**4. Forms of student leadership**

It is quite possible to see student leadership in different forms ranging from practices in class through empowering students as co-researchers or leadership of community-level activism. This paper, at this stage, drafts and defines the advantages of this type of wider conceptualization of student leadership especially when it comes to the proof suggesting that traditional leadership models could benefit just those who are entirely included rather than trying to construct necessary skills and knowledge for the learners.

As far as the advantages and opportunities are concerned, we will try to summarize these opportunities for student leadership based on the literature review considering this broad conceptualization of student leadership in four settings, which are community, school, classroom, and school system in **Table 1** (student leadership advantages).

In this review paper, we also determine the key factors, which provide or block the student leadership practices in the school environment. Within this framework, we firstly try to define the providers. The most important providers are those who deal with the attitudes and values underpinning cultures of leadership and practices in almost every school environment. These attitudes and values impact the extent to which student leadership is regarded as a priority and the school's capacity to lead to meet the student needs. **Table 2** identifies these key providers below consisting of different beliefs and understandings about school culture and school systems:

We finally try to identify the key factors, which block the student leadership practices in and out of the school environment in this paper. It is quite natural to see blockers as well as providers in a school system. From this stand point, we try to define the blockers. The most important blockers and barriers to leadership practices for students are the non-supportive attitudes and beliefs or more expansive


#### **Table 1.** *Student leadership advantages.*


#### **Table 2.**

*Student leadership providers.*


**Table 3.** *Student leadership blockers.*

conceptualizations of student voice. In other words, these blockers also include existing structures and systems inhibiting more comprehensive models of student leadership. It is not easy to find a shared understanding or belief about the definition of ideal models of student leadership. **Table 3** identifies these key blockers below blocking the improvement of skills of leadership and creation of leadership opportunities for students both in and out of the school culture and school systems:
