When we talk about student leadership, it’s easy to imagine confident public speakers, energetic organisers or charismatic performers. But leadership should never just be reserved for the loudest voices in the room.

That’s why at our school one of the most important shifts in our leadership approach for pupils has been to deliberately create roles and opportunities for quieter children to step forward, in ways that feel authentic and empowering for them.

It’s early days but we’re already seeing a positive impact - here are some of the things we have done.

Student leadership that doesn’t require a stage

One of the newest additions to our leadership programme is the library prefect role, introduced in term three of this academic year.

While still in its early stages, it is already showing strong potential for reaching pupils who may not typically gravitate toward leadership.

In particular, it has opened a door for those who are naturally quiet or shy or who speak English as an additional language (EAL) - groups often underrepresented in more traditional, high-visibility leadership roles like assembly presenting or event hosting.

Unlike these more public-facing positions, the library offers a quieter, structured environment. Here students take on responsibilities such as managing book displays, organising shelves or helping with library routines.

These consistent, calm tasks allow pupils to lead in a way that feels safe and manageable. For some, this has been their first real step into leadership - and a powerful one.

Importantly, this role has also supported pupils who struggle with group socialising or are developing their social communication skills.

Because many of them already saw the library as a calm refuge during lunch or break times, the transition to a leadership role in that space felt natural. Rather than forcing them into a mould that didn’t suit them, the role met them where they were.

Next year the library prefect opportunity will be available from term one, and we’re eager to see how it continues to evolve.

For schools looking to broaden their leadership offer, creating this kind of quieter role can be an excellent way to include those students who might not otherwise put themselves forward but who still have so much to offer.

Rethinking how we choose buddies

Another area where we reconsidered our approach was in our buddy system. The buddy system runs from Years 2 to 6. Each class has two buddies, who support new pupils when they join, usually at the start of a term.

Buddies help them settle in and are given a Buddy Booklet with key information to share. As most new students have EAL, having a buddy is a great way to help them find their way around and feel more comfortable at school.

Initially, we introduced a voting system, allowing pupils to choose their class buddies. While this seemed empowering, we quickly noticed a pattern: the same confident, “popular” children were being repeatedly chosen, while equally capable but quieter students were overlooked.

Upon reflection, we recognised that younger pupils, in particular, may not yet fully understand what makes a good buddy - kindness, patience, dependability - and that their choices were often based on surface-level familiarity or charisma.

As a result, we are changing the approach for the next academic year.

From now on, class teachers from the previous year - the adults who know the students well - will select buddies for each class.

This shift ensures that our new pupils who arrive are paired with a carefully chosen role model and that quieter, more nurturing students are also given a chance to shine in a leadership role. It also acknowledges that leadership takes many forms, and that being a calm, consistent presence for a new student is just as important as being outgoing.

Building responsibility without the spotlight

Across all student leadership roles, from house vice-captains to prefects and members of the student council, we have begun to look more carefully at how we promote, prepare and support a wider range of students.

We still encourage speeches and applications, but we also create space for private conversations, staff nominations and quieter avenues to express interest.

Some of our most successful prefects this year began their journey with little confidence. They weren’t the first to raise their hands in assembly or speak up in group discussions. But with the right environment and encouragement, they’ve proven to be compassionate, reliable leaders who take initiative and serve the school community with quiet strength.

This includes attending regular leadership meetings, organising small acts of kindness and mentoring younger pupils in everyday moments. These experiences have shown that leadership can grow through consistency and care, not just visibility.

Sinead Chambers is a Year 6 teacher and student leadership and enrichment lead at The International School @ ParkCity in Kuala Lumpur, Malaysia.

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