The impacts of elementary student leadership on group development in an afterschool context
(Online Content, Book - Regular Print)

ProQuest Document ID: 2821545635.

Advisor: Mary Jackson.

Submitted in partial fulfillment of the requirements for the degree of Master of Arts from Prescott College in Adventure Education: Elementary Student Leadership.

M.A.,Prescott College,2023.

Includes bibliographical references (leaves 62-64).

"Student and youth leadership programs are prevalent across the United States with programs based in schools, communities, and religious institutions. The researched benefits of such programs include an increased attachment to the community, a greater sense of belonging, and the development of prosocial behaviors. The vast majority of youth leadership programs are intended for High School and College students, with a smaller number of programs starting in Middle School. Very few programs begin an intentional curriculum in elementary school, which has resulted in far fewer studies about the impact of these benefits of youth leadership for younger students. The BEACON Afterschool Program is based in Moab, Utah, and is an auxiliary program of the Grand County School District. Students sign up for different clubs which take place once a week for eight weeks. The Student Leadership Program has two phases. Phase One is a club that is available for students in grades 3-6 where students have specific lessons in leadership skills and go through a reflective process of leading activities for younger students. After students have taken this club they may participate in Phase Two, joining a club as the designated student leader for the session. The purpose of my study was to determine whether an elementary student leadership program employed in an afterschool context increases confidence with peers for student leaders and a sense of community with those younger students in the clubs which have student leaders. My objectives were to obtain a community perspective by soliciting input from teachers, family members, and students and to determine whether students experience a greater sense of belonging, attachment, and self-confidence as a result of participation in youth leadership. I used a mix of qualitative methods of inquiry including interviews, surveys, and observations. I used these methods as part of an ethnographic research approach to the continued development of the student leadership program for positive impact. The significance of this research is providing a framework for other programs that wish to begin student leadership in an elementary afterschool context and contribute to the prosocial development of youth."--leaf i.

Also available in an electronic form.