Explore leadership training for LDS youth. Discover how the Church of Jesus Christ of Latter-day Saints develops young leaders through service and spiritual growth.
Written by Laura Bouttell • Sat 10th January 2026
Leadership training for LDS youth provides young members of the Church of Jesus Christ of Latter-day Saints with structured development opportunities—combining spiritual principles with practical leadership skills through church callings, service projects, and youth programmes designed to prepare future leaders for both ecclesiastical and secular responsibilities. This faith-based approach to youth development produces leaders who integrate values with capability.
The Church of Jesus Christ of Latter-day Saints has developed extensive youth programmes that intentionally cultivate leadership. Unlike purely secular approaches, LDS youth leadership training integrates spiritual foundations with practical skill development. Young people learn to lead through actual responsibility—presiding over quorum or class meetings, planning activities, serving in presidencies, and ministering to peers.
This guide examines how LDS youth leadership training works, what it develops, and how its principles apply more broadly.
Understanding the Church's approach to youth leadership development.
Children and Youth Programme The current Children and Youth programme (introduced in recent years) provides the framework for youth development from ages 8-18.
Young Women and Young Men Organisations Youth participate in Young Women (for girls) and Young Men (for boys) organisations that provide leadership opportunities through class presidencies and quorum leadership.
Leadership Through Callings Youth receive formal callings to serve in presidencies—class presidents, quorum presidents, secretaries—providing real leadership responsibility.
Progressive Responsibility As youth mature, leadership responsibilities increase, building capability progressively.
Presidencies Youth presidencies provide structured leadership experience. Presidents lead meetings, conduct interviews, plan activities, and minister to class/quorum members.
Planning and Execution Youth plan activities, camps, service projects, and programmes—developing planning and organisational skills through actual execution.
Public Speaking Regular opportunities to speak in church meetings, lead discussions, and share testimony develop communication skills.
Service Leadership Service projects require organising volunteers, coordinating logistics, and leading peers in meaningful work.
| Age Group | Organisation | Leadership Opportunities |
|---|---|---|
| 12-13 | Deacons/Beehives | Beginning quorum/class leadership |
| 14-15 | Teachers/Mia Maids | Expanded presidency roles |
| 16-17 | Priests/Laurels | Senior youth leadership |
| 18+ | Young Adults | Ward and stake responsibilities |
Examining the specific capabilities cultivated through church programmes.
Leading with Values Youth learn to lead from spiritual foundation, integrating faith principles into leadership practice.
Teaching and Testimony Regular teaching opportunities develop ability to share beliefs and influence others through spiritual means.
Discernment Youth learn to seek spiritual guidance in decision-making—a form of leadership wisdom development.
Ministry Assigned ministering responsibilities teach youth to care for others, developing servant leadership orientation.
Meeting Leadership Conducting meetings—with agendas, participation management, and time stewardship—develops fundamental facilitation skills.
Planning Capability Activity planning requires goal-setting, resource allocation, delegation, and execution management.
Communication Public speaking, interview conducting, and peer interaction develop varied communication abilities.
Problem-Solving Real challenges in youth activities require creative problem-solving and decision-making.
Peer Relationships Leading peers teaches influence without formal authority—essential leadership capability.
Adult Relationships Working with adult advisors develops professional relationship skills and respect for mentorship.
Conflict Navigation Youth organisations experience conflicts; learning to navigate these builds important leadership maturity.
| Skill Category | Development Mechanism | Application |
|---|---|---|
| Spiritual leadership | Callings, ministry, teaching | Values-based leading |
| Planning | Activity organisation | Project management |
| Communication | Speaking, teaching, interviews | Influence and clarity |
| Relationships | Peer leadership, adult collaboration | Interpersonal effectiveness |
| Service | Projects, ministry | Servant leadership |
Understanding how religious context shapes development.
Foundation in Faith Leadership is taught as service to God and others, not personal advancement. This shapes leadership motivation and character.
Ethical Framework Clear moral standards provide framework for decision-making. Leaders learn to integrate ethics into choices.
Accountability Beyond Self Youth understand accountability to God as well as to organisations. This deepens responsibility orientation.
Eternal Perspective Leadership activities connect to larger spiritual purposes, providing meaning beyond immediate tasks.
Service Motivation Church leadership emphasises serving others, developing intrinsic rather than extrinsic motivation.
Kingdom Building Youth understand their leadership as contributing to divine work, elevating purpose significance.
Supportive Environment Church community provides safe space for leadership experimentation and growth.
Mentorship Availability Adult advisors invest in youth development from genuine concern, not professional obligation.
Peer Support Fellow youth share values and support leadership development efforts.
| Element | Secular Approach | Faith-Based Approach |
|---|---|---|
| Motivation | Achievement, career | Service, spiritual growth |
| Framework | Pragmatic | Values-integrated |
| Accountability | Organisational | Divine and organisational |
| Purpose | Varied | Eternal perspective |
| Support | Professional | Community and family |
Examining transferable elements beyond religious context.
Learning Through Doing The LDS approach of giving youth real responsibility rather than just instruction applies universally. People develop leadership by leading, not by studying leadership theory.
Progressive Responsibility Gradually increasing leadership scope as capability develops provides sustainable growth pathway.
Service Orientation Focusing on serving others rather than personal gain develops more effective and ethical leaders.
Mentorship Model Adult advisors working alongside youth—guiding without controlling—provides effective development support.
Early Leadership Opportunities Organisations benefit from providing leadership opportunities earlier in careers, similar to youth presidencies.
Values-Based Development Integrating organisational values into leadership development creates more aligned leaders.
Meaningful Work Connecting leadership to larger purpose increases motivation and commitment.
Supportive Community Creating environments where emerging leaders can safely experiment accelerates development.
Seek Leadership Opportunities Don't wait for formal positions. Volunteer for leadership roles in community organisations, like LDS youth do.
Find Mentors Seek out experienced leaders willing to guide your development, similar to adult advisors.
Serve Others Develop through service rather than seeking personal advancement.
Practice Publicly Use opportunities to speak, teach, and lead in low-stakes environments before facing high-stakes situations.
| LDS Youth Practice | Universal Application |
|---|---|
| Youth presidencies | Early career leadership roles |
| Adult advisors | Mentorship programmes |
| Service projects | Community engagement |
| Public speaking | Presentation skill development |
| Planning activities | Project management experience |
Examining limitations and considerations.
Variable Quality Effectiveness depends significantly on local leadership quality. Adult advisors vary in capability and investment.
Time Demands Church activities compete with academic, athletic, and other developmental opportunities.
Generational Change Youth today face different pressures and expectations than previous generations; programmes must adapt.
Geographic Variation Programme quality and availability varies by location—strong in areas with high LDS populations, less resourced elsewhere.
Limited Diversity Exposure Leadership primarily within faith community may limit exposure to diverse perspectives and approaches.
Authority Structures Hierarchical church organisation may not prepare youth for flatter, modern organisational structures.
Gender Considerations Different programmes for young men and young women may limit certain leadership exposure.
Faith and Secular Success Youth must learn to translate faith-based leadership learning to secular contexts where explicit religious foundation may not apply.
Church and Career Balancing church leadership development with preparation for professional careers requires thoughtful integration.
| Challenge | Description | Mitigation |
|---|---|---|
| Variable quality | Depends on local leaders | Training, resources |
| Time demands | Competes with other activities | Prioritisation guidance |
| Limited diversity | Faith community focus | Supplementary experiences |
| Contextual translation | Church to secular | Explicit bridging |
Guidance for those supporting LDS youth leadership growth.
Encourage Participation Support youth involvement in church leadership opportunities. Prioritise callings and service.
Provide Perspective Help youth understand how church leadership skills translate to other contexts.
Model Leadership Your own leadership service teaches by example. Youth learn from observing parents lead.
Discuss Experiences Talk with youth about their leadership experiences—what they're learning, challenges they face, how to improve.
Delegate Authentically Give youth real responsibility with real consequences. Avoid managing their leadership too closely.
Mentor, Don't Manage Guide without controlling. Allow youth to make decisions and learn from outcomes.
Provide Feedback Offer constructive feedback on leadership effectiveness. Youth need development input.
Connect to Purpose Help youth understand how their leadership serves larger spiritual purposes.
Embrace Opportunities Accept callings and leadership opportunities. Growth comes through experience.
Seek Feedback Ask advisors and peers how you can improve. Don't assume you're performing well without input.
Reflect on Experience Consider what you're learning from leadership experiences. Deliberate reflection accelerates growth.
Translate Skills Consciously connect church leadership learning to school, work, and community contexts.
| Role | Key Actions |
|---|---|
| Parents | Encourage, provide perspective, model |
| Advisors | Delegate, mentor, provide feedback |
| Youth | Embrace opportunities, seek feedback, reflect |
| Leaders | Create quality programmes, train advisors |
LDS youth leadership integrates spiritual development with practical skills in ways secular programmes cannot. The faith foundation provides meaning, motivation, and ethical framework that purely secular approaches lack. However, secular programmes may provide more diverse exposure and directly relevant professional skill development. Many young people benefit from both.
Youth begin receiving formal leadership callings around age 12, when they enter Young Men and Young Women organisations. However, leadership development begins earlier through Primary programme activities and family responsibilities. By age 14-15, youth often serve in presidency positions with significant responsibility.
Youth serve as class and quorum presidents, counsellors, and secretaries. Presidents conduct meetings, oversee activities, and minister to members. Youth also lead committees, service projects, and programme elements. Senior youth (16-17) may receive additional responsibilities including assisting with younger groups.
Skills transfer effectively with conscious effort. Meeting leadership, planning, public speaking, and peer influence apply directly to professional contexts. The servant leadership orientation serves well in organisations valuing collaborative leadership. Youth should explicitly connect church experiences to professional skill development.
Church programmes serve members, though youth often involve friends in activities. Non-members interested in similar faith-based youth development might explore programmes from their own traditions or community organisations. The principles—responsibility, service, mentorship—apply across contexts and can be developed through various organisations.
Embrace callings enthusiastically rather than minimally. Seek feedback from advisors and peers. Reflect deliberately on experiences. Look for additional service opportunities beyond assigned responsibilities. Connect church leadership learning to school and community contexts. View challenges as growth opportunities rather than problems to avoid.
Leadership training for LDS youth represents one of the most systematic approaches to faith-based youth leadership development. Through actual responsibility in presidencies and callings, combined with spiritual foundation and adult mentorship, young people develop capabilities serving them throughout life. The principles underlying this approach—learning through doing, service orientation, progressive responsibility, and supportive community—apply broadly beyond religious context. Whether through church programmes or other pathways, early leadership experience shapes the leaders of tomorrow.