The ‘Leader in Me’ Program: A One-Size-Fits-All Approach to Leadership Development?

Introduction

The “Leader in Me” program has gained considerable popularity in American schools as an attempt to instill leadership skills and character development in children. However, numerous criticisms have emerged, calling into question the program’s effectiveness and its potential consequences on student development. As educational philosopher John Dewey once said, “Education is not preparation for life; education is life itself.” This idea stands in contrast to the “Leader in Me” program, which adopts a simplified approach that may not adequately prepare children for the complexities of life and true leadership roles.

This article aims to provide a critical analysis of the “Leader in Me” program, exploring the various criticisms and concerns raised by experts in the field, as well as examining academic studies that have evaluated its effectiveness. By delving into the program’s oversimplification of leadership development, heavy reliance on rewards and punishments, promotion of conformity and obedience over true leadership skills, neglect of systemic factors, and potential reinforcement of stereotypes and social inequality, we seek to shed light on the potential drawbacks of this widely adopted program. Through this analysis, educators and parents will be better equipped to make informed decisions about the most effective approaches to fostering leadership and character development in children.

A Short Background of the “Leader in Me” Program

The “Leader in Me” program is based on Stephen Covey’s book “The 7 Habits of Highly Effective People,” and it aims to teach students leadership skills and foster character development. The program incorporates the 7 habits into its curriculum and daily school activities, which are believed to help students become more responsible, effective, and ultimately successful in their lives.

These habits are:

1. Be proactive
2. Begin with the end in mind
3.  Put first things first
4. Think win-win
5. Seek first to understand, then to be understood
6.  Synergize
7.  Sharpen the saw

While the program’s goals of promoting leadership and character development are well-intentioned, numerous criticisms have been raised, calling into question the program’s effectiveness and potential drawbacks. Critics argue that these 7 habits are merely a repackaging of age-old wisdom without offering any new insights. Furthermore, the idea that these habits can be applied universally oversimplifies the complexities of human behavior and the diverse contexts in which people operate.

Criticisms of the “Leader in Me” Program

1. Monetary Costs of the Leader in Me Program– A significant concern regarding the “Leader in Me” program is the substantial financial investment required for its implementation. Schools often have to allocate resources to cover costs associated with training, materials, and ongoing support. The initial cost to implement the program can range from $40,000 to $60,000 per school, depending on the size of the school and the extent of the training required (Cult of Pedagogy). Furthermore, ongoing support and training can cost around $10,000 to $15,000 per year (leaderinmeconcerns.wordpress.com).The expenditure on the “Leader in Me” program raises questions about whether these financial resources could be better utilized elsewhere, particularly given the various concerns about the program’s effectiveness and potential drawbacks. With many schools facing budget constraints and competing priorities, it is crucial to weigh the potential benefits of the program against other educational initiatives that may provide more substantial and evidence-based results.
2. Connection to Mormonism – Another critique of the “Leader in Me” program relates to its connection to the Church of Jesus Christ of Latter-day Saints (LDS), as Stephen Covey, the author of “The 7 Habits of Highly Effective People,” was an active member of the LDS Church. Although the “Leader in Me” program does not explicitly promote religious beliefs, critics argue that its roots in Covey’s personal convictions might be unsuitable for public schools, where the separation of church and state is mandated (leaderinmeconcerns.wordpress.com).While this concern might not directly affect the program’s effectiveness, it is essential for educators and parents to be aware of potential religious undertones and consider whether they align with the values and beliefs of their school community.
3. Lack Of any Real  Research – The overall body of research on the “Leader in Me” program is limited, with only a few studies examining its effectiveness and potential consequences on student development. The “Leader in Me” program has limited evidence supporting its effectiveness in improving students’ academic achievement or behavior. A study conducted by McClelland et al. (2017) found no significant effect on these outcomes. Additionally, the program’s marketing materials often showcase anecdotal success stories that may not represent the program’s overall impact, further highlighting the need for more robust research to assess its effectiveness. The lack of extensive research makes it difficult to draw conclusive statements about the program’s impact on students (Cult of Pedagogy). Given the financial investment and the concerns raised about the program’s potential drawbacks, it is crucial to conduct more robust and comprehensive research to evaluate its effectiveness. Until there is more compelling evidence to support the “Leader in Me” program, educators, and parents may want to consider alternative approaches to leadership development and character education that have stronger empirical support.
4. Oversimplification of Leadership Development – The program has been criticized for its simplistic approach to leadership development, offering little understanding of the complexities of leadership and social change (Johnson, 2015). In her article on Cult of Pedagogy, Jennifer Gonzalez notes that the program’s “overemphasis on these habits as a panacea for all problems can lead to a superficial understanding of real-life challenges and solutions.” Additionally, the Hidden Dangers of the “Leader and Me” Program blog post highlights that the 7 habits are not evidence-based, and applying these principles universally may not be effective for all students.
5. Reliance on Rewards and Punishments – Another criticism of the “Leader in Me” program is its heavy use of rewards and punishments to motivate student behavior. This approach can lead to extrinsic motivation and may undermine students’ intrinsic motivation to learn and develop their leadership skills. Gonzalez’s Cult of Pedagogy article shares the concern that “students who are motivated by rewards or fear of punishment may not develop the intrinsic motivation necessary for true leadership.”
6. Promotion of Conformity and Obedience over True Leadership Skills – Critics argue that the “Leader in Me” program focuses more on conformity and obedience than fostering genuine leadership skills. The program’s emphasis on individual responsibility neglects the role of systemic factors such as poverty, discrimination, and social injustice in shaping children’s lives (Pavelka, 2019). The Nelson County Gazette article reports that some teachers have expressed concerns that the program’s emphasis on adherence to the 7 habits may stifle creativity and independent thinking.
7. Neglect of Systemic Factors and Narrow Worldview – The “Leader in Me” program has been criticized for its narrow focus on individual success and achievement, which may reinforce a self-centered worldview that fails to recognize the importance of collective action and community engagement. Critics argue that the program’s emphasis on personal responsibility does not take into account the systemic factors that affect students’ lives, such as poverty, discrimination, and social injustice (Pavelka, 2019). This critique is further supported by the findings of Van Hook, Pankake, and Hinton (2019), who argue that the program perpetuates neoliberal ideologies that prioritize market-based solutions and ignore structural issues
8. Questionable Effectiveness and Academic Impact –Despite the program’s popularity, there is limited evidence supporting its effectiveness in improving students’ academic achievement or behavior. McClelland et al. (2017) found that the “Leader in Me” program did not have a significant effect on these outcomes. Additionally, the blog post on leaderinmeconcerns.wordpress.com points out that the program’s marketing materials often showcase anecdotal success stories, which may not be representative of the program’s overall impact.
9. Reinforcement of Stereotypes and Social Inequality – The “Leader in Me” program may unintentionally perpetuate gender stereotypes and social inequality. McClelland et al. (2017) found that the program’s gendered language and focus on traditional leadership roles could reinforce gender stereotypes. Furthermore, Erwin (2018) discovered that such programs can reproduce power relations that privilege certain groups while disempowering others. This suggests that the “Leader in Me” program may inadvertently contribute to social inequity rather than promoting social justice and equity principles.
10. Increased Burden on Teachers – Another concern about the “Leader in Me” program is the additional workload it imposes on teachers. Educators already face significant challenges in managing their time and resources, meeting curriculum standards, and addressing the diverse needs of their students. Adding the responsibility of implementing the “Leader in Me” program on top of these existing duties can be overwhelming for many teachers.The program requires teachers to undergo training, adapt their lesson plans, and integrate the 7 habits into their teaching practices. This additional workload can lead to increased stress, burnout, and a potential decline in teaching quality. Furthermore, the program’s focus on rewards and punishments can create additional pressure on teachers to enforce strict adherence to the 7 habits, which may hinder their ability to build positive relationships with students and foster a supportive and inclusive learning environment.
11. Detriment to Academic Instruction Time – One significant criticism of the “Leader in Me” program is its impact on academic instruction time. Implementing the program requires incorporating the 7 habits into daily school activities, which inevitably takes time away from core academic subjects. As schools strive to meet rigorous academic standards and prepare students for success in an increasingly competitive world, it is vital to ensure that valuable instructional time is not compromised by non-academic programs.The “Leader in Me” program diverts attention from essential academic areas such as math, science, language arts, and social studies, which are fundamental to students’ academic and professional success. While leadership and character development are essential, it is crucial to strike a balance between these areas and the core academic subjects that students need to master. Critics argue that the time spent on the “Leader in Me” program could be better utilized by focusing on evidence-based approaches to improve students’ academic achievement.

Conclusion

In conclusion, the “Leader in Me” program, which aims to develop leadership skills and character in children, may seem appealing to educators and parents. However, its limitations and potential drawbacks must be carefully considered. Criticisms of the program include its oversimplification of leadership development, heavy reliance on rewards and punishments, promotion of conformity and obedience over true leadership skills, neglect of systemic factors, questionable effectiveness, and potential reinforcement of stereotypes and social inequality.

Experts in the field and several academic studies have raised concerns about the program’s alignment with social justice and equity principles, as well as its overall impact on student development and leadership. Given these issues, it is crucial for educators and parents to recognize that the “Leader in Me” program may not be the most effective solution and could potentially be a waste of valuable resources.

Instead of relying on simplistic, one-size-fits-all approaches like the “Leader in Me” program, educators should invest in comprehensive and evidence-based approaches to leadership development and social change. These alternative approaches should address the complexities of children’s lives, foster true leadership skills, and promote social justice and equity principles. By doing so, we can ensure that we are providing the best possible education and opportunities for our children to succeed as leaders and responsible members of society.

References:

Erwin, H. E. (2018). Exploring the experiences of elementary student leaders: An ethnographic inquiry. Education and Urban Society, 50(8), 700-721. https://doi.org/10.1177/0013124517714854

Gonzalez, J. (n.d.). Leader in Me: A critical review. Cult of Pedagogy. Retrieved from https://www.cultofpedagogy.com/problems-with-leader-in-me/

Johnson, D. W. (2015). Reaching out: Interpersonal effectiveness and self-actualization. Pearson.

Leader in Me Concerns. (n.d.). About. Retrieved from https://leaderinmeconcerns.wordpress.com/about/

McClelland, M. M., Tominey, S. L., Schmitt, S. A., & Duncan, R. (2017). SEL interventions in early childhood. The Future of Children, 27(1), 33-47. https://doi.org/10.1353/foc.2017.0003

Nelson County Gazette. (2019). Leader in Me program faces questions at OKH. Retrieved from https://nelsoncountygazette.com/?p=40004

Pavelka, S. (2019). Critical pedagogy and youth leadership development: Issues and opportunities in a rural school-community context. Journal of Transformative Education, 17(4), 306-325. https://doi.org/10.1177/1541344618777833

Rizk, S. S. (2018). Developing student leaders in elementary school. Journal of Character Education, 14(1), 17-27.

Van Hook, S., Pankake, A., & Hinton, C. (2019). The Leader in Me: A critical discourse analysis of power and ideology. The Journal of School & Society, 6(1), 1-15. Retrieved from https://journalofschoolandsociety.files.wordpress.com/2019/01/van-hook-pankake-hinton-leader-in-me.pdf