Imagine a group of student leaders planning a major event. It's getting closer, but the timeline isn't clear. Several tasks don't have owners, and students assume other students are handling things that nobody is actually handling.
The advisor sees the problem and could probably fix it in five minutes by making the task list, assigning the work, and setting the deadlines. The event would immediately be in better shape. But if the advisor does that work, what are the students no longer getting the chance to practice?
Students need advisors
Our research made me think a lot about this. Among the 211 students who identified their primary source of leadership training or guidance, 96, about 45%, chose an advisor or coach, more than any other source. Students also mentioned advisor check-ins as something that helped them stay organized and follow through.
At the same time, a smaller group of students told us that adults didn't always listen to their ideas or give them meaningful responsibility. We were careful not to generalize that experience, but it raised an interesting tension. Students benefit from adult support while also needing enough room to take responsibility themselves.
That doesn't mean a good advisor always steps back. Sometimes students genuinely don't know how to do something yet.
Help without taking over
Suppose students have never developed a project plan. An advisor could create one for them. Another approach would be to show them an example, ask what needs to happen before the event, help them identify the major deadlines, and let the students build it.
The same idea could apply to a first meeting, a first budget, or a first difficult conversation with another student. A student doing something for the first time may need examples, questions, or frequent check-ins. After doing it several times, the same student may need much less. The support can change as the student gains experience.
Some problems may need to belong to students
Someone doesn't complete an assignment. A meeting goes off track. A plan doesn't work, or two students disagree. Those moments aren't much fun, but they're also part of leading.
There are obviously times when adults need to intervene, especially when safety, school policy, serious financial issues, or student well-being are involved. There are also lower-stakes problems students may be able to work through themselves.
Instead of immediately solving one, an advisor might ask what happened, what options the students have, who needs to be involved, and what they're going to do next. The question I'd keep coming back to is: What could I do right now that would help the student remain responsible for the work?
The answer might be explaining something, asking a question, or giving the student enough room to try.
This article is part of a series exploring what students actually get to practice through leadership—and how schools and advisors can create stronger leadership experiences. The series grew out of our 2026 research with 271 student leaders and 37 advisors.