Youth leadership opportunities in 4-H clubs are a fundamental aspect of 4-H Youth programs. Partnering with Twenhofel Middle School, Kenton County 4-H provided facilitated research-based leadership learning opportunities for middle school students identified by their school for participation.  The multiyear series is currently reaching 18 youth monthly, additionally lesson materials and instruction are provided for an afterschool small group led by the school FRYSC coordinator. 

Capitalizing on the 4-H principal of experiential education, monthly lessons have included communications activities, small and large group team building, community service projects, and goal setting/vision projects.  

Utilizing a variety of ice breaker activities, one developed by the 4-H agent, younger students (6th grade) reported becoming more comfortable speaking with older students (7th & 8th grades) and youth have reported pausing to listen to responses. 

16 of the 18 youth were identified by teachers & administrators to do club/group presentations for the 5th grade visit day.  4-H newsletters were passed out to the 5th grade students, some of whom do not have school clubs at their elementary school. 

Team building has taught several members of the group to compromise and try the ideas of someone else.  Whole group activities resulted in the members listening to each other and working together to complete a task. 

The group has grown from 7 members to 18 in 16 months.  Projects are recognized in the community-a donor participating in an Extension program, provided fleece to the Extension office, was thrilled to learn her donation was used by the Middle School club to make hats for youth shared in an underprivileged area of our county. Youth members were encouraged that they were able to do something tangible for their community during the very cold winter, and their own hats allowed them to tell others about their positive experience and actions. An additional service project reinforced lessons learned in science and shared with a whole grade level about pollinators and the pollinator garden at the school.  

Creating vision boards allowed members to visualize personal goals and future aspirations. The pictures and words were following up from an assessment 6 months earlier in the program year, what they thought was fun in September, served a purpose in February, and they found their quotes shared in print.  

The volunteer leader and the 4-H agent are very encouraged by the commitment from the 4-H members. Many have chosen to attend 4-H Leadership over other school activities, citing the fun, supportive environment and the chance to build useful skills. One student shared that they had used a communication game and hats activity during their youth group meeting.  

Youth & adult responses and results are positive as well as high attendance rates.  Middle school members are given choices of clubs or activities to attend during the allocated time and the return rate for leadership is 90%. 

Curriculum utilized included the Step up to Leadership program from the National 4-H Cooperative Curriculum System and the 4-H at Home series provided by the National 4-H Council.  

“Research underscores the importance of communication skills development in middle school 4-H programs, highlighting their role fostering leadership and personal growth among youth. Studies have shown that 4-H alumni attribute development of interpersonal and public speaking skills to their participation.  The Journal of Extension found that former 4-H members rated 4-H… more effective than other organizations teaching leadership and communication skills.” Journal of Extension

Research affirms and experience confirms that 4-H enhances communication skills among 4-H members preparing them to be ready for the workforce and future endeavors.

Goals for the club for the following year include study skills and resource identification to share with other students who may be having difficulty in school or at home. 

Describe the Issue or Situation.

Describe the Outreach or Educational Program Response (and Partners, if applicable).

Provide the Number and Description(s) of Participants/Target Audience.

Provide a Statement of Outcomes or Program Impact. Please note that the outcomes statement must use evaluation data to describe the change(s) that occurred in individuals, groups, families, businesses, or in the community because of the program/outreach.