Dear High School Community,

A senior messaged me this week asking about the definition of leadership, and how the student body should work towards displaying it. It’s a timely consideration for a high school that aspires to form not only accomplished graduates, but men and women who will bless the world under the lordship of Christ.

Scripture gives us some distinctive guidance, Christian leadership is faithful stewardship of God‑given authority, gifts, and influence to seek the good of others under Christ; through truth, love, and sacrifice. From the beginning, humans are entrusted to cultivate and guard what God has made (Genesis 1:26–28; 2:15). Jesus deepens and reorders that calling when He takes a towel, washes feet, and teaches that greatness is found in service, “For even the Son of Man came not to be served but to serve” (Mark 10:42–45; John 13:1–17). The New Testament presses the point further by demonstrating that leadership is focused on character before charisma, that it is above reproach, self‑controlled, trustworthy, eager to do good, and gentle with those we lead (1 Timothy 3:1–7; 1 Peter 5:2–3). Its aim is love of God and neighbor (Matthew 22:37–39).

Our classical Christian philosophy of education complements this biblical vision. We are not simply teaching content or distributing credentials, we are forming wisdom and virtue, right thinking and rightly ordered loves, toward truth, goodness, and beauty. Augustine reminded the church that we become what we love. The task of education is to order those loves so that we desire what is truly desirable. 

What does this look like in high school hallways and classrooms? It looks like faithfulness in small things, keeping your word, meeting deadlines, telling the truth when it costs you (Luke 16:10). It looks like attention as an act of love, phones away, eyes up, offering focused presence that serves classmates and teachers (Philippians 2:3–4). It looks like courage that remains kind, welcoming the student on the margins, refusing gossip, and apologizing quickly when you are wrong (Micah 6:8). It looks like excellence in craft, whether a lab report, essay, art canvas, or sports, offered as worship, not performance (Colossians 3:23). It looks like honest speech, arguments that are fair, evidence‑based, and charitable, speaking the truth in love so that others are built up and not belittled (Ephesians 4:15, 29). It looks like initiative and service, seeing a need and acting without being asked, mentoring a younger student, organizing study help or prayer. It also looks like principled submission and, when conscience requires, respectful dissent, honoring rightful authority while remembering we obey God above all (Romans 13:1; Acts 5:29). Peacemaking threads through it all, being quick to listen, slow to speak, eager to reconcile (Matthew 5:9; James 1:19).

Parents play a crucial role in this formation. When you praise your son or daughter, celebrate character alongside achievement, “I’m proud of your courage and your hard work.” Ask questions that tune their imaginations toward service, “Who did you help today?” “Where did you tell the truth when it was costly?” Model ordered loves at home by prioritizing worship, the family table, and unhurried presence over hurried calendars. It is good to help recalibrate the metrics of success so that growth in virtue is noticed and named as clearly as grades, posts, or positions.