As a freshman, Olivia was immature. Even so, she faithfully attended every event my youth ministry sponsored. She was often difficult. She cared far more about chatting with her friends than participating in a discussion or activity.

On those rare occasions when Olivia did participate, her comments were usually disruptive. Sometimes they were off-topic. At other times, her humor would elicit a round of raucous laughter so great that it would become impossible to refocus the group on the topic or activity at hand.

Given this behavior, I was shocked when, at the end of her freshman year, Olivia applied to be a student leader. Though she didn’t seem to be leadership material, I proceeded to interview her.

During that interview, I began to suspect Olivia’s behavior was a defense mechanism, a carefully constructed facade designed to grant her a modicum of acceptance in a world in which she felt alone. Beyond the facade, I thought Olivia might have a great deal of leadership potential. For this reason, I gave her a chance and a spot on the leadership team.

I wish I could say leadership transformed Olivia swiftly and thoroughly; but I can’t, because initially it didn’t.

Instead, the disruptive behavior Olivia showed throughout her freshmen year not only continued during youth group, but infiltrated our leadership team meetings, as well. Additionally, Olivia began demonstrating other concerning behavior. She posted inappropriate things on Facebook without thinking about how those things might impact her witness to others. She also routinely goofed off during youth group, eventually becoming so rambunctious that she broke a window.

To say I was frustrated with Olivia is an understatement. Midway through her first year in leadership, I wanted to kick her off the team.

I went so far as to schedule a meeting with Olivia to do so. Moments later, I received a phone call from her mom asking to talk. When we did, I learned more of Olivia’s story, a story that included chapters I never knew existed. These chapters confirmed my suspicions that Olivia’s behavior was a defense mechanism. They helped me see Olivia differently and renewed my compassion toward her.

By the time I met with Olivia, I no longer wanted to remove her from leadership. Instead, we had an honest conversation about her experience on the team thus far. I carefully articulated some of my frustrations with her and reiterated my expectations of student leaders. I also told her I believed in her, that I knew she could become a great leader.

To be honest, when I told Olivia this, I didn’t quite believe it; I said it anyway, hoping not only to affirm Olivia, but also convince myself of her ability to lead.

In the days and weeks after we met, Olivia surprised me. Little by little, she began to change and become a leader. As she did, the act of leadership itself transformed Olivia.

Caring for and setting an example for others taught Olivia how to harness her humor for good. Knowing her peers looked to her as a leader propelled her to participate in discussions in a way she’d never done. Doing these things grew her faith, enabling her to encounter God in profound ways. As new leadership roles pushed Olivia out of her comfort zone, she learned to depend on God. The more she depended on God, the more she saw herself through His eyes. This once insecure young woman became confident.

Such a transformation shouldn’t surprise us.

After all, in Scripture, God often used leadership as His chosen vehicle for transformation. Consider two heroes of our faith: Jesus once called Peter “Satan.” Yet after Jesus’ death, Peter became the leader of the early church. Leadership transformed him into the rock Jesus knew he’d become. Also, as a young disciple, John wanted to smite a Samaritan village with fire. Yet after years spent leading the early church, this man became known for his profound love.

Certainly, learning at the feet of Jesus changed these two young disciples, but Scripture suggests they transformed just as much (if not more) in the years following Jesus’ death and resurrection—years characterized by their leadership in the early church—as they did in the three years they spent with Jesus.

Leadership transformed Peter; it transformed John; and it continues to transform people today.

This makes sense because leadership is inherently challenging. It compels people to try new things and take risks. In the process, they learn about themselves and others, including God.

In the words of Bob Goff, author of Love Does, “When Jesus invites us on an adventure, He shapes who we become with what happens along the way.”

So it is with leadership.

Even so, make no mistake: Simply slapping the title leader on a student won’t necessarily yield transformation.

Instead, leadership that transforms is intentional, often taking years. Such leadership requires patience from those who facilitate it. It also requires youth workers to see students with God’s eyes. To do this, look for the best in students. Get to know them intimately so you can see what no one else does. When you see the good, name it so students will be more likely to repeat that behavior and live into that part of their identity. When you see the bad, look beyond the surface behavior and question what’s provoking them in order to better understand the root of their behavior.

By seeing students with God’s eyes, you can judge them on their potential rather than on their behavior. Certainly, this is how Jesus judged Peter and John, as well as how God judged people throughout Scripture. For example, in David, God saw not just an adulterer, but a man after His own heart. To do this, allow a students identity in Christ—not their behavior—to define who they are. Speak this identity into their lives so they begin to see themselves in this way. Nothing transforms a person as much as believing his or her primary identity comes from a personal relationship with Christ.

Seeing leaders with God’s eyes also allows you to set high expectations of them. This, in turn, eliminates ambiguity and provides students with a sense of safety and security because they know what’s required of them. When given a challenge, more often than not, students will rise to meet it. In the process, they are changed.

Leadership that transforms views leadership as discipleship, not simply as a title or program. So meet regularly with leaders (either individually or as a group), pray and learn about leadership together (from Scripture and/or other resources). Give student leaders real opportunities to lead. As you do, don’t protect them from failure. Instead, give students the freedom to try new things. View success and failure as equal opportunities to learn.

When failure happens, transformative leadership demands youth workers have difficult conversations with student leaders. Unashamedly address problems, clearly articulating disappointments and frustrations. At the same time, infuse these conversations with grace. Be quick to forgive and equally quick to reiterate your unfailing belief in student leaders. In so doing, your grace will become a manifestation of God’s grace, a tangible reminder that the God who constantly redeems us often uses our biggest failures to prompt our deepest growth.

Leadership that transforms is corporate and individual. As Scripture says, iron sharpens iron. Transformation happens in community. Nevertheless, transformative leadership acknowledges that no two students are alike. It allows students to lead in different ways that recognize their unique gifts and builds on their individual passions. It recognizes that while some leaders are extroverted, others are introverted; while some prefer to be up front, others enjoy serving behind the scenes. Transformative leadership acknowledges these different types of leadership are important to the body of Christ. It makes room for them, encouraging students to discover their own unique leadership style while simultaneously understanding how their style and gifts complement those of others.

Additionally, transformative leadership challenges students to take risks. Doing so compels leaders to step outside their comfort zones, though this will look different for each person. For one student leader, taking a risk might mean participating more; for another, it might mean doing a solo in worship, giving a testimony or leading a discussion. Regardless of how risk looks for an individual student, transformative leadership acknowledges that it’s often when students are stretched that they meet and encounter God in new ways and learn to trust and depend on Him more fully.

Leadership that transforms holds servant leadership in the highest regard. According to the gospels, leadership is about service, not power. Jesus came to serve rather than be served. Transformative leadership, therefore, happens when student leaders are taught to hunger for service rather than power and prestige, when they learn to set aside their own desires for the good of the group.

Transformative leadership also gives students skills that transcend the walls of church. Leadership that transforms isn’t about equipping leaders to fulfill one specific job. It’s about teaching them to live a Christlike life in every facet of life—one that looks out for others, welcomes the stranger and shares the love of Christ with and in all things.

Finally, transformative leadership diligently encourages and affirms student leaders, not just when they succeed, but also when they try something new, vocalize a creative idea, or articulate their faith in a new way. Affirm students not just for what they do, but for whose they are: a beloved child of God. Then give student leaders opportunities to affirm one another regularly. Change happens not just when affirmation enables us to see ourselves in new ways, but when we help others do the same.

Of course, even transformative leadership is no silver bullet. It won’t fix all your ministry problems or eliminate all your frustrations. What it will do, however, is transform one person at a time.

I know this because I’ve seen it—in the pages of Scripture, in Olivia and in other students such as her.

Recently, when I asked Olivia what’s most impacted her faith, she responded, “Leadership team.” She went on to say, “I am constantly trying to be a better person. Leadership holds me accountable to that and helps me reach these goals. Leadership taught me how to be welcoming and friendlier and include everyone. It brought me closer to God. It helped me stay on track for what I want in the future.”

Truly, leadership transformed Olivia.

It might transform your students, as well.