Student leaders need advisors who provide guidance without taking over. Our research found that advisors and coaches were the most common source of leadership training, but students also need opportunities to make decisions, solve problems, and learn from experience. An advisor might show students how to develop a project plan rather than creating it for them, or ask questions that help students resolve a disagreement rather than stepping in immediately. The challenge is knowing when to provide support and when to give students room to lead.

Leadership roles tell us what students are responsible for, but not what they already know how to do. A simple chart showing each team member’s experience with activities like budgeting, running meetings, delegating, and coordinating volunteers could reveal strengths and gaps that job titles alone might miss. The goal wouldn’t be to evaluate students, but to identify where they can contribute and where they might need support. Revisiting the chart at the end of the year could also show how much the team has learned through leading.

Leadership titles don't always tell us what students actually get to do. Does the vice president lead projects or simply help carry them out? Does the treasurer develop a budget or just track expenses? Looking beyond job descriptions to the activities students actually perform could reveal opportunities to share responsibility, develop new skills, and give more students meaningful leadership experience.

What if students approached high school activities by asking not just which organizations to join or leadership positions to pursue, but what they want to learn how to do? A look at how students can build meaningful leadership experiences by taking on new responsibilities over time.

What should student leaders actually get to do? Instead of making another list of leadership traits, I've been looking at the activities that give students real responsibility and opportunities to develop their leadership skills through practice.

Two students can hold the same leadership title and have very different experiences. Maybe we should pay less attention to the title and more attention to what students actually get to do.