Cultivating Equity and Belonging Through Student Leadership

Kyra M. Caldwell Templeton, Program Director of Student Engagement & Co-Advisor of the APS Student Advisory Council, Atlanta Public Schools

Kyra M. Caldwell Templeton, Program Director of Student Engagement & Co-Advisor of the APS Student Advisory Council, Atlanta Public Schools

With nearly two decades of experience in education, Dr. Kyra M. Caldwell Templeton has devoted her career to transforming how schools engage with and empower students. Guided by the belief that learning flourishes when relationships, belonging and identity are at the center, she has led initiatives that elevate student voice from the classroom to the district level. Her approach integrates research-based theory with experiential learning, grounded in the progressive ideals of John Dewey, informed by curriculum theorists like Pinar and Eisner, and enriched by the culturally and historically responsive frameworks of Gholdy E. Muhammad and Geneva Gay. Through this lens, Dr. Caldwell Templeton views education as a dynamic process of inquiry, reflection and growth; one that honors culture, intellect, criticality and joy. Rooted in both scholarship and practice, her leadership has redefined student engagement as a catalyst for connection, empowerment and lifelong success.

Cultivating Student Agency Through Democratic Education

My approach to student leadership is rooted in democratic education, a belief that students should not only benefit from decisions but also co-create them. To that end, I’ve implemented frameworks that transform student participation into student governance.

Through the Student Advisory Council (SAC) and Middle School Leadership Alliance (MSLA), students co-develop district policies, facilitate civic engagement events and design peer advocacy initiatives around belonging, mental health and equity. These spaces are intentionally scaffolded to move students along Toshalis and Nakkula’s Spectrum of Student Voice, from consultation to shared leadership.

We also integrate Gallup Clifton Strengths into leadership development, helping students identify their innate talents and apply them to real-world problem-solving. This work transforms them from passive participants into leaders of change, reflecting my belief that education should be a social, participatory process where every student’s individuality contributes to collective progress.

Turning Academic Inquiry into Civic Action

My approach integrates research-based theory with experiential learning. Grounded in the progressive ideals of John Dewey and informed by curriculum theorists like Pinar and Eisner, as well as the culturally and historically responsive frameworks of Gholdy E. Muhammad and Geneva Gay, I view education as a dynamic process of inquiry, reflection and growth; one that honors identity, intellect, criticality and culture.

“My approach integrates research-based theory with experiential learning. Grounded in the progressive ideals of John Dewey and informed by curriculum theorists like Pinar and Eisner, as well as the culturally and historically responsive frameworks of Gholdy E. Muhammad and Geneva Gay, I view education as a dynamic process of inquiry, reflection and growth—one that honors identity, intellect, criticality and culture as essential components of learning.”

Each student engagement initiative is intentionally designed to cultivate critical thinking, belonging and civic responsibility. For example, in the Student Bill of Rights pilot, students analyze data, debate ethical scenarios and propose policy revisions—merging academic rigor with authentic, real-world impact. Students don’t just learn about leadership; they practice it; researching issues, drafting proposals and presenting recommendations to district and community leaders. By embedding reflection protocols, collaborative inquiry and culturally responsive practices, I strive to ensure that our programs are not only intellectually rigorous but deeply connected to students’ lived experiences and their power to lead change.

Scaling Engagement Through Technology and Innovation

Technology has been essential to scaling student engagement across a diverse district. We use Microsoft Teams and Google Workspace for collaboration and Microsoft Planner for progress tracking; QR-coded surveys to gather student feedback. Students leverage these tools to build presentations, analyze data and communicate initiatives to district leaders. We also use Talk It Out, a text-messaging platform to support mental health advocacy, named by our students, demonstrating how technology can expand both access and agency. Additionally, monthly, we host the Superintendent Office Hours for our students, in which we leverage the Microsoft Teams Webinar platform to facilitate candid dialogue between our students, the superintendent and other district leaders.

Extending the Reach of Student Voice Through Strategic Collaboration

Balance comes through alignment. My work with external partners, including The Wallace Foundation, the Southern Region Education Board, RedefinED, Silence the Shame, Pirelli, LLC and the Georgia Aquarium, directly supports the work that I do regarding student engagement. These collaborations create opportunities for students to engage in real-world learning, from STEM innovation, college and career preparation and mental health advocacy.

I approach every partnership as a reciprocal learning exchange, bringing APS student voices into national conversations, while integrating broader insights to strengthen local practice. With intentional planning, clear boundaries and shared purpose, I navigate both spheres while staying grounded in my core mission, amplifying student voice and agency

Key Advice for Aspiring Leaders

Begin by listening, not to respond, but to understand. Students must know their voices are not only heard but also acted upon. Build systems, not just events, that institutionalize student input into policy, culture and strategic planning.

Invest early in leadership development, especially in middle school and ensure students have mentors who model shared leadership. Design programs that are co-collaborative, equity-centered and built on authentic relationships.

Finally, measure success by influence, not just attendance or participation. Ask, how are student perspectives shaping adult decisions, informing policy and redefining what’s possible? Transformation begins when students see their voices have power and adults are willing to share it.

As John Dewey reminds us, education is both a social and democratic process; one that thrives through participation, reflection and shared purpose. Building on this foundation and inspired by scholars like Gholdy E. Muhammad and Geneva Gay, I believe that when students are positioned as true partners in learning, they do more than prepare for the future—they actively shape it. By engaging them as co-creators of knowledge and community, we honor their identities, intellect and agency while cultivating the skills and consciousness needed to transform the world around them.