Impact fo Alternative Youth Leadership in the Context of ColombianEducational Institutions

This Working Paper aims to analyze the impact of alternative youth leadership within the context of various Colombian educational institutions, framed within the field of educational leadership and the development of socio-emotional skills. This research arises from the need to understand how young people, within their school environments, construct and exercise forms of leadership that transcend traditional hierarchical models, positioning themselves as agents of social, educational, and community transformation.

The study was conducted over a period of 14 months, during 2021 and its subsequent research consolidation phase, under a qualitative descriptive approach with a phenomenological design. This approach made it possible to interpret the experiences, perceptions, and meanings attributed by young participants to the exercise of leadership. The population consisted of students from different regions of the country, selected through purposive sampling based on their active participation in school leadership processes. Data collection techniques included surveys, semi-structured interviews, and focus groups, which enabled a comprehensive understanding of the phenomenon through three main analytical categories: youth leadership, socio-emotional skills, and youth public policies.

The findings reveal that alternative youth leadership is characterized by its participatory, collaborative, and inclusive nature, highlighting the promotion of values such as empathy, social responsibility, assertive communication, and teamwork. Furthermore, these leadership practices mainly emerge in informal school settings, emphasizing the need for their institutional recognition. Likewise, young leaders demonstrate a significant impact on the dynamization of school processes, the improvement of coexistence, and the development of initiatives aimed at collective well-being.

In conclusion, alternative youth leadership represents a strategic opportunity to strengthen education in Colombia, as it contributes to the comprehensive development of students and the acquisition of key life skills. However, challenges remain regarding the limited articulation between these leadership practices and youth public policies, as well as the need to enhance their visibility and institutional support. This study contributes to the field of educational leadership by providing an in-depth understanding of the phenomenon and proposing action lines for future research and pedagogical practices aimed at social transformation.