Leadership training: a cornerstone of private education

Being a “natural-born” leader is often seen as aspirational, but the term implies that leadership qualities either come naturally or that people develop these skills on their own. In reality, leadership skills don’t simply emerge or develop in isolation – they need to take root and be cultivated.

“People don’t always receive training or hone their skills until they’re placed in a leadership role or are given that opportunity. Certainly, everybody can learn leadership skills, but where does the training get grounded? Where does it actually happen?” says Kate Hebdon, deputy head of school at Trafalgar Castle School in Whitby, Ont.

For future leaders – and the parents guiding them – the answer often lies in a private education. At many private schools across Canada, leadership training is not just an afterthought; it’s a cornerstone of the educational experience. From student councils to mentorship programs to community service projects, private schools equip students with the confidence and skills to lead – while they’re at school and well after graduation.

At Trafalgar Castle, an all-girls school for grades 4 to 12, students don’t just learn leadership theory in the classroom – they get hands-on experience. Grade 12 prefects, for example, are entrusted with a specific area of school life, including athletics, arts, student government and sustainability. They share their vision and ideas, plan events, lead activities and mentor peers at school and in the broader community.

One of Trafalgar Castle’s signature programs, Take Time Thursdays, offers students in all grades the opportunity to mingle and participate in various clubs and activities. Trafalgar Castle also has school ambassadors who assist in promoting the school in positive ways, including leading school tours, greeting prospective students and assisting with open houses.

Across its broad range of leadership initiatives, Trafalgar Castle ensures students are the ones in charge: They facilitate discussions, collaborate to improve processes and generate new ideas.

“Our framework is centred on building the capacity and confidence to listen, to trust, to share, to emphasize, to engage and collaborate, to play and to be vulnerable – and all those qualities allow you to lead,” Hebdon says.

Empowering girls to lead with courage

At Toronto’s Havergal College, a private school for girls from junior kindergarten to Grade 12, there is a strong emphasis on helping girls develop the courage to lead.

“Research suggests that women do not always put up their hand for leadership and underestimate their ability to be at the forefront of organizations and teams,” says Krista Koekkoek, vice-principal of student life and well-being. “Our goal is to graduate students who not only see their value, but also recognize the barriers they may face so they can enter spaces confidently, knowing what they bring to the table.”

At Havergal, junior school students in all grades can participate in a wide range of clubs, while Grade 5 students can also volunteer to help younger students during recess.

Havergal middle school students gain rich learning experiences by participating in Canadian Accredited Independent Schools (CAIS) and Conference of Independent Schools (CIS) conference work and through experiential learning opportunities. In senior school, there are more than 240 formal leadership opportunities for students to explore and practise their leadership potential.

Through this programming, students develop essential leadership skills including self-awareness, active listening, values identification, giving and receiving feedback, perspective-taking, risk-taking and confident communication, says Fiona Marshall, director of student leadership at Havergal.

“To meet our mission of ‘preparing young women to make a difference,’ students are asked to use courage, care and inclusion to empower themselves and others,” she says.

Leading beyond the classroom

Looking ahead to life after graduation, leadership programming is becoming even more crucial in an increasingly complex world.

“As we look at the changing landscape of our economy, our workforce and our world – and how they are being influenced by technology in particular – people will need human skills to be successful and find fulfilling work,” says Richard Primrose, senior school assistant director, student life and leadership, at St. Michaels University School (SMUS) in Victoria, B.C. “When you engage in real, authentic leadership, you are developing a whole suite of human skills or soft skills, including collaboration, building relationships, resolving conflicts, active listening, seeking other perspectives and moving a group toward a goal. These are all leadership skills and the human skills that AI is not going to be able to replace.”

At SMUS, student councils play a key role in developing leadership skills. The school has eight councils: athletics, arts, academics, interculture, well-being, outdoor, sustainability and service. Each council has two elected Grade 12 heads who plan and run meetings, organize and execute events, and more.

“It’s a microcosm of what leadership looks like in the real world,” says Primrose. “They’re getting a truly authentic snapshot of the leadership experience.”

A prime example of the school’s commitment to leadership and community is an annual fundraiser for Cops for Cancer, an initiative between first responders and the Canadian Cancer Society that raises money through cycling tours and other events. The arts and service councils take the lead in organizing an assembly, a concert and other fundraising opportunities. With initiatives like these, Primrose says, “It’s very much led and driven by students … with adults in the background.”

Building strong voices and connections

Charlotte Fleming, dean of student leadership at The Bishop Strachan School (BSS) in Toronto, echoes the need for leadership development in today’s increasingly complex and changing world – especially for girls.

“We need to empower our students to become proactive, adaptable and resilient individuals who will drive positive change in our communities, in their careers and beyond,” she says. “While women and girls have made tremendous gains in schools, careers and politics over the last few decades, they continue to face barriers to leadership, including gender biases. So, it’s even more important to continue to foster an environment where we’re developing young women’s potential and fostering a sense of agency, voice and empowerment.”

At BSS, leadership programming is centred on creating spaces for belonging and connection, from smaller, informal initiatives to more formal ones. The school offers a variety of mentor programs, with peer mentors in older grades working with students in younger grades. In addition, Grade 6 students engage in leadership microlabs with prefect Grade 12 student leaders. Fleming says the initiative allows both groups to learn from each other.

“Our hope is that our Grade 6s can see themselves in our senior students,” she adds. “Having that role modelling, inspiration and connection helps them learn and grow their leadership together.”

Leadership in action

BSS’s leadership programming also includes hands-on learning opportunities through academic teams led by students.

One notable example is the provincial mock trial competition, where students represent both the Crown and the defence, arguing their cases in a real court setting.

“Our leadership programming is grounded in hands-on, experiential opportunities, as well as working with experts [in various fields],” Fleming says.

Lakefield College School (LCS) in Lakefield, Ont., also provides formal and informal opportunities for students to engage in real-world leadership experiences. What sets the leadership program apart, according to Peter O’Grady, director of student leadership, is the level of access and strength of relationships students build with their teachers and mentors.

“These relationships give students the confidence to explore new experiences and take on leadership roles that align with their passions and areas for giving back and leading,” he says. “They are encouraged to extend themselves, sometimes fail or fall short of their goals, but most importantly, keep going.”

Among the real-world initiatives at Lakefield is the Grade Representative Program, which is facilitated by Grade 12 co-head students and includes students from Grade 9, Grade 10 and Grade 11.

The program empowers students to take on leadership roles, ensuring that each grade’s voice is heard and that they actively contribute to school events. The Senior-in-Charge program gives Grade 12 students the opportunity for leadership roles in various operational areas within the school, such as athletics, community relations and student services, in collaboration with faculty and staff. Additionally, the Leadership, Character and Values program helps students set personal leadership goals and reflect on their growth, culminating in real-world leadership experiences such as organizing school events and working collaboratively with peers.

“Our goal is to enable each of our students to develop their individual potential as self-confident and ethical leaders who are active and engaged citizens in all aspects of their lives,” O’Grady says.

“When they leave LCS, they are well-positioned to make a positive difference in whatever endeavours they choose to pursue in the future.”

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