Student Voice - Future Leaders Lorraine Connell, www.peers-not-fears.com

As professionals in education and leadership development, it's time we shine a spotlight on a group that often gets overlooked: high school sophomores.
Sophomore year is a critical time in a student's journey. It's a period of immense transition, where they're navigating new relationships, testing boundaries, and facing increasing pressures from peers. Yet, it's also a time ripe with opportunities for growth and development.
Ignoring the needs of sophomores is not an option. When we fail to provide them with the support and guidance they need, we risk losing them during this pivotal year. That's why it's imperative that we focus our efforts on empowering sophomores to see themselves as leaders.
By investing in programs that cultivate confidence, resilience, and decision-making skills, such as those offered by organizations like Peers Not Fears, LLC, we can equip sophomores with the tools they need to succeed both in and out of the classroom. If you want more information about the sophomore program email lorraine.connell@peers-not-fears.com or go to our website https://www.peers-not-fears.com/teen-leadership
As educators, parents, and professionals in leadership development, let's make a commitment to prioritize sophomores and provide them with the resources they need to thrive. Together, we can unlock their potential and shape them into the future leaders our world needs.
#EmpowerSophomores #LeadershipDevelopment #Education #FutureLeaders #PeersNotFears #HighSchoolEducation 

As teens, we often find ourselves navigating a complex web of expectations from our peers, teachers, and even our parents. Sometimes, it can feel like we're putting on a mask just to fit in or avoid judgment. But what does it mean to be truly authentic in a world where conformity seems to be the norm?
Let's start by talking about literal masks. With the ongoing pandemic, many of us have had to wear face masks to protect ourselves and others. While they serve an important purpose, they can also feel like a barrier, hiding our expressions and muffling our voices. But just because our faces are covered doesn't mean we can't still be seen and heard.
Figurative masks, on the other hand, are a bit trickier to navigate. These are the masks we put on to hide our insecurities, our fears, or even our true identities. Maybe you feel pressured to act a certain way to fit in with a particular group, or perhaps you're afraid to speak up for fear of being judged.
But here's the thing: wearing a figurative mask might help us blend in temporarily, but it also prevents us from fully embracing who we are. And when we hide behind these masks, we not only betray ourselves but also miss out on the opportunity to connect with others authentically.
So, how can we start to shed these masks and show up as our true selves? It all starts with self-awareness and self-acceptance. Take some time to reflect on your values, passions, and goals. What makes you unique? What brings you joy? Embrace those aspects of yourself, even if they don't fit the mold of what society expects.
Next, surround yourself with people who accept you for who you are, masks and all. Whether it's friends, family, or mentors, having a support system can make all the difference in feeling confident enough to let your true self shine.
And finally, remember that it's okay to be vulnerable. Opening up about your struggles and insecurities can be scary, but it's also incredibly freeing. When we allow ourselves to be seen in our entirety, flaws and all, we give others permission to do the same.
So, to all the teens out there struggling to find their place in the world, know that you are not alone. You are worthy of love and belonging just as you are, masks and all. Keep shining your light brightly, because the world needs your unique brilliance now more than ever.
 

When I started thinking about leadership this way I was still teaching chemistry. In school, we often ask students who understand the content to support other students who might be struggling. We don’t express to either student that this grouping has much more value than just helping one student better understand the material. Leadership skills (confidence, communication, and listening to name a few) are being developed, both students are stepping out of their zones of not learning (comfort and panic) and into their challenge zone. I loved this method so much, but as a chemistry teacher, I didn’t know how much power there was in using this in all areas of education, and personal growth. 
 
When I stepped into a leadership coach position for students at the High School where I taught, I took the idea embedded in the program - our leaders (junior and senior students) worked to help freshmen develop study skills and leveled that idea up with what I was dining in my chemistry class. Some of my senior students were in their second year of the program and they had acquired skills that the new leaders hadn’t. I took that and had the returning seniors give training to the new leaders. It put them in a leadership position that the new leaders wanted to try - which built up their confidence. I have never wanted to be the one with all the knowledge as a teacher - it seemed so one-sided, and so I took this back into my chemistry classroom. Sitting here writing about this today - I don’t know if I realized how I integrated this model in so much of my teaching those last few years in the classroom. It truly set me up to create the best possible programming for the company Peers not Fears. 
 
When I left the classroom I had so many ideas on how leadership could be developed, I created a curriculum, I shared segments of that curriculum with all ages and it worked every time. Some groups needed more guidance and direction, but it still worked.

Thank you so much for sharing this journey with me. As I end the second season of Education Unimagined I am excited to share things I am doing and where Peers not Fears is headed!
Here is a link to my website for more information on the Teen Leadership Roadmap Program 
Follow me on Instagram and Facebook at Peersnotfears

In this episode, we meet Kellina Powell. Kellina is a young entrepreneur who loves to help people with their personal growth and educate others about the deaf community. Little do people know Kellina is actually a hard-of-hearing person. She became deaf at the age of 4. She recently graduated with a psychology degree and is now starting her own online coaching business while launching her book!
So as educators, we have had students in our classes who have special needs, and often with those students comes an Individual Education Plan (IEP). For me, it wasn't often that I actually engaged my student in conversation—the student for which the IEP had accommodations.
But in this conversation when Kellina shared how having those conversations and monthly check-ins with her educators and her teachers would've helped her in accessing her education. It made me think that these documents are living documents, not just forms with rules and requirements that I must follow.
If I had rather seen it as that, a living agreement between me, the educator, the parents AND the student that needed these accommodations to access their education I think of how much better an educator I would have been. 
You can find Kellina on Instagram: https://www.instagram.com/deafqueenboss/
and at her website https://www.kellinaempowerment.com/
If you are interested in learning more about the book Kellina has published you can find a link here https://www.amazon.com/EveryDay-Am-Just-Deaf-Hearing/dp/1778112102
 

How important is your name to you? How does it feel when somebody mispronounces your name or calls you by a name, even a nickname that you didn't offer? I know for me, I bristle when somebody calls me Lori. I don't know why, but I do. So when a student tells me to call them by a different name than is on my roster, why would that be a problem for me?
Why can't I just call this student the name that they asked to be called? If the student wants to be identified by a name that is not the name that I think they should be identified by, that is not their problem - that is my problem.
Learning from Cristina was incredible. Having them clarify the reason why they identify as they/them, and how they got to that point for themselves was so fascinating. I love this conversation and I hope you do too. I know you're gonna learn a lot.
I'm excited for how you take this lesson from Cristina and put it into practice in your classroom or your home.
 
Follow Cristina on LinkedIn:
https://www.linkedin.com/in/cristina-marcello/