Access to leadership and recognition opportunities
Just as it is important for all students to have access to electives and enrichment activities, it is also critical that they have equal access to leadership and recognition opportunities. Even if a struggling student does not have room in his or her schedule for a leadership elective, caring teachers can encourage poor and disadvantaged students to take leadership roles in:
- Clubs
- Multicultural event planning
- Community service projects
- Classroom activities
Participation in these activities helps students gain leadership skills needed for later participation in community, career, and home life.
In the Spotlight
Safe School Ambassadors: From “Cool to be Cruel” to “Cool to Care”
Big Bear Middle School, located in San Bernardino County, offers a unique student leadership program focused on a fair, safe, and healthy school environment. Safe School Ambassadors (SSAs) are middle grades students chosen by their peers as being influential leaders in the schools many “cliques,” resulting in a diverse student leadership group.
Forty student ambassadors and seven adult advisors participate in an off-campus, two-day interactive training. The training prepares them to “notice the hurts” and mistreatments students inflict on one another. Students are taught anti-bullying strategies and learn six techniques to empower themselves as peacemakers.
The student ambassadors and adult advisors are divided into five- to eight-member “family groups.” For the first few months, each individual group meets weekly (then every other week) for support, further training, and bonding. All 40 student ambassadors and their adult advisors meet once each month for team building and to share experiences. Throughout the school year, each student ambassador completes action logs based on incidents to note which mistreatment is observed and which skill is needed to diffuse student conflicts.
Often, the most uncooperative participants—those who have exhibited patterns of negative behavior—emerge as some of the best leaders in the program. These students experience a powerful change—from “cool to be cruel” to “cool to care.”
The program has already made a significant impact on school safety. During the 2009-10 school year, 219 incidents (fighting, defiance, and/or peer problems) occurred among students in grade seven. The SSA program was implemented in November 2010. At the end of the 2010-11 school year, 101 incidents occurred among students in grade eight (the previous year’s students in grade seven).
Similarly, struggling students need people to recognize their strengths so that they are encouraged to keep trying. A student who receives only deficiency marks is unlikely to remain in school.
Related Links
- Academic celebrations, Recommendation 5—Relationships, TCSII.
- Celebrations—a culture based on caring and success, Recommendation 5—Relationships, TCSII.
- Character celebrations, Recommendation 5—Relationships, TCSII.
- DROPPING OUT Is Hard to Do (Outside Source), Issue Brief, The Center for Comprehensive School Reform and Improvement, Learning Point Associates.
- Effort/motivation celebrations, Recommendation 5—Relationships, TCSII.
- Promotions, Recommendation 5—Relationships, TCSII.
- School spirit celebrations, Recommendation 5—Relationships, TCSII.
- The chance to engage potential dropouts, Recommendation 7—Access, TCSII.
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