At Rowland Hall, fifth graders carry a meaningful distinction: they're the oldest students in the building, and they’re looked up to by their younger peers.

The division works intentionally to make sure they're ready for that responsibility.

“We tell fifth graders they’re the leaders of the Lower School, and this year we wanted to do more things to teach them leadership skills and empower them as leaders,” said Charlotte Larsen, head of Lower School.

We tell fifth graders they’re the leaders of the Lower School, and this year we wanted to do more things to teach them leadership skills and empower them as leaders.—Charlotte Larsen, head of Lower School

That intention took shape as Leadership Lab, a new opportunity for all Rowland Hall fifth graders. Held as two workshops in September and February, Leadership Lab is designed to help students build the skills and confidence they'll need to collaborate, contribute, and grow, now and in the years to come.

"This is foundational,” said Charlotte. “We know there will be more opportunities for these students to take on leadership roles in the coming years, and we want them to be ready.”

The first Leadership Lab was held two weeks into the school year, on September 5. The afternoon featured five small-group rotations focusing on key leadership skills: communication and collaboration, creative thinking, conflict resolution, integrity, and flexibility and adaptability. Each was led by a member of the Lower School team: Charlotte, Assistant Head of Lower School Josy Alcindor, and fifth-grade teachers Coti Hudgens, Samantha Mims, and Kiara Rivera. The gathering also featured a welcome address from Rowland Hall's student body president, Sarah Gibbons, who drew on her own memories of fifth grade when writing her speech about showing up as a leader.

“I thought about what I needed to hear in fifth grade,” said Sarah, now a senior. “I wanted to touch on the fact that leadership isn't just ‘one guy in charge.’ I wish I had learned something like that before high school.”

Sarah also challenged the fifth graders to think about how they want to be remembered as leaders, a powerful question that’s stayed with the group. Fifth grader Giovanni D. called it out as one of his strongest memories of the day.

“We learned how to make our identities, who we are, speak through our leadership,” he said.

Fifth graders further appreciated the interactive, small-group activities that allowed them to practice the skills they were discussing. The communication and collaboration breakout, for example, featured an iceberg-is-melting game that required the students to communicate clearly and work together to move a hula hoop, while the flexibility and adaptability breakout featured a game show-style activity where they roleplayed real-life scenarios.

“We got to practice how to work out your own problems,” said Robin M. “It was actually really fun.”

Following the first session, students were encouraged to practice leadership skills in the classroom, on the playground, at home, and during after-school activities. These real-world experiences were important preparation for the second session of Leadership Lab, held in late February. Like the September gathering, this session featured a variety of breakout sessions to allow students to explore leadership topics. This time, though, students also learned from a group of Upper School student leaders.

“It’s nice to learn from people who are closer to your age,” said Ava A. “They understand what kids understand.”

Eight upper schoolers led breakouts focused on communication and listening, problem-solving under pressure, reflection, integrity, and values and ethical leadership. The gathering engaged the fifth graders in hands-on activities, such as building the tallest tower they could in only five minutes and writing reflections about showing up as leaders. It also included plenty of time for the younger students to hear about their older peers’ leadership experiences, giving them an exciting peek at the many opportunities that lie ahead.

I liked talking to the older students because I could see what I could become.—Robin M., fifth grader

“They brought real-world examples, like how you can be the leader of a club,” said Giovanni, who is planning to start a rocket club in the Middle School.

This kind of forward thinking is exactly what Leadership Lab set out to inspire, and a natural fit at a school dedicated to developing people the world needs. Rowland Hall is committed to supporting students in seeing themselves as leaders and showing them that their contributions are valued and can be applied in many ways.

“I liked talking to the older students because I could see what I could become,” said Robin.

And what might be the most meaningful takeaway for this first class of Leadership Lab participants is the self-awareness skills students are already demonstrating. Giovanni, for instance, said he’s naturally drawn to leadership but has made a conscious effort to make space for more classmates’ ideas during group projects. Robin, remembering a moment when she didn’t feel she was a good listener for a friend, has been working on focusing on what others are saying when they’re speaking, rather than waiting to share her own thoughts. And Ava, who said she doesn’t seek the limelight, is challenging herself to go outside her comfort zone to find new ways to contribute in class and during after-school team practices. As unique as the students themselves, these self-reflections prove the value of giving children early opportunities to learn to lead well so they are remembered as effective, ethical, and good leaders, and humans.

“I think it helped me a lot,” said Robin about Leadership Lab, while Giovanni and Ava nodded along in agreement. “I want to be a leader who listens to other people’s ideas, and shares my own, and compromises.”

Banner photo: Fifth-grade teacher Samantha Mims leads an activity around creative thinking at the September Leadership Lab session.