Student Leadership: Why Teachers Must Champion All Kinds of Leaders
As Term 3 marks the beginning of student leadership season in many Australian schools, staffrooms across the country are preparing to review applications, host speeches, and set the wheels in motion for another cohort of captains and leaders. Yet amid the structure and criteria, there’s a timely reminder from the world of sport that challenges us to think differently about how we identify and mentor student leaders.
The appointment of Cameron Munster as Queensland’s State of Origin captain took many by surprise. With five club captains already in the team, coach Billy Slater didn’t go with the safest choice on paper. He chose the person best suited to the unique needs of the group. And that bold decision paid off.
So, what does rugby league have to do with student leadership? Perhaps nothing, but in this case, potentially everything.
Beyond the Resume: Rethinking Leadership Selection
Too often, we fall into the trap of seeking the polished “CV leader”—the student who ticks every box, speaks well, behaves impeccably, and already wears leadership like a badge. But as Munster’s appointment reminds us, leadership is not always found in formality.
In our schools, we can be brave enough to look beyond titles and past accolades. Sometimes, the best leader for a specific cohort is the one who brings authenticity, connection, or resilience rather than a perfect resume. And while that choice may raise eyebrows, it might also be exactly what our students need.
Check out our program, “Answer the Call”, for ways to spot and support emerging leaders in your own context.
Past Mistakes Don’t Disqualify Future Leaders
Cameron Munster hasn’t had a flawless journey. His past includes a few public missteps, yet he’s owned them, learned from them, and continued to show up - passionate, committed, and unafraid to lead with heart.
How often do we quietly cross out potential student leaders because of past behaviour? While boundaries and consequences matter, growth matters too. Our job isn’t just to protect a school’s image, it’s to empower young people to evolve and realise who they can become.
For educators interested in restorative approaches, the Australian Institute for Teaching and School Leadership (AITSL) provides valuable resources on supportive behaviour practices.
From Larrikin to Luminary: Mentoring for Growth
Leadership is rarely a finished product. It’s a journey; and that’s exactly why mentorship matters.
Munster's story is not just one of a surprise appointment; it's one of rapid growth once trusted with responsibility. Within weeks, he embodied the seriousness and heart his team needed. That’s not a coincidence. It’s what can happen when someone is believed in, supported, and given space to rise.
In schools, we need to do more than select leaders, we need to invest in them. This means providing student leaders with strong mentorship: ongoing conversations, active listening, honest feedback, and those small but mighty check-ins (even if it’s just asking what music they’re into).
The Takeaway for Teachers: Expand the Leadership Lens
As educators, we hold influence over how leadership is defined and who is invited into it. If our model only rewards compliance and polish, we risk missing the bold, creative, unrefined leaders who carry the trust of their peers and the pulse of their generation.
So as we head into leadership season, let’s challenge ourselves to look wider and deeper. Let’s:
Notice the students whose influence is quiet but consistent
Encourage those who’ve stumbled but are standing tall
Champion those who might not see themselves as leaders—yet
Our schools need all kinds of leaders: thoughtful and funny, structured and spontaneous, wise and still learning. What they all need in common is a teacher who sees them, and is willing to mentor them into who they can become.