by Heidi Kasevich, Ph.D., gcLi, Director of the School Certification Program
Broadening Ideas of a “Leader”
When students discover they fall on the introverted side of the spectrum, they often lose confidence in their ability to lead. Educators may unconsciously promote the “Extrovert Ideal,” a cultural bias toward charismatic, outgoing, and alpha leaders. Extroverted individuals are often viewed as more effective because they fit the stereotype of a successful leader in modern American society. Introverted students may feel that they lack leadership potential because they are not naturally loud or gregarious, nor do they seek the spotlight.
Our leadership work with students must start from a place that is both inclusive and expansive. Educators need to convey that leadership is not limited to those with extroverted personality traits. Presence, passion, and compassion together represent a more expansive definition of leadership—one that emphasizes the capacity to help a team realize its potential.
- Presence involves knowing yourself, recognizing your strengths and weaknesses, and connecting with others in a genuine way.
- Passion encourages students to discover what genuinely excites them and connect it to a greater purpose, allowing them to use their interests to make a meaningful impact beyond themselves.
- Compassion highlights the importance of taking meaningful action to support others’ needs and benefit their well-being in local, national and global communities.
Another way to think about this inside-out, strengths-based approach to leadership is to turn to the work of Robert Greenleaf on servant leaders– those who believe their organization’s goals are best achieved by the development of followers. According to a 2006 Servant Leadership study, the virtues of servant leadership are found in those who self-identify as introverts or “quiet.” Quiet Revolution later conducted a groundbreaking study which found that introversion aligns with three character strengths – humility, perspective, and prudence – ones that are affiliated with servant leadership – and can be cultivated by introverts and extroverts alike.
The Quiet Trio: Humility, Perspective, and Prudence
- Humility
Humility is often misunderstood, particularly among younger students who may associate it with weakness. However, research shows that humble leaders have an accurate assessment of their own strengths and weaknesses. In addition they seek feedback and celebrate the accomplishments of their teams. Humility can enhance a leader’s authority because it motivates others to contribute more toward the common goal. One important 2018 study of high school students found that humble students are more likely to use effective metacognitive strategies and to quiz themselves to check their own understanding. He or she might say, “I don’t have all the answers. Give me some feedback.”
Storytelling can be an effective way to convey the importance of humility. History provides many examples of humble leaders who made a significant impact, such as Nelson Mandela and Mahatma Gandhi. Another way to encourage humility is by having students practice what Caroline Adams Miller calls “active constructive responding” in her book Getting Grit. This involves having students interview each other about their greatest accomplishments, asking questions like, “Why is it meaningful to you?” and “What impact did you have?” The key is to encourage students to share what they heard from their counterparts with as many people as possible throughout the day – or week!
- Perspective
The Values in Action Institute on Character describes this character strength as the capacity to see the bigger picture in life. In order to answer important questions, and then offer great advice, the listener must be able to be fully present with his/her counterpart during a conversation, paraphrase to confirm understanding, and be open to validating emotions in a non-judgmental way. It’s a paradox that we can present to our students: listening makes us more powerful as leaders because we are building trust and enhancing engagement.
One effective way to teach deep listening is through an “Empathy Shoe”activity, which begins with students standing in a circle and observing the footwear of their neighbor. They then ask each other reflective questions such as: “What is it like to walk in your shoes? What do you like or dislike about them?” Afterward, students introduce their partner to the group based on their observations. The key moment comes when students reflect on whether their partner accurately captured their experience. This encourages deeper understanding of perspective and the importance of listening actively.
When we teach deep listening skills, we can then assess students as part of a classroom engagement grade. We can raise awareness about whether our students use eye contact, provide facial feedback, avoid distractions, or lean forward towards the speaker – on a sliding scale from “rarely” to “often.” Such non-verbals become an integral part of a classroom engagement – rather than a strictly verbal participation grade.
- Prudence
Prudence, often associated with caution, is a critical leadership trait. It involves making decisions based on practical wisdom and understanding, rather than reacting impulsively. Introverted leaders are naturally inclined to think before they act, carefully weighing options before making decisions. This thoughtful approach to problem-solving can lead to creative and innovative solutions.
Prudence can be developed in all students by encouraging them to take time for reflection before making decisions. Simple techniques for educators, such as a 5-10 second pause before answering a question, can help students cultivate this valuable skill. Teaching students to reflect on their actions and consider potential outcomes is key to developing prudence.
A great way to help students make thoughtful decisions is by encouraging them to set stretch goals. In one-on-one conversations, we can talk about their core personal projects. These projects can be small, like wearing a hat at the beach for sun protection or brushing the cat every day for a family member with allergies, or bigger goals, like learning French in Paris or attending a yoga retreat in India.
The goal is to help students realize that pursuing a meaningful project—one that aligns with their values and is achievable—can bring joy and be life-changing. This lesson is best learned early, but it should focus on the process and purpose, not just the outcome.
It’s important to note that while stretching ourselves can lead to growth, pushing too hard can cause anxiety or burnout. For example, if you’re introverted and usually prefer reading on Friday nights, stretching might mean attending a party, but not yet giving a speech in front of the class. For an extroverted person, pushing boundaries might mean choosing to stay home and read instead of going out. The key is to challenge students without overwhelming them—on an anxiety scale of 1 to 10, aim for a 4 to 6.
Closing Reflections
- How do leadership strengths show up in different ways in your school?
- Which style of leadership is most recognized or respected in your own culture?
- How can you support each student’s natural leadership talents while helping them step out of their comfort zones and grow new skills?
For more information on quiet leadership and introvert-friendly classrooms, please see: Silent Talk: Setting the Stage for Introverts to Thrive in the Classroom and Beyond.
Links:
”How to Cultivate Humble Leadership” (The Greater Good, UC-Berkeley)
“What Is Servant Leadership?” (Center for Servant Leadership)
“The Benefits of Admitting When You Don’t Know” (The Greater Good, UC-Berkeley)
Getting Grit by Caroline Miller
“How Your To-Do List Shapes Your Personality–And How to Use It to Remake Who You Are” (Ideas.TED.com)
—
Heidi Kasevich, Ph.D., is Director of the Gardner Carney Leadership Institute’s Certification and Virtual Programs, which train educators to nurture the next generation to be self-aware, humble, resilient and compassionate leaders.
She is founder of Kase Leadership, where she is a leadership educator and executive coach. Through workshops, keynote presentations, and individual and team coaching, she facilitates the courageous conversations needed to create communities of belonging where introverts are as valued as their extroverted counterparts for their potential to learn and lead.
She recently served as director of education at Susan Cain’s Quiet Revolution, where she launched a professional development program that was featured in numerous national publications. Her proficiency is grounded in over twenty years of experience as history chair and leadership program designer at several schools and universities in New York City and Paris.
Dr. Kasevich is author of Silent Talk: Setting the Stage for Introverts to Thrive and Beyond, which provides K-University-level educators with research-based strategies to create introvert-friendly classrooms and nurture quiet leaders. She is also coauthor of The Introverted Actor: Practical Approaches, which empowers introverted actors to leverage their strengths and navigate all aspects of the profession. She received the Education 2.0 Outstanding Leadership Award in 2022 and the Visionaries Award in 2024.