Evolution of student leadership following the introduction of well-being: A case study from the student's perspective

Abstract

In 2012 St Peter's College - Adelaide, introduced a well-being strategy and over seven positive education programs to its students. These positive education programs cover a wide range of important topics, including positive mindsets, strength based self-discovery, and developing realistic, tangible and achievable goal setting. From a student's perspective, as a direct result of the implementation of these programs, there has been a visible evolution in the way in which other students lead at the School. This evolution has had a discernable effect on other schools and student leaders, not only those people within the St Peter's College community. The importance of this shift in mindset towards deliberately developing positive relationships, strength-based approaches to leadership in the management styles, greater diversity within our student leadership body at the School and greater risk taking rather than seeing challenge in opportunity has emerged. How then does this correlate with a change or even improvement in student leadership? From the perspective of our roles as Captain and Vice-Captain of the School, what has been most noticeable in the evolution of student leadership is a transformation in language. Young leaders have always been able to discuss areas in which they feel they are strongest, but their language has changed. Today, students are more self-reflective. They can now discuss why they are passionate about specific areas, and how they can use their particular strengths to work more effectively with others. This enables them to build more meaningful relationships and have lasting impact. From our perspective this is one of the most apparent changes in leadership.