based training (e.g., project management, communication, mediation) are directly transferable to future careers and adult responsibilities. They move beyond academic knowledge to equip students with the “soft skills” demanded in any collaborative environment.

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Creating a Dynamic School Environment

Ultimately, this transformation fosters a more dynamic and democratic school environment because it:

1. Increases Buy-in: When students see their input leading to actual change (like new playground rules), they develop a stronger sense of ownership and respect for the school environment.

2. Distributes Leadership: By involving more students in diverse, impactful roles, the school moves from a top-down structure to a collaborative community where initiative is valued from everyone, not just a chosen few.

This holistic approach ensures that student leadership development is not just a brief primary school activity, but a powerful, practical investment in the future capabilities and engagement of every child.

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At last, an in-school student leadership program that actually works.

Effective leadership development needs three core components:

• A clear, structured framework for building foundational skills

• Active mentorship and modelling to accelerate growth

• Engaging, inclusive activities that resonate with every student

The Young Leaders Program delivers on all of these—it’s a highly effective, time-saving, and affordable solution designed to empower your students. We offer a variety of packages to fit your school’s budget, ensuring you can find the perfect fit.

Empower your students to lead with confidence. Explore the Young Leaders Program packages on our website today.

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