SRCs have been part of the fabric of the Australian education system for such a long time, it can be easy to forget the opportunity they present for students to develop a range of skills, and contribute to a positive school culture.

91ֱ�� Support’s education expert Jill Pearman says an effective SRC can have a positive impact on student wellbeing and school culture. 

“Schools that do SRC well, often position it as a wellbeing initiative,” Ms Pearman says. “Some school executives and leaders recognise the impact that a strong student voice has on creating a space where kids and teenagers feel safe and valued.”

Student representatives develop leadership skills

Being a student representative is exposing Ben to decision-making in a cross-grade peer group. He describes it as ‘exhilarating’.

“We try to come up with new ideas for fundraisers to help people in need or to help worthy causes,” he says.

Ms Pearman says the experience is likely boosting his confidence, enabling him to form new relationships, and giving him a sense of empowerment.

A school SRC can contribute to a positive culture

But SRCs don’t just benefit kids like Ben who are lucky enough to get a role on one.

“SRCs can help the whole school community, delivering a strong student voice and creating a culture of belonging and inclusion,” Ms Pearman says.

And that’s why, she says, 91ֱ�� Support provides training for SRC coordinators.

“Teachers at 91ֱ�� Support schools started asking us to develop SRC training because they recognised the synergy between the 91ֱ�� Support program and their SRC program,” she said.

“Both programs empower student leaders, support student voice, and build peer connections.”

SRC members feel a sense of responsibility

Since joining the SRC, Ben has attended regular meetings, shared his ideas, and contributed to several events.

He takes his role seriously, feeling a sense of responsibility towards his peers. This plays out in the classroom and playground, where other kids voice their contributions for him to take back to meetings.

His friends, Thomas and Oliver, say they tell Ben to raise particular issues at meetings, including fixing the soccer goal posts and making assemblies shorter.

Like the other student council representatives, Ben is being given an opportunity to learn a range of skills, including communication, idea development, planning, and working in a team.

“The SRC gives also gives students a chance to communicate with teachers and peers,” Ms Pearman says. “It instils them with confidence and shows that you can influence positive change.”

A well-run school SRC creates a sense of belonging

Ben works together on projects and events with other student representatives, fostering friendships and teamwork skills.

Ms Pearman says student-led events also create a sense of fun and inclusion.

“Kids love running events, and it seems to generate a lot of excitement among their peers too,” Ms Pearman says. “There’s often a feel-good element when students raise money for causes they care about. It highlights the power that groups and individuals have to contribute to the community.”

Ben is thoughtful about including his peers in SRC activities, which helps create a culture of belonging at his school.

“We try to have fun and keep activities safe for everyone,” he says. “We try to take care of everyone because we are a team.”

SRCs can have a significant contribution to the sense of comradery across the school community, according to Ms Pearman. 

“The relationships formed with students from other grades across school can have a significant effect on building a great sense of belonging and a connected culture,” she says. “This vertical grouping of students is a very important aspect of SRCs.”

Find out more about 91ֱ�� Support’s training for SRC coordinators.

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The 91ֱ�� is an opportunity for every student to take on a leadership role. And that’s why many schools love the program. It provides leadership opportunities to more than a select group of natural leaders. And, for some young people, this can be life-changing.

What is a 91ֱ�� Leader?

91ֱ�� Leaders are the students responsible for delivering the 91ֱ�� at their school.

Senior students are trained over two days to be 91ֱ�� Leaders. They go on to lead small groups of younger students in weekly structured sessions. 91ֱ�� Leaders work in pairs with groups of between eight to ten students. The program sessions cover a range of topics and activities, with all resources provided by 91ֱ�� Support Australia.

The program is available to both primary and secondary schools. Typically, 91ֱ�� Leaders are in Year 6 at primary schools, and Year 10 at high schools. Some teachers extend the secondary program for other cohorts as the resources are valuable to all students.

The program provides schools with a unique opportunity for an entire cohort to take on a 91ֱ�� Leader role.

Why teach leadership to all students?

Every young person possesses the potential to become a leader, but this potential needs to be nurtured and developed. The process of teaching and fostering leadership skills can have a profound impact, both in the short and long term, on our young people and their school communities.

Students who learn and practice leadership skills help shape the culture of their school. They become the change-makers, the student voice, and the champions of inclusivity. They can inspire their peers to work together, resolve conflicts, and create a more harmonious environment for everyone.

Many of our member schools recognise the impact that being a 91ֱ�� Leader has on both the students who step into these roles and the school community. Teachers and school leaders are often delighted to see students thrive as 91ֱ�� Leaders despite some students not being seen as natural leaders. And, perhaps more importantly, the students start to see themselves differently too. They recognise their own strengths and find their voice.

How do you do 91ֱ�� Leader training?

The 91ֱ�� is based on the best-practice model of building capacity within your school. Teachers attend our workshops to become accredited 91ֱ�� Support Coordinators. The workshop helps teachers develop the skills and knowledge to coordinate the program, including training their 91ֱ�� Leaders.

The 91ֱ�� Leader training is delivered over two days by your school’s 91ֱ�� Support Coordinator. 91ֱ�� Support Australia provides the resources needed to plan and deliver the training. This includes teacher’s notes, training activities, 91ֱ�� Leader learning guide, information for parents and carers, and training certificates. These are available for download in the member’s section of our website.  

Students are divided into small groups with a teacher facilitating the training. They will work through a range of experiential activities, take part in discussions and complete activities in their learning guide.

During the training, students participate in a range of activities focusing on leadership skills, relationships with others, their role and responsibilities, the structure of a 91ֱ�� Support session, understanding how groups work, strategies to lead a group, and how to facilitate activities.

Why should all students have the opportunity to do 91ֱ�� Leader training?

We encourage you to include all your senior students in your 91ֱ�� Leader training. This gives all students – including those who aren’t normally identified as leaders – an opportunity to learn and practise valuable skills in a supportive environment.

The 91ֱ�� Leader training, and the subsequent leadership role, helps your students develop life skills such as communication, empathy, conflict resolution, and decision-making. These skills are valuable for every student.

Being a 91ֱ�� Leader can be transformative. (See , for example.) 91ֱ�� leadership offers students the opportunity to develop a range of new skills. They may grow in confidence, improve their relationships, become more organised, and develop their social and emotional literacy.

Many schools report that different students, such as those who are quiet, anxious or neurodivergent, flourish in their 91ֱ�� Leader role.

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We encourage you to consider exposing all your students to leadership opportunities. The skills are valuable for everyone — skills like communication, organisation, decision-making, and accountability.

Too often we see schools ‘hot house’ students who are identified early on as showing potential. The students given leadership opportunities are often the same students who achieve high grades, are selected to represent the school at external events, and put into high potential programs. This is great for a handful of kids, but what about everyone else?

This exclusivity approach is a lost opportunity to provide a platform for all students to develop leadership skills. So, as you read this article, think about your students who rarely get picked for opportunities – the kid who is shy, the teen who struggles academically, and the student who misbehaves. These are the students likely to get the most out of a leadership experience, because it can be transformative. It can change how the student views themselves and how others view them.

1. Run a Student Representative Council

SRCs are a great opportunity for many reasons. Students see the democratic process in action. The elected representatives are part of a cross-grade group. Participating students are exposed to decision-making and organisation. It’s an opportunity to learn a range of skills, including communication, idea development, planning, and working in a team. The experience can help boost their confidence, form new relationships, and feel a sense of empowerment.

Plus, SRCs offer benefits to the whole school community as a student voice. At 91ֱ�� Support Australia, we see SRCs as a wellbeing opportunity. They can contribute to your school’s wellbeing when done well. Check out our training for SRC coordinators.

“I get to make decisions. We can have a bit more fun at school, like having special days and wearing casual clothes. We talk about what we should do, or what we should have at the school, and is it sensible. It’s good for kids to make decisions so they know how to make decisions when they grow up.”

– Tom, Year 2, SRC member

2. Empower your senior students to be 91ֱ�� Leaders

The 91ֱ�� provides an opportunity for all your senior students to take on leadership roles. One key benefit of the program is that it gives every student the opportunity to lead.

The program is traditionally run with Year 6 or Year 10 students taking on 91ֱ�� Leader roles. They lead small groups of younger students in weekly structured sessions. Students are trained in leadership over two days.

Students learn to navigate challenges, build interpersonal relationships, and develop a strong sense of responsibility towards their peers.

Many schools are surprised at how well particular students step up into their 91ֱ�� Leader role – and, in some cases, it can have a profound lifelong impact on kids and young people. Javier, a Year 10 student at Mamre Anglican College, said the experience had a big impact on changing his behaviour, and in turn, he improved his grades.

Schools that have a diverse group of leaders are also relatable to a diverse cohort of younger students.  This sends a strong message about the school’s culture, and that everyone can be a good leader.

3. Get involved in the community

Your school can get behind social issues that your students care about, and this can create leadership opportunities. It’s also an excellent way to build a connection between your school and the wider community.

Ben, a Year 3 student, wanted to support a charity that helped him when his dad died. He led a fundraising day at his school, supported by his classroom teacher and classmates. His peers baked cakes and sold them to the rest of the school on a chosen day. They organised flyers to go home in school bags, made signs, worked the stall during lunch break, and managed the money. They raised $470 for , and developed a range of leadership skills along the way. The school community also had the opportunity to learn about the charity, and discuss loss and grief.

Supporting social issues offers a hands-on approach to helping others, showing students that they can be agents of change. Students learn the importance of empathy, social responsibility, and teamwork. These experiences not only contribute to personal growth but also cultivate a sense of duty towards the community, shaping students into socially conscious leaders.

4. Use your clubs for student leadership opportunities

Extracurricular clubs and societies provide a platform for students to explore their passions and interests. Many schools offer clubs already, such as a debating club, a science society, or an environmental group. These can be already established in your school or new initiatives led by students or teachers.

Students can take on roles such as club president, event organiser, or communications officer. They can hone their organisational, communication, and decision-making skills in a specialised context. Teacher-led clubs can also create and allocate roles to students, giving students leadership opportunities and helping them take ownership of the activities they’re interested in.

Some of the clubs our member schools have include chess, coding, LEGO, eco warriors, choir, and drumming.

5. Organise leadership workshops

Consider organising leadership training or talks within the school environment, bringing in external experts and thought leaders to share insights and experiences. Students may have some great ideas about experts to invite.

Alternatively, you could use your own staff to share their insights. Can your school counsellor talk about how to overcome anxiety when talking to a group? Could your principal share their insights about being a good leader? Would your school captains share their experience of being a school leader?

These events provide students with exposure to real-world leadership experience, allowing them to broaden their perspectives and learn from other leaders. Such opportunities also show various leadership styles – and highlight that leadership is not just telling people what to do!

6. Establish a student newspaper

School newspapers, magazines, and online publications offer a unique platform for students to develop leadership skills in communication and media. Students can take on different roles such as editor, writer, photographer, or graphic designer. They learn the importance of effective communication, storytelling, and meeting deadlines. These experiences build confidence and empower students to become influential communicators.

The experience also exposes students to different careers, helping them identify and nurture their interests and skills.

7. Take your students to external events that showcase leadership in action

Inspire your students by taking them to leadership conferences and competitions. It could be a debate competition or an International Women’s Day forum, for example. These platforms push students out of their comfort zones, and expose them to a bigger world of opportunity outside the school gates.

Students may also have opportunities to be participants in external events. These opportunities enable them to mix and sometimes compete with peers from different backgrounds. Students develop resilience, strategic thinking, and the ability to thrive under pressure.

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