Supporting Newly Appointed Student Leaders as They Step into 2026

Every year, a new group of student leaders is appointed. For the senior cohort of 2026, the excitement is real, but so is the weight of expectation. They’ve been chosen because staff and peers already see something in them. That’s the first message worth repeating to new leaders: you don’t need to prove yourself. You are already enough.

The trap many new leaders fall into is thinking they need to constantly show they deserve the badge. In reality, the best thing they can do is keep being the person who was chosen in the first place, while building the skills that will help them in their new roles.

For those mentoring the new leaders, it’s important to remember this: it is their day 1 – their current experience, 0. They need our support, expertise and guidance to lead authentically and fully. When I work with schools, I often break this growth into three areas: strategic skills, soft skills, and practical skills. Each matters, and each needs time and space to develop.

Strategic Skills: the big picture stuff

Vision: Every cohort says it: “We’re going to be the best year the school has ever seen.” (said every cohort, ever). The line is familiar, but the real question is how to make it more than a slogan. Vision is about clarity and action. Student Leaders need to be shown how to take that hope and turn it into something real.

Embracing the Challenge: Good leaders ask, “How can we do this better?” For students, this might mean rethinking how certain events are run, how communication happens, or how to make initiatives more inclusive. The role of mentors is to encourage this curiosity while helping students balance ambition with reality. Rather than just let students say that line – form them on how they can enact this aspiration.

Soft Skills: mindset of leaders

From “Me” to “We”: Our culture loves the lone hero story, but real leadership in schools is collective. Student leaders need to learn that their strength lies in the group, not in carrying the load alone. The shift from “me” to “we” is one of the most important lessons they’ll learn.

Communication: Mentors and staff need to establish early on how communication will work best. A harsh truth I learned early on ‘Sir, hate to break it to you, but we aren’t reading your emails’ Whether it’s group chats, shared calendars, or quick check-ins, clarity saves frustration later. Leaders also need to practise how they communicate with peers, balancing authority with approachability.

Courage in Conflict: Leadership means stepping into tricky moments. Leaders will face peers who resist the vision, or situations where they need to affirm those who are contributing positively. Courage here is not about being confrontational, more so having the confidence to step into difficult conversations with respect. These moments are uncomfortable, but they’re also where leadership grows.

Practical Skills: the day-to-day

Time Management: Year 12 is already full. Add co-curricular commitments and leadership responsibilities, and the need for organisation becomes obvious. Leaders need to experiment with systems that work for them: digital calendars, reminders, laptop sticky notes, whatever works. Mentors can support this by setting up regular touchpoints every week or two, so students stay on top of what’s coming. I used to meet with student leaders every Tuesday morning (assembly day at the school) for 10mins just to ensure they were on top of the week ahead. It made the world of difference, and allowed me to put out a fire before it become an inferno.

Public Speaking: Every leadership role involves speaking. Not every student needs to be the next TED Talk viral sensation, but all can grow in confidence. The key is to create opportunities for small, low-stakes speaking moments early on, building capacity over time. And here’s the secret they should learn early: the best speakers don’t rely on quotes, they connect through authenticity and energy.

School Event Organisation Realities: Student leaders are often big dreamers, which is great, but they also need to understand the behind-the-scenes work that makes events successful. A good rule is one or two passion projects per portfolio or House. More can be added if the first ones go well. Mentors should resist the urge to “rescue” events if students haven’t done the groundwork. Growth happens in the struggle, and sometimes in the failure.

Implementation: how to create the environment for this to occur.

Retreats and Camps: If schools want their leaders to hit the ground running, they need to dedicate time for formation. Lunchtime meetings won’t cut it. Retreats or camps give the space to explore vision, build team cohesion, and practice the skills above. Usually when all assessment is done also helps!

External vs Internal Facilitation: Both have value. External facilitators bring fresh perspective, but they need to align with the school’s direction. At Empowerment-Ed, I make it a priority to work in partnership with staff, so formation is not a one-off event but part of a sustained journey.

Timing: Whether formation happens at the end of Year 11 or the start of Year 12 matters less than the quality of the program and the follow-up. What counts is that students leave with clear action steps, and that these are revisited regularly.

Continuation: Leadership is not built in a day. Weekly or fortnightly meetings provide the rhythm needed to keep students accountable, reflect on progress, and return to the vision. This ongoing cycle of action and reflection is what transforms a group of individuals into a cohesive, dynamic leadership team.

Final Thoughts

Supporting newly appointed student leaders does not end at the badge ceremony. It is the beginning of the formation journey. They will need support, guidance and mentorship, as this is their ‘Day 1’ of their leadership journey.

For the senior cohort of 2026, the journey is just beginning. With the right guidance, it can be transformational; for the leaders themselves, and for the school community they serve.