Early adolescence is an appropriate time to teach leadership to girls. Despite the varied girls’ leadership programs mentioned in the literature for high-school-age teens, several researchers focused on early teens as the time to teach leadership.

A girl’s relationships, intimacies, sports activities, art, and musical activities, as well as academic learning during the ten-to-twelve period, have a great likelihood of sticking or at least reappearing later in her life because of their interconnection with the massive brain growth.

There is also a greater likelihood that she will not be as good at things she didn’t practice during these two years. We wouldn’t want to say that everything a girl does from ten to twelve will stick, or that she can’t learn something at sixteen, twenty, or thirty that she didn’t do at eleven. Yet it is amazing to see how often it does work out that what we care about in early adolescence resurfaces in later adolescence, and throughout life.

Although it should begin at an early age, leadership training should be continued and expanded for girls. To reinforce our work for girls our leadership program equips students with critical thinking, enabling civic participation and democratic change.

The girl’s leadership program provides practice coaching to girl’s. The program encourages dialogue that redefines a girl’s ability to freely express herself; her self-worth and become aware of her worth assigned to her by others. The program is an outfit that provides practical coaching to adolescent girls