How Future Leaders are Born, Seen and Perceived

A groundbreaking PhD study from Deakin University has unveiled a profound and perhaps unsettling truth: the images of leaders that children absorb from media between the ages of two and five can indelibly shape their perception of what a leader should look like for the rest of their lives. This critical insight forces us to confront the powerful, often unconscious, influence of early media exposure and raises urgent questions about the kind of leadership narratives we are presenting to our youngest generations.

The Deakin Study: A Critical Window into Formative Perceptions

The Deakin University research delved into the cognitive development of young children, specifically examining how representations of authority and leadership figures in popular media – from cartoons and children’s shows to news clips and advertising – form foundational schemas in their minds. The study highlighted that during these highly impressionable years, children are not just passively consuming content; they are actively constructing mental models of the world around them, including societal roles and power structures.

Key findings indicate that:

• Early Schema Formation: Children as young as two begin to associate specific visual cues (e.g., gender, appearance, demeanour, social context) with leadership roles. These initial associations are remarkably sticky, influencing their later interpretations of leadership.
• Media as a Primary Educator: In many households, media is a constant presence, serving as an inadvertent “teacher” of social norms and expectations, often even before formal schooling begins.
• Unconscious Bias Development: If media consistently portrays leaders as fitting a narrow archetype (e.g., predominantly male, older, assertive, specific racial or ethnic groups), children internalize these norms, potentially leading to unconscious biases about who is “fit” to lead.

The study suggests that these early visual imprints create a filter through which children, and later adults, evaluate potential leaders. This means that if a child primarily sees male, authoritative, or aggressive figures portrayed as leaders, they are more likely to perceive these traits as inherent to leadership, even if they later encounter diverse and empathetic leaders in real life.

The Alarming Implication: “God Help the World…”

This research takes on a particularly stark and unsettling dimension when viewed against the backdrop of current global leadership. The past decade, and particularly recent years, has seen a rise in leaders often characterized by populist rhetoric, divisive policies, and at times, behaviours that prioritize self-interest over collective well-being. The public discourse is frequently dominated by images of strongmen, confrontational debates, and a perceived lack of empathy.

If the Deakin study is correct, and what children witness now cements their lifelong expectations of leadership, then “God help the world,” as the sentiment goes. If our children are predominantly exposed to leaders who are:

• Aggressive and Confrontational: They may grow up believing that true leaders must be aggressive, unwilling to compromise, and thrive on conflict.
• Divisive and Polarizing: They might internalize the idea that leaders are meant to rally “us” against “them,” rather than seeking unity.
• Charismatic but Lacking Empathy: They could learn to value superficial charm and power displays over genuine compassion and deep understanding.
• Homogeneous in Appearance/Demographic: They might subconsciously expect leaders to conform to specific gender, racial, or age profiles, limiting their acceptance of diverse leadership styles and backgrounds.

The danger here is not just about aesthetics; it’s about the erosion of fundamental democratic values and the principles of good governance.

If future generations are conditioned to accept, or even expect leadership styles that are detrimental to societal progress, then the challenges of global cooperation, climate change, social justice, and economic equity become even more formidable.

A Call to Action: Reclaiming the Narrative of Leadership

The Deakin University study serves as a powerful call to action for parents, educators, media creators, and indeed, all of society. We have a collective responsibility to consciously shape the media landscape for our children.

1. Media Literacy from an Early Age: Teach children to critically evaluate media, even simple stories, and question the roles and actions of characters.
2. Diverse Representation in Children’s Media: Demand and support media that portrays a wide range of leaders – diverse in gender, race, age, ability, and leadership style. Show leaders who are collaborative, empathetic, problem-solvers, and community-builders.
3. Parental Guidance and Conversation: Engage in active viewing with children, discussing what makes a “good leader” and why certain behaviours are effective or detrimental. Use real-world examples (both positive and negative) as teaching moments.
4. Highlighting Local and Everyday Leaders: Point out leaders in their immediate environment – teachers, community organizers, local heroes – who embody positive leadership traits.
5. Cultivating Leadership Traits at Home: Encourage qualities like empathy, cooperation, problem-solving, and responsibility in children, reinforcing that these are the true hallmarks of effective leadership.

The research from Deakin University presents a sobering challenge, but also an incredible opportunity. By understanding the profound impact of early media exposure, we can consciously work to sow the seeds of a different kind of leadership for the future one rooted in empathy, inclusivity, and a genuine commitment to the common good. The alternative is to leave our children’s perceptions of power to chance, with potentially dire consequences for the world they will inherit.