According to the Public Achievement curriculum, leadership is equivalent to action and is an attribute that any citizen (i.e. any person) can develop and use. This definition of leadership not only compliments that of the Wilks Leadership Institute, it defines the goals and purposes of Wilks. It is no wonder, then, that Wilks uses Public Achievement for the High School Engagement Program. The core of the Wilks High School Engagement Program lies in educating and empowering high school students to recognize areas for and make positive change, whether it be in their communities, school, personal interactions, or self (possibly even all of them at the same time). The most empowered people are generally those who do the most within their communities/schools because they know their potential and their rights. Most students, unfortunately, don’t know what they are capable of nor do they take the time to care. This apathetic attitude presenting itself in high schools everywhere is manifested in the real world as well. A person’s voting habits, involvement, expression of ideas and drive to complete tasks are all affected by how empowered a person is/feels. In order to maintain the involvement of citizenry in democracy, people must be empowered to participate at an early age. This is a cultural initiative. It starts at home, continues in the schools, and in the community at large. For this to truly work, it is necessary that all individuals be treated equally. Everyone must be shown their strengths and be able to capitalize upon them. Idealistic, you say? Yes. Impossible, you ask? No, not in theory. And besides, we are nowhere near ready to give up.
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