Engaging at-risk youth in leadership development
Abstract
For years, the field of youth development has stressed the benefit of cultivating leadership skills in teens — oftentimes among those that are already excelling. However, with appropriate encouragement and training, many future leaders can be found among so-called “at-risk” youth. Recognizing this reality, former school counselor, Mariam MacGregor, empowered a new breed of teen leaders at an alternative high school in Thornton, Colorado. This effective practice examines her innovative methods and can prove valuable for national service programs seeking to build future leaders, peer mentors, and tutors. Staff of the Northwest Regional Educational Laboratory (LEARNS) submitted this effective practice in September 2008.
Issue
All too often the teens that are selected for leadership development are already engaged in sports, student government, community service, and other skill-building pursuits — with many “less promising” students overlooked. After working with youth in a variety of college settings Mariam MacGregor recognized the need for a more "sophisticated and innovative approach in leadership development with adolescent leaders.”
With best practices from higher education in hand, she engaged a new breed of teen leaders at an alternative high school in Colorado. MacGregor worked with students who had a variety of all too familiar risk factors including:
- Drop-outs/stop outs
- 40 percent gang members
- 40 percent teen parents
- 85-90 percent substance abuse issues (individually or in the family system)
- 30 percent special education
- 30 percent advanced learners
Action
At-risk teens developed their leadership skills through a series of formal leadership classes taught by MacGregor. Each class was designed to be delivered in a 9-week quarter. The classes included:
Foundations of Leadership: Covered topics such as defining leadership, qualities of a leader, what makes a good leader, group dynamics, power and authority, listening skills, values, types of decision making, ethics, diversity, conflict management, appropriate risk taking, creative thinking, public speaking, personal motivation, and recognition.
Advanced Leadership: Focused on putting skills into action and planning large-scale projects. One of the projects included assisting with adding to the physical plant at the school and selecting vending services, including writing requests for proposals and selecting vendors.
Community Leadership: Emphasized social issues, social change, and service.
Training Tutors: Prepared teens to be peer tutors, middle school mentors, and elementary school tutors.
Facilitation Skills: Prepared students to design and facilitate leadership activities for adults and elementary school students.
The classes were active, allowing students to move around as they participated in activities or worked in groups, and everyone was part of the team — there were no “positions” to run for and no speeches to make. The leadership classes attracted a higher number of students than previous leadership/service-related activities at the school because of these unique components.
Context
MacGregor found that the at-risk students responded well to the notion of leadership versus character education because in her words, "Everyone wants to be identified and recognized for being a leader." Many of her students came to the leadership series as a result of the reputation of the tutoring and Advanced Leadership project components. Being involved in either was a well- recognized place of leadership within the school.
For many of the students, serving as a tutor or mentor was their first true volunteer experience (not mandated by the court). Students who were not successful in other settings thrived as tutors and mentors. Many were motivated by their past mistakes and wanted to help others avoid the mistakes they had made. Some of the students failed all their other classes except for MacGregor's "Foundations of Leadership."
Besides the kinesthetic and egalitarian elements of the class, students were given responsibility and purpose in designing and following through on their projects. If they were tutors/mentors, they knew their mentees were expecting them each week and didn’t want to let them down. Many found a purpose in their new leadership roles, and all gained a new perspective and a sense of ownership.
Citation
MacGregor, Mariam. Building Everyday Leadership in All Teens. Minneapolis: Free Spirit Publishing, 2007.
Outcome
Over the course of five years, about 300 students completed the foundations and advanced leadership classes with approximately 45 of them moving on to become tutors for peers and mentoring younger youth.
A single leadership class served as the catalyst for a cross-age tutoring program, a revamp of the school’s physical plant, a cadre of teen trainers and spokespeople, positive change in the lives of 300 at-risk teens, and a complete series of leadership courses.
Evidence
The following benefits were realized for students who participated in the leadership classes versus those who did not participate:
- Better class retention (few failed or "lost" classes)
- Increased self-selection to participate in leadership experiences both during in- and out-of-school time
- Higher quarterly grade point averages
- Increased student-driven conflict resolution
- Greater interest in co-curricular activities and participation in outside-school-time workshops and conferences
- Role modeling behavior with peers and younger students
- Improved group project function in leadership classes and other subject areas
- Improved school spirit and confidence as a student at the alternative school
- More consistent attendance
- Higher graduation rates
- Increased interest in non-probationary community service
*Longitudinal statistical research was not conducted.
For More Information
Resources
MacGregor, Mariam. Building Everyday Leadership in All Teens. Minneapolis: Free Spirit Publishing, 2007.
The lessons used in the "Foundations of Leadership" class have been published into an adaptable curriculum titled Building Everyday Leadership in all Teens (with accompanying student workbook: Everyday Leadership).
Web Seminar: Peer Mentoring: Recruiting, Training, and Ensuring Longevity
http://www.edmentoring.org/seminar7.html