entrepreneurial mindset for kids

Limiting Beliefs in Children: 4 Simple Tools to Help Kids Know They Are Enough

Enterprise For KidsTeam Kit's Stories, Mindset, Confidence & Leadership, Raising Entrepreneurial Kids , , , , , , , , , , , , , 0 Comment
Kit as a young adult standing confidently with folded arms while working as a summer camp facilitator and team leader

Limiting beliefs in children can quietly shape the way they learn, take risks, make friends, handle failure and see their own future.

 

I was reminded of this recently while listening to Stephen Bartlett interview Marisa Peer on The Diary of a CEO. It made me think again about children, confidence, school, enterprise, and the stories young people quietly carry about themselves.

Limiting beliefs in children can shift through confidence, leadership and real responsibility as Kit leads a summer camp activity
Confidence often grows through real responsibility, leadership opportunities and the chance to step forward, even when it feels uncomfortable.

Marisa Peer has spent many years working with people around the subconscious mind, self-worth and the inner stories that shape behaviour. What fascinated me most was not only how this applies to adults, but how powerfully it applies to children, especially children we want to raise with confidence, creativity, resilience and an entrepreneurial mindset.

As a teacher, a parent, and someone who has spent years thinking about what helps children become capable and free-thinking, I found myself listening to that interview and thinking: this matters. This is not just personal development. This is family life. This is school life. This is enterprise education. This is the inner foundation that helps children believe they can have a go.

Important note: This article is a parent and teacher reflection, not medical or therapeutic advice. Hypnosis and clinical therapies should only be used by properly trained professionals with appropriate consent. The toolkit below is deliberately simple, practical and suitable for everyday family or classroom encouragement.

The Three Beliefs Behind Limiting Beliefs in Children

One of the ideas that stayed with me was Marisa Peer’s explanation that many adult struggles are connected to a few deep beliefs formed early in life. In the interview, she described three common inner patterns:

  • I am different, so I do not truly belong or connect.
  • What I want is not available to me, or in everyday language, I do not deserve it or it is not for people like me.
  • I am not enough: not smart enough, good enough, organised enough, attractive enough, capable enough or worthy enough.

Those words are simple, but they are powerful. I have seen versions of them in children. A student who says, “I’m just bad at maths.” A child who avoids trying because they believe others are naturally better. A teenager who studies hard, does the homework, then performs below where they hoped and begins to think, “Maybe I’m not as smart as I thought.”

When we notice limiting beliefs in children, we can begin to help them separate a result from their identity. A disappointing mark, a mistake, a failed attempt or an awkward moment does not have to become a story about who they are.

I have also seen versions of this in myself. In futures day trading, for example, I can be disciplined and successful in practice mode. Yet when real money is involved, and I am in a live room with a professional trader and other traders around me, different behaviours can appear: fear of missing out, impatience, greed, revenge trading, the need to take action, or a lack of trust in the plan.

On the surface, that looks like a trading problem. But underneath, it may also be an identity and belief problem. If something in the subconscious is trying to prove I am not enough, escape discomfort, or force action so I feel in control, then no strategy will work properly until that inner pattern is addressed.

That links strongly with what we have written about before on Enterprise for Kids: success is never only about the external strategy. It is also about the inner story.

In our earlier article Money Mastery: Lessons from Paul Counsel’s Program, we reflected that financial freedom is not only about numbers. It is also about beliefs, choices, habits, values and identity. In Sean Rasmussen… Developing Self Esteem, we explored how self-image shapes behaviour, and how children can begin to act from the story they hold about themselves. And in Entrepreneurship for Students: How Entrepreneurs Think, we wrote about the conditioning young people receive around money, work and what is possible.

How Limiting Beliefs in Children Are Strengthened by Repetition

Another idea from Marisa Peer that struck me was her point that the mind learns by repetition. A belief is often just a thought we have thought over and over until it feels true.

Marisa Peer being interviewed by Steven Bartlett in a discussion that prompted reflection on limiting beliefs in children
Marisa Peer’s conversation with Steven Bartlett prompted this reflection on how beliefs, repetition and self-worth can shape children and adults.

That is a confronting idea, because children repeat thoughts all the time:

  • I can’t do this.
  • I’m not good at school.
  • Everyone else finds this easier than me.
  • I always mess things up.
  • I am shy.
  • I am not a maths person.
  • I am not creative.
  • People like them succeed. People like me do not.

When a child repeats those thoughts, the thoughts become familiar. Then familiarity starts to feel like truth. From there, the child may act in ways that confirm the belief. They avoid the task, perform nervously, give up early, or stop putting themselves forward. The result then becomes more “proof” that the belief was right.

This is where limiting beliefs in children can become a quiet pattern. The child is not trying to be difficult. They may simply be repeating a story that has started to feel true.

This is why the language we use around children matters so much. It is also why the language children use about themselves matters. If the subconscious mind responds strongly to repetition, then we need to be deliberate about the repeated words, repeated experiences and repeated identities we allow children to practise.

Limiting Beliefs in Children and the “I Am Enough” Message

At the end of the interview, Marisa Peer returned to a very simple phrase: “I am enough.”

I have been saying it often since listening to the podcast. I have also encouraged Akaisha, our fifteen-year-old daughter, to say it as well. She has had some recent assessment disappointments at school, despite doing homework and studying, and that can become a real knock to confidence.

When a child starts to come in below where they hoped, the danger is that the assessment result becomes an identity statement. Instead of “I did not get the result I wanted this time,” the child starts to hear, “I am not good enough.”

That is where “I am enough” is so important. It does not mean “I do not need to try.” It does not mean “I am perfect.” It means:

  • I am enough to learn.
  • I am enough to try again.
  • I am enough even when I get feedback.
  • I am enough before the result arrives.
  • My worth is not determined by one mark, one trade, one business attempt, one friendship problem, or one mistake.

For me, this phrase is one simple way to soften limiting beliefs in children. It gives them somewhere steadier to stand before they try again.

Children who know they are enough can still aim high. In fact, they are often more able to aim high because they are not paralysed by the fear that failure will prove something terrible about who they are.

Why Limiting Beliefs in Children Matter for Enterprising Kids

Enterprise is not only about starting a business. It is about taking initiative, spotting opportunities, solving problems, serving people, handling money, communicating, recovering from setbacks and creating something useful in the world.

That kind of learning requires confidence. It requires a child to walk up to a customer, try a new idea, ask a question, receive a “no”, count money, make mistakes, adjust the plan and keep going.

We saw this with Kit and Chayse in their lolly business. In Kit and Chayse and a Lesson on Self Efficacy, we wrote about how repeated action helped build confidence. Kit was shy at first, but by putting himself out there over time, he began to develop self-efficacy: the belief that he could take action and influence the result.

That is what we want for children. Not fake confidence. Not empty praise. We want the deep inner belief that says, “I can learn. I can improve. I can solve problems. I can handle discomfort. I am enough to have a go.”

Seeing Limiting Beliefs Shift in Kit’s Journey

Looking at Kit now, I can see how much confidence can grow when a young person is given real responsibility and the chance to step into uncomfortable but meaningful experiences.

Limiting beliefs in children can shift through real responsibility as Kit leads outdoor group games at summer camp
Kit leading outdoor group games at summer camp — a real example of confidence, responsibility and leadership growing through experience.

Kit is currently in the USA for the second time working at a summer camp for three to four months. He has been placed in a leadership role, responsible for a large group of children and teenagers. He has also been involved in trekking camps into the wilderness, helping facilitate a leadership program for 16 and 17 year olds through a range of practical activities and challenges.

That did not appear out of nowhere. Before these summer camp roles, Kit completed outdoor education courses, worked as an intern at Margaret River Senior High School, and facilitated school groups through camp activities with Dare Adventures in Dwellingup.

Kit loves travel, people and new experiences. He also loves helping children build confidence and step into leadership. To me, that is a beautiful example of what can happen when children grow through responsibility, self-belief and repeated chances to have a go.

You can read more of Kit’s earlier Enterprise for Kids journey in Kit’s Stories.

A Simple Toolkit for Limiting Beliefs in Children

Toolbox for limiting beliefs in children with four tools to help kids know they are enough
A simple toolbox for helping children notice limiting beliefs, practise helpful words, take responsibility, reframe thoughts and celebrate small wins.

The following toolkit is not therapy. It is a practical set of family and classroom strategies inspired by Marisa Peer’s ideas, our own parenting journey, and the Enterprise for Kids philosophy.

These tools are not about pretending limiting beliefs in children do not exist. They are about helping children notice the old story, question it gently, and practise something more useful.

1. Become a Belief Detective

When a child says something limiting, do not rush too quickly to correct it. First, help them notice it.

You might ask:

  • Where did that belief come from?
  • Is it definitely true?
  • Who told you that?
  • Is it true all the time, or only sometimes?
  • What would be a more useful belief?

For example, if a child says, “I’m just bad at writing,” we can gently reframe it: “You are learning to organise your ideas. That is different from being bad at writing.”

The aim is to help children separate the event from the identity. A result is feedback. It is not a life sentence.

2. Replace the Old Script With an “I Am Enough” Script

Children need simple words they can repeat until the new belief starts to feel familiar. The phrase “I am enough” is a powerful beginning, but it can be linked to the exact challenge the child is facing.

For assessments:

  • I am enough, and I can learn this step by step.
  • Everything I have studied is stored in my mind, and I can access it calmly.
  • This test is a chance to show what I know, not a threat to who I am.

For enterprise:

  • I am enough to speak to a customer.
  • I am enough to receive a no and keep going.
  • I am enough to solve problems and improve my idea.

For sport or performance:

  • I am enough to have a go.
  • My body knows what to do because I have practised.
  • I can stay calm, focused and ready.

For parents, including myself, the same principle applies. A trader might say, “I am enough without needing to force the next trade. I can wait for my setup. I can follow my plan. Missing one trade does not mean missing my future.”

3. Build an Evidence Bank

The subconscious loves familiar evidence. If a child has practised looking for failure, they will keep finding it. So we can help children practise looking for evidence of capability.

Create an “evidence bank” with your child. This could be a notebook, a jar, a poster, a notes app or a small card on the fridge. Add evidence such as:

  • A time they kept trying.
  • A time they solved a problem.
  • A time they were brave.
  • A time they asked for help.
  • A time they improved after feedback.
  • A time they made a sale, spoke to someone, performed, finished a task or recovered from disappointment.

This connects beautifully with our earlier writing about self-image. Children need to dwell on successes, not only mistakes. They need repeated proof that they are capable.

4. Rehearse the Identity Before the Event

Before a test, performance, market stall, sports game or difficult conversation, help the child mentally rehearse who they are going to be.

This is not about pretending in a shallow way. It is about giving the mind a useful blueprint. Marisa Peer talks about the mind responding to the pictures and words we give it. We have also used similar ideas in earlier Enterprise for Kids articles around intention, vision boards and goal setting.

A simple three-step rehearsal might be:

  1. Close your eyes and see yourself walking into the situation calmly.
  2. Say the identity statement: “I am enough. I am calm. I am prepared. I can handle this.”
  3. Picture one small successful action: answering the first question, greeting the first customer, waiting for the right trade, serving the ball, or asking for help.

Children do not need long visualisations. Two calm minutes can be enough to shift their emotional state and give the subconscious a better script to follow.

Helping Children Move Beyond Limiting Beliefs at School

As a primary school teacher, I can see huge potential for this work in schools. Again, I am not suggesting hypnosis in classrooms. I am talking about simple, age-appropriate belief and confidence tools that support learning and wellbeing.

Imagine a class routine like this:

  • Morning belief check: “What is one useful thought I want to practise today?”
  • Before assessments: “I am prepared. I can stay calm. I can show what I know.”
  • After feedback: “This is information. It helps me know what to practise next.”
  • Weekly evidence bank: students write one example of effort, courage or improvement.
  • Enterprise challenge reflection: “What problem did I solve? What did I learn about myself?”

Over time, students can begin to understand that their thoughts are not always facts. A thought can be questioned. A belief can be upgraded. A result can be learned from. A child can be more than the story they inherited.

Why “Fake It Until You Make It” Needs Careful Language

One part of Marisa Peer’s message that intrigued me was the idea of telling your mind a better story before you fully believe it. Some people call this “fake it until you make it”.

I understand what she means. If a child keeps saying, “I am going to fail,” the mind and body may begin to respond as if failure is already happening. If the child practises saying, “I can stay calm and remember what I have learned,” the body may respond differently.

However, with children, I would be careful not to make it feel false or forced. Instead of asking a child to say something they completely reject, we can build bridge statements:

  • I am learning to believe I can do this.
  • I am becoming more confident with practice.
  • I do not know it yet, but I can learn it.
  • This is hard, and I can take the next step.
  • I am enough, even while I am still learning.

Bridge statements are powerful because they are believable enough for the conscious mind and useful enough for the subconscious mind.

The Enterprising Kids Mindset Starts Inside

The more I reflect on Marisa Peer’s interview, the more I see how closely it connects with the Enterprise for Kids message.

We can give children market stalls, money lessons, leadership camps, business ideas, mentors and opportunities. Those things matter. But if a child carries the belief “I am not enough,” they may still hold back from the very opportunities that could help them grow.

If a child believes they are different and cannot connect, they may avoid customers, teams and friendships. If they believe success is not available to them, they may not even try. If they believe they are not enough, they may interpret every mistake as proof they should stop.

Our job as parents and teachers is not to remove every struggle. It is to help children build the inner foundation that allows them to face struggle without losing themselves.

That foundation can begin with three words:

I am enough.

When children know that, they can learn, risk, create, fail, adjust, serve, sell, study, trade, perform and try again from a stronger place.

Key takeaway: Limiting beliefs in children can quietly shape confidence, learning and enterprise. When we help children notice the old story, repeat a better one, collect evidence of capability and rehearse who they are becoming, we give them a stronger foundation for success.

What limiting belief did you have to outgrow as a child? And what belief would you love your own children to grow up knowing? We would love to hear your thoughts in the comments.

Entrepreneurial Family: What We Talk About Around the Dinner Table

Enterprise For KidsTeam Cathy and Trevor's Stories, Family Enterprise Stories, Jai's Stories, Kaitlin's (Kat) Stories, Our Enterprising Kids Today , , , , , , , , , , , , , , 0 Comment
Kaitlin, Jai, Flynn, Amber and Tully relaxing by the sea on Cocos Islands as part of an entrepreneurial family story

An entrepreneurial family does not always teach enterprise through formal lessons. Sometimes the most powerful learning happens around the dinner table.

In our family, dinner often began with gratitude, a few stories from the day, and a celebration of what people had achieved. But quite often, the conversation would shift into business, money, social media, investing, websites, ideas and opportunities.

Flynn developing photography and filmmaking skills as part of an entrepreneurial family story
Film making and photography helped Flynn build confidence, creativity and a social media following.

Editor’s note: This article was originally written during an earlier stage of our family’s Enterprise for Kids journey and has been refreshed with updated formatting, links and reflections. Some examples are historical, but the bigger lesson is still very relevant: children learn a great deal from the conversations, questions and opportunities they grow up around.

What Does an Entrepreneurial Family Talk About?

What do you think the Howitts talk about around the dinner table?

It always begins with each member of the family sharing a gratitude. Usually the events of the day are told, small wins are noticed, and achievements are celebrated. But what often happens next is that topics of business, enterprise, finance and investing begin to govern the conversation.

That might sound unusual, but for us it became part of family life. We were not trying to lecture the children. We were simply talking openly about ideas, opportunities, risks, mistakes and what people were learning.

This is one of the quiet strengths of an entrepreneurial family. Children begin to hear the language of possibility. They hear adults and siblings talk about ideas, value, money, creativity, customers, digital skills and problem-solving. Over time, those conversations can shape the way children see the world.

Some of the topics around our family table have included social media opportunities, digital assets, eCommerce and online business. Let’s look at how these conversations can present opportunities for kids and teens to think more entrepreneurially.

How Social Media Became a Learning Opportunity

Our older children, Kaitlin, Jai, Flynn and Amber, all discovered social media when they were in their mid-teens. It started with Facebook, then Instagram, and later platforms such as TikTok and Snapchat.

They learned how to grow a real following by posting regular, quality content about their lives, interests and adventures. It probably helped that we were living on a tropical island atoll in the middle of the Indian Ocean. Photos and videos from Cocos Islands always looked pretty fabulous, and those early creative skills helped shape things like Flynn’s photography and creative work.

Kaitlin creating inspirational workshops and enterprise opportunities through social media and connection
Creating workshops and connecting with people became part of Kaitlin’s enterprise journey.

As their following grew, so did their opportunities for enterprise. It began with simple things like shoutouts. Other people or companies would pay them to mention a product, page or service in a post. This helped those people grow their followers or promote what they were offering, and our enterprising kids were happy for the cash.

Next came real products. Companies sent clothing, watches, surf gear and jewellery for them to wear and share on their accounts. The kids were able to keep the gear, and in some cases they were also paid for the promotion.

Looking back, this was an early lesson in digital entrepreneurship. The children were learning that attention, trust, creativity and consistency could create opportunities. They were also learning that a following is not just about numbers. It is about connection, value and communication.

Turning Digital Skills Into Real Business

As time went by and their social media followings grew, their creative ideas began to grow as well. Bigger opportunities started to appear.

Jai beginning his digital enterprise journey from his bedroom as part of an entrepreneurial family
Jai building digital skills from his bedroom in the early days of his enterprise journey.

Kaitlin, along with Tully, began building multiple streams of income using social media, connection and online platforms. Their work included coaching, network marketing and online courses.

Jai took a few years to build momentum, but his early interest in social media and content creation eventually became a real business path. He began creating content for clients and using his digital skills to generate leads and opportunities.

That is one of the things I find interesting as a parent. The small things children play with, practise and explore as teenagers can become the early foundations for future work.

Jai standing in his warehouse after growing his digital content and media business
Jai’s early digital interests eventually grew into real business opportunities.

An entrepreneurial family does not need to have all the answers. What matters is creating an environment where children are allowed to explore ideas, test things, ask questions and see real examples of enterprise in action.

That connects closely with our broader reflections on how to raise entrepreneurial kids. Children do not only need theory. They need conversations, experiments, encouragement and real-world opportunities.

Talking About Crypto and Digital Assets Carefully

Another topic that entered our family conversations was crypto. You would have heard about Bitcoin, but many people still do not fully understand what it is, how it works, or why people are interested in it.

For our family, the useful part of the conversation was not “everyone should buy crypto”. It was the opportunity to talk about technology, risk, research, hype, long-term thinking and the difference between speculation and investing.

Important note: This section is not financial advice. Crypto assets are volatile and risky. This article is simply reflecting on how one family used the topic as a learning conversation about technology, money and decision-making.

In simple terms, Bitcoin is a digital asset built on blockchain technology. It was created in 2008 and has a limited supply. People are interested in it for many reasons, including decentralisation, borderless transactions, digital scarcity and the potential of blockchain technology.

But the more important family lesson was this: children and teens need to learn how to think, not just what to buy.

When topics like crypto come up, parents can ask useful questions:

  • What problem is this technology trying to solve?
  • Who benefits if people buy into it?
  • What could go wrong?
  • Is this investing, speculation, gambling or learning?
  • What would proper research look like?
  • How much risk is too much?

Those are powerful dinner table questions. They help children think about risk, evidence, emotions and decision-making. That is far more valuable than simply telling them something is good or bad.

This also links with our article on financial education for kids, where we explore how children can begin to think about assets, liabilities and wiser money choices.

eCommerce and Website Building at Home

Another topic we explored as a family was eCommerce and website building. We were learning how websites could be built, improved, monetised and sometimes bought or sold as digital assets.

Websites can be monetised in many ways. Some common methods include affiliate marketing, advertising, directory listings, services, digital products and online courses.

For enterprising kids and teens, the bigger lesson is not that every child should rush out and build a website. The lesson is that digital skills matter.

When a young person learns how websites work, they begin to understand:

  • how online businesses attract attention
  • how content can create value
  • how products and services are sold online
  • how audiences are built
  • how digital assets can be improved over time
  • how creativity, writing, design and technology can work together

At the time of the original article, some of the younger Howitt kids were building websites. Amber had started a site about sustainable period products. Chayse had bought a site called Baby Client and was working on improving it. Other projects were still a work in progress.

Some of those early projects worked. Some did not. But every one of them created learning.

That is the value of an entrepreneurial family. The goal is not to make every child successful at every idea. The goal is to build initiative, curiosity, problem-solving and the courage to keep learning.

What Parents Can Learn From an Entrepreneurial Family

Our dinner table conversations may be a little different to the average family. We gain inspiration from one another through these conversations and through mentors who support us on our entrepreneurial journeys.

We are building skills, gaining knowledge, creating assets and, most of all, strengthening a mindset for enterprise.

If you want to encourage more enterprise in your own family, you do not need to start with a big business idea. Start with better conversations.

You might ask your children:

  • What problem did you notice today?
  • What could make that easier, better or more useful?
  • What skill would you like to learn?
  • What do people already ask you for help with?
  • What could you create, sell, improve or share?
  • What does this teach us about money, value or responsibility?

Those questions help children see the world differently. They begin to notice opportunity. They begin to understand value. They begin to realise that enterprise is not just something adults do. It is a way of thinking.

Key takeaway: An entrepreneurial family can use everyday conversations about business, money, digital skills, investing and ideas to help children build confidence, curiosity and real-world enterprise. The dinner table can become one of the most powerful classrooms in the home.

Teenage Entrepreneur Ideas from Cameron Herold

Enterprise For KidsTeam Mindset, Confidence & Leadership, Raising Entrepreneurial Kids , , , , , , , , , , , 0 Comment
Child using a laptop with entrepreneur ideas on the wall for raising enterprising kids

Teenage entrepreneur ideas can come from the most unexpected places. Sometimes the very children who do not fit neatly into the traditional school mould are the ones with the energy, creativity and problem-solving ability to become enterprising adults.

“`

That is the powerful message I took from Cameron Herold, a successful entrepreneur and speaker who challenges parents and teachers to recognise entrepreneurial strengths in children.

“`

Cameron Herold sharing teenage entrepreneur ideas and advice for raising enterprising kids
Cameron Herold’s message challenges parents and teachers to recognise entrepreneurial strengths in children.

Teenage Entrepreneur Ideas from Cameron Herold

I was looking for conversations about raising enterprising kids when I came across a very inspirational entrepreneur called Cameron Herold.

Cameron Herold is a successful entrepreneur with an excellent message for parents who want to raise children with entrepreneurial skills. He shares his own life story and also refers to the book Young Bucks: How to Raise a Future Millionaire by Troy Dunn.

What really caught my attention was Cameron’s view that many children with entrepreneurial potential are sitting in classrooms right now, but their strengths are not always being recognised.

Some children do not naturally fit into the regular schooling mould. They may be energetic, intense, talkative, distracted, creative, restless, curious or constantly looking for a different way to do things.

In a traditional classroom, those traits can sometimes be seen only as problems. Cameron’s message is that some of those same traits may also be signs of entrepreneurial thinking.

This does not mean genuine learning, behavioural or health needs should ever be ignored. Parents, teachers and health professionals all have important roles to play. But it does mean we should be careful not to miss the strengths that can sit beside those challenges.

Are Some School Challenges Entrepreneurial Strengths?

Steve Jobs as an example of creative entrepreneurial thinking and innovation
Creative thinkers do not always follow the expected path.

In his talk, Cameron Herold speaks openly and provocatively about children who are labelled as difficult, distracted or different. He argues that some of these children may have the raw traits of future entrepreneurs.

He even uses the line, “Bipolar is the CEO disease,” to make his point that intensity, drive and unusual thinking can sometimes show up in successful entrepreneurs and leaders.

That statement is deliberately provocative, and it should not be taken as medical advice. But the deeper message is worth considering.

What if some children who struggle with the school system are not simply “naughty” or “lazy”?

What if some of them are actually wired to create, sell, lead, negotiate, build, question and solve problems?

As a teacher and parent, this made me think deeply. There are certainly children who love the school system, enjoy academic pathways and are happy to work towards a traditional career. That is wonderful.

But there are also children who do not fit so neatly. For those children, entrepreneurship may offer another pathway to confidence, purpose and success.

Schools Often Prepare Children for Jobs, Not Enterprise

Cameron Herold makes the point that schools rarely teach children how to think like entrepreneurs.

Schools often condition children to fit into jobs, follow instructions, complete tasks, wait for permission and work towards a salary. Those are useful skills in many parts of life, but they are not the only skills children need.

Enterprising kids also need to learn how to:

  • spot opportunities,
  • solve problems,
  • negotiate,
  • sell an idea,
  • communicate clearly,
  • take initiative,
  • manage money,
  • learn from failure,
  • and keep going when things become difficult.

Cameron’s view is that entrepreneurship is not simply an inherited trait. It can be taught, modelled, practised and encouraged.

That is very encouraging for parents. It means we do not need to wait and see whether our children are “born entrepreneurs.” We can help them develop the skills of enterprise through real-world learning.

Robert Kiyosaki quote about entrepreneurship and learning outside the traditional school system

Teenage Entrepreneur Ideas Need Mentors

Entrepreneurs often learn through necessity, observation, family example or mentorship. Some children grow up around business owners and naturally absorb the language of enterprise. Others need someone outside the family to spark that thinking.

That is why mentors, books, videos, real-life stories and practical experiences matter so much.

If we want our children to learn about entrepreneurship, someone needs to teach it. That someone might be a parent, grandparent, teacher, coach, family friend, local business owner or online mentor.

This is one of the reasons we created Enterprise for Kids. We wanted our children to see that business, money, creativity and problem-solving were not only adult topics. They were life skills children could begin learning early.

Cameron Herold’s TED Talk on Raising Enterprising Kids

Cameron Herold TED talk about raising kids to be entrepreneurs
Cameron Herold’s TED talk is well worth watching if you are interested in raising enterprising kids.

Cameron Herold offers many excellent suggestions in his talk, “Let’s raise kids to be entrepreneurs”.

If you are following our blog, you are probably a parent who wants to give your children more opportunities and choices in life. That includes helping them develop enterprise skills, money skills and the confidence to think differently.

Cameron’s talk is a must-see. It goes for about 15 minutes, but it contains many ideas that can change the way you see children, schooling and entrepreneurship.

The “Gift of Want”

Young Bucks How to Raise a Future Millionaire book for parents raising entrepreneurial kids
Young Bucks: How to Raise a Future Millionaire.

In his talk, Cameron refers to the book Young Bucks: How to Raise a Future Millionaire by Troy Dunn.

Troy Dunn is also a self-made millionaire and successful entrepreneur. He also happens to be a father of seven children, just like us, so I found his perspective especially interesting.

In the book, Dunn explains that the first prerequisite for a young entrepreneur is the “Gift of Want.”

In other words, children need a real reason to pursue an enterprise idea. They need to want something badly enough to get started and to keep going when things become difficult.

This is such a practical insight for parents.

Many adults want children to be motivated by responsibility, discipline or long-term success. But children are often first motivated by something much more immediate: a toy, a bike, a game, a trip, a pet, an experience, a gift or a personal goal.

That desire can become the starting point for real learning.

From there, parents can guide children into lessons about planning, researching, marketing, pricing, negotiating, saving, giving and following through.

Practical Teenage Entrepreneur Ideas from Cameron Herold

Cameron Herold’s message is not only philosophical. It is also practical. He gives parents ideas for helping children develop entrepreneurial habits at home.

One of his strongest suggestions is to rethink pocket money.

Instead of simply giving children a regular allowance, he suggests teaching them to look for jobs that need doing around the house and then negotiate a fee for completing them.

That small shift teaches children several important enterprise skills:

  • looking for opportunities,
  • noticing problems that need solving,
  • putting forward an offer,
  • negotiating value,
  • completing work properly,
  • and understanding that money is connected to value creation.

That is a far more enterprising lesson than simply receiving a regular payment without needing to think, negotiate or act.

Teach Children to Save, Give and Buy Assets

Cameron also talks about teaching children strong money habits.

One simple idea is to use money boxes or jars with different purposes. For example, children can divide their money into:

  • Giving: money for charity, tithing, community support or helping others.
  • Spending: money for toys, treats or things they want now.
  • Assets: money for savings, investments, tools, equipment or future enterprise ideas.

This teaches children that money has choices attached to it. It is not only for spending. It can also be used to give, grow and create more opportunities.

This connects closely with our own family lessons around teaching children the difference between assets and liabilities.

Use Real Life as the Classroom

One of the most powerful ways to raise enterprising kids is to use real life as the classroom.

When you are in a restaurant, point out good customer service. When you see a strong salesperson, discuss what made them effective. When a business solves a problem well, talk about it. When a product is poorly designed, ask your children how they would improve it.

Encourage your children to:

  • sell unwanted toys,
  • make and sell something small,
  • build inventions,
  • tell stories,
  • practise speaking to people,
  • notice problems around them,
  • and think of ways to create value.

These activities may seem simple, but they build confidence. They help children see themselves as people who can create, solve, serve and earn.

Raising Enterprising Kids Means Seeing Children Differently

Cameron Herold has allowed me, as a school teacher, to see some children in schools differently.

I can see that there are children who love the system and are more than happy to work towards a traditional career. That pathway suits many children well.

But I can also see that there are other children who do not fit so easily into the system. Some of those children may be budding entrepreneurs without knowing it yet.

They need someone to recognise the entrepreneur within them and provide opportunities for those strengths to develop.

This does not mean every child needs to become a business owner. It simply means children deserve the chance to develop enterprise skills: initiative, communication, creativity, leadership, resilience, sales, money management and problem-solving.

Those skills will help them whether they become entrepreneurs, employees, artists, tradespeople, professionals, community leaders or something else entirely.

Key Takeaway: Teenage Entrepreneur Ideas Start With Strengths

Key takeaway: teenage entrepreneur ideas do not always start with a business plan. They often start with noticing a child’s strengths, interests, frustrations and natural ways of thinking. Cameron Herold’s message reminds us to look for the entrepreneur within the child and give that child real opportunities to practise enterprise.

Where to Next?

What entrepreneurial strengths do you see in your child, and how could you give them a real-world opportunity to practise those strengths?

Young Australian Entrepreneurs: Lessons from Dale Beaumont

Enterprise For KidsTeam Mindset, Confidence & Leadership , , , , , , , , , , , 2 Comments
Dale Beaumont presenting at Business Blueprint as an example of young Australian entrepreneurs

Young Australian entrepreneurs can be powerful role models for children. When kids see real people building businesses, creating freedom and using their success with purpose, enterprise becomes much more than an idea in a book.

“`

Dale Beaumont is one of those examples. His story reminded us that who we spend time with, who we learn from and who we allow to influence our thinking can shape what we believe is possible.

“`

Dale Beaumont as a young entrepreneur inspiring enterprising kids
Dale Beaumont began his entrepreneurial journey young, making his story a powerful example for enterprising kids.

Young Australian Entrepreneurs: Lessons from Dale Beaumont

Part of what we love about this blog is that we get to share the success of young entrepreneurs with not only our readers, but also our kids.

As we have been learning through Paul Counsel’s course, and as Dale Beaumont also reinforced for us, who you “hang with” is often who you become like.

That can be a scary thought, or it can be an inspiring thought, depending on your peers and the people you spend the most time with.

Luckily, we have wonderful family and friends. But for us, it is also important to include people who have achieved success in areas where we are still learning and growing.

Some of our family and friends fulfil those needs, but a sure way of increasing self-efficacy for us and our kids is to mix with other successful entrepreneurs, business owners and people who think differently.

Dale Beaumont as a Young Australian Entrepreneur

Dale Beaumont Secrets Exposed Series as an example of young Australian entrepreneurs creating books and business education
Dale Beaumont wrote the Secrets Exposed series.

Dale Beaumont is one such inspiring young Australian entrepreneur. He may not see himself as “young” anymore, but his success started at the tender age of 19.

Before developing his entrepreneurial skills, Dale was an accomplished gymnast and probably what many people would call an overachiever.

When Dale was 19, he co-authored a book called The World at Your Feet, which became the basis of his successful program, Tomorrow’s Youth. Through that program, he taught young people essential life skills.

From there, Dale went on to publish books, build relationships with other successful entrepreneurs, business owners and thought leaders, and eventually develop Business Blueprint.

His journey is a wonderful example for children because it shows that enterprise can begin young. It also shows that success is rarely about one single moment. It is built through learning, relationships, systems, action and persistence.

What Young Australian Entrepreneurs Teach Our Kids

One of the biggest lessons Dale Beaumont’s story teaches our children is that entrepreneurship is not just about making money.

It is about learning how to think. It is about developing skills, building useful systems, creating value, managing time, solving problems and making choices that can lead to more freedom.

Dale Beaumont with his family showing family freedom through entrepreneurship
Dale with one of his children.
Dale Beaumont and his wife travelling as a result of business systems and financial freedom
Inside the Sistine Chapel.

Dale is married and has two boys, and one of the things that really appealed to Trevor and me was that his focus was not only on business growth. It was also on creating time and freedom to travel with his young family.

He was able to do this because he had built systems within his business so that everything could keep ticking along with or without him.

You can imagine how appealing that was to us.

We did not want business success that simply created another job. We wanted to learn how business could create choice, flexibility and meaningful family experiences.

Lessons from Business Blueprint

I will not go through the whole workshop that my good friend Sally and I attended in Perth, but I do want to share a few highlights that really stuck with me as Dale spoke.

Dale Beaumont presenting at Business Blueprint as an example of young Australian entrepreneurs
Presenting at Business Blueprint.

Two sayings that stood out were:

“Empty bank accounts don’t feed the people.”

“The poor can’t help the poor.”

Those two sayings alone say a lot.

Some people want money purely for money’s sake — to have nice things and show others how well they are doing. Others want money so they can enjoy wonderful experiences, support their family, do good things in the world and make a difference in the lives of others.

We fall into that second category.

Dale’s example helped reinforce something important for our family: money with purpose can become a tool for freedom, contribution and service.

Money, Purpose and Making a Difference

One thing we found inspiring was Dale’s support for Hands Across the Water in Thailand. It was powerful to see an entrepreneur using his success and influence to make a difference in the lives of children.

This is an important message for enterprising kids.

We do not want our children to think that business is only about making money. We want them to understand that business can also create choices, opportunities and the ability to contribute.

That idea connects beautifully with our own reflections on whether having a money mindset can also be charitable.

The Internet Changed Business Forever

New Rules of Business seminar showing how the internet changed business for young Australian entrepreneurs
New Rules of Business seminar.

The internet has changed business forever.

If we do not embrace that change, our businesses can get left behind. A classic example was the way physical bookstores were challenged as online bookselling grew rapidly.

The point for our children is clear: the business world they are growing into is very different from the business world we grew up in.

Today’s young people need to understand technology, online marketing, digital systems, automation, websites, customer service, communication and content.

They do not need to master all of these skills as children, but they do need to grow up with the mindset that learning never stops.

The Coffin or the Hourglass

Dale shared something he learnt when he was just starting out in business.

He called it the coffin or the hourglass.

The coffin or the hourglass business planning model taught by Dale Beaumont
The Coffin or the Hourglass.

Many people starting in business spend more time taking action than they do strategising or planning where they want their business to end up.

Taking action is important, of course. But you do not want your business to be like a coffin, where little time is spent thinking, planning and designing the right direction, while heaps of time is spent taking action that may not be very fruitful.

The hourglass, on the other hand, is about putting time into planning, strategising and thinking first.

With well thought-out plans in place, the action you take becomes more focused and the results are more fruitful.

So what would you prefer? A business with the coffin model, or one with the hourglass model?

Young Australian Entrepreneurs Need Systems

I think one of the reasons Dale became successful in a relatively short period of time was his ability to let go of things that could be done by someone else and focus on the things he needed to do to be effective within his business.

That is a major lesson for young Australian entrepreneurs.

Hard work matters, but systems matter too.

Business owners who try to do absolutely everything themselves can quickly become exhausted. Systems help free up time, improve consistency and allow business owners to focus on the areas where they can create the most value.

In the original version of this article, we talked in detail about a particular automation and CRM system we had started using at the time. Years later, the exact tools have changed, but the lesson remains the same.

Business systems can help with:

  • email follow-up,
  • customer records,
  • online payments,
  • memberships or subscriptions,
  • event management,
  • task management,
  • marketing follow-up,
  • and website processes.

The specific software will keep changing, but the mindset is timeless: build systems that help your business run more smoothly.

You can learn more about Dale Beaumont and his business education work through Business Blueprint.

What This Means for Enterprising Kids

So, how does all of this relate to enterprising kids?

For any business our kids choose to start, using the internet will be a given, especially as they grow into young adults.

If we want our kids to be competitive in today’s markets, we need to show them the way by continuing to learn ourselves.

They will follow our lead. They will absorb whether we are curious, whether we keep improving, whether we look for better systems and whether we are willing to adapt.

We want our children to have a mindset that says:

Get savvy. Learn. Improve. Keep going.

Bedtime Reading for Enterprising Kids

Chayse holding business books as bedtime reading for enterprising kids
Bedtime reading for enterprising kids.

Generation Y and the generations after them are already building and creating things that improve efficiency in their lives.

Why spend six hours on something if you can learn how to streamline it and do it in one?

That is the world our children are growing into.

We agree completely that life is not meant to be all about work. We want to work to live, not live to work, and we want our kids to understand that concept too.

At the same time, we want them to know that learning from successful entrepreneurs can expand their thinking.

Books, mentors, workshops, conversations and real-world examples can all help children see what is possible.

We no longer need a long list of affiliate-linked books here. The bigger message is simply this: expose children to inspiring people and ideas, then help them apply those ideas in age-appropriate ways.

Key Takeaway: Young Australian Entrepreneurs Can Inspire Kids

Key takeaway: young Australian entrepreneurs like Dale Beaumont can help children see what is possible. When kids are exposed to mentors, business systems, purpose-driven money lessons and real-world learning, they begin to understand that enterprise can create freedom, contribution and choice.

Where to Next?

Who are your children learning from, and what kind of thinking are those influences helping them develop?

Belief in Yourself: Jay Bennett’s Steps to Success

Enterprise For KidsTeam Mindset, Confidence & Leadership , , , , , , , , , , , , , , 2 Comments
Energetic teens showing belief in yourself and confidence for success

Belief in yourself is one of the most important ingredients in success. Skills matter, goals matter and opportunities matter, but if a young person does not believe they are capable of growing, learning and following through, it becomes much harder to take action.

“`

That was one of the lessons we took from Jay Bennett’s “Steps to Success” talk. His message about dreams, attitude, belief and commitment applies not only to adults in business, but also to students, enterprising kids and young people learning how to build confidence.

“`

Jay Bennett teaching belief in yourself and steps to success
Jay Bennett’s Steps to Success message focused on dreams, attitude, belief and commitment.

Belief in Yourself: Jay Bennett’s Steps to Success

On our journey, we are finding many opportunities coming our way. Some of these opportunities involve speakers who have achieved enormous success in their chosen fields of endeavour.

What makes many of these speakers so inspiring is that, whatever company they represent or whatever industry they work in, the deeper principles of success are often the same.

One such speaker was an inspiring Californian man named Jay Bennett. Jay had achieved great success in network marketing and spoke with energy, humour, confidence and a genuine passion for helping others succeed.

He was also a very fit and healthy man, and his appearance could easily fool you into thinking he was many years younger than he actually was. He was a walking billboard for the health and wellbeing industry.

Jay spoke for two hours and had us captivated by his insights. His talk was titled “Steps to Success”, and I thought his message was powerful enough to share with our readers.

Step 1: Start With a Dream

If you have not really thought about what your dream is, Jay suggests that is where you should start.

Identify your real dreams and what you want in your life.

Where do you want to be in ninety days?

Where do you want to be in one year?

Where do you want to be in three years?

That simple act of looking ahead can be powerful for students and enterprising kids. Young people need to learn that goals do not have to stay vague. They can be named, pictured, written down and worked towards.

“You have to have a dream to make a dream come true.”

For children and teenagers, a dream might be connected to school, sport, creativity, enterprise, confidence, travel, friendships, money or contribution. The specific dream matters less than the process of learning how to imagine a future and then take steps towards it.

Step 2: Build the ABCs of Success

Jay Bennett explained the foundation for success using three simple ideas: Attitude, Belief and Commitment.

These are easy words to say, but they are powerful life skills to practise.

For enterprising kids, these three ideas connect directly to real-world learning. A child starting a small enterprise, learning a new skill or working towards a personal goal will need all three.

Attitude: Focus on the Solution

Jay’s first success principle was attitude.

He made the point that a great attitude often leads to better results. That does not mean life is always easy or that problems disappear. It means choosing to focus on the solution rather than becoming stuck in the problem.

Some of Jay’s key ideas around attitude included:

  • Having a great attitude leads to better results.
  • Focus on the solution, not only the problem.
  • Associate with positive people.
  • Attitude can influence success in every area of life.

This is such an important message for students.

A child with a poor attitude may see every challenge as proof that they cannot succeed. A child with a stronger attitude can begin to ask, “What can I try next?”

That shift matters.

Belief in Yourself: The Core Success Principle

The second principle was belief, and this is where the phrase belief in yourself becomes so important.

Jay spoke about believing in the industry, the company, the products and the opportunity. But he made it clear that the most important belief is the belief a person has in themselves.

For students and young people, this is a huge lesson.

Belief in yourself does not mean pretending you already know everything. It means believing that you are capable of learning, improving, asking for help, recovering from setbacks and becoming stronger through experience.

Jay’s key ideas around belief included:

  • Believe in the opportunity in front of you.
  • Most importantly, believe in yourself.
  • Believe that you are capable of success.
  • Believe that you deserve the chance to grow.
  • Build belief through positive learning, books, audios, events and mentors.

This is why personal development matters for children and teenagers. The books they read, the people they listen to, the events they attend and the conversations around them can all help shape what they believe is possible.

Commitment: Stay With the Journey

The third principle was commitment.

Jay reminded us that success is usually one step at a time. It is not a single moment. It is a journey.

Commitment means following through on your dreams, even when the first burst of excitement has worn off.

Some of Jay’s key ideas around commitment included:

  • Success is one step at a time.
  • Follow through on your dreams.
  • Success is a journey, not only a destination.
  • Commit to the journey.
  • Success often means hanging on when others have let go.

This is a powerful message for enterprising kids.

Many children have ideas. Fewer children follow those ideas long enough to learn from them. Commitment teaches young people to keep going, adjust, improve and continue after the easy part is over.

Positive Association and Success

Jay Bennett and family showing success principles built around belief attitude and commitment
Jay Bennett and family.

Jay Bennett made a big point about mixing with the right people and keeping yourself focused and motivated.

The best way to do that, he suggested, is to regularly place yourself in environments where you can learn from people who are positive, motivated and moving in the direction you want to go.

That might include seminars, talks, training events, books, audios, mentors, coaches or simply spending more time with people who lift your thinking.

For students, this does not have to mean attending business seminars. It might mean choosing friends carefully, joining a positive team, listening to encouraging podcasts, reading books that stretch them or spending time around adults who model persistence and confidence.

Belief in yourself is easier to build when you are surrounded by people who also believe growth is possible.

Jay Bennett’s Message for Enterprising Kids

Although Jay’s talk was aimed at adults pursuing success, the principles apply beautifully to young people.

Students need dreams.

They need a positive attitude.

They need belief in themselves.

They need commitment.

They also need positive people around them who help them stay motivated and focused.

These are the same qualities that help children develop an entrepreneurial mindset. Whether a child is starting a small business, improving at school, building confidence, learning a sport or working towards a personal goal, the principles remain the same.

You can learn more about Jay Bennett’s training background through his Jay Bennett trainer profile.

How Students Can Practise the Steps to Success

Here is a simple way to turn Jay Bennett’s message into a practical student activity.

1. Name the dream

Ask the student to write down one dream or goal they genuinely care about.

2. Choose the attitude

Ask them to write one problem they might face, then one solution-focused response they could practise.

3. Strengthen belief in yourself

Ask them to write three pieces of evidence that show they are capable of learning, growing or improving.

4. Commit to one step

Ask them to choose one small action they can take this week.

5. Find positive association

Ask them to identify one person, book, video, team or environment that helps them feel encouraged and motivated.

This turns success from a motivational idea into something students can actually practise.

Key Takeaway: Belief in Yourself Builds Success

Key takeaway: belief in yourself is one of the foundations of success. Jay Bennett’s Steps to Success message reminds us that dreams, attitude, belief, commitment and positive association can help students and enterprising kids build confidence and keep moving towards their goals.

Where to Next?

Which part of Jay Bennett’s Steps to Success would help your child most right now: dream, attitude, belief or commitment?

Youth Leadership Programs: Green SuperCamp Bali

Enterprise For KidsTeam Family Adventure & Real-World Learning, Mindset, Confidence & Leadership , , , , , , , , , , , , , , , 2 Comments
Youth leadership programs at Green SuperCamp Bali helping children build confidence and real-world learning

Youth leadership programs can open children’s eyes to a completely different way of learning. Sometimes one idea, one email, one video or one story can land in your life and make you rethink what is possible for your kids.

“`

That is what happened when we first discovered Green SuperCamp Bali. As teachers, parents and lifelong learners, we were immediately excited by the idea of a camp that combined leadership, confidence, learning skills, sustainability and real-world experiences.

“`

Youth leadership programs at Green SuperCamp Bali helping children leap with confidence and joy
Green SuperCamp Bali showed us how youth leadership programs can help children grow in confidence, courage and joy.

Youth Leadership Programs: Green SuperCamp Bali

It’s amazing how life works sometimes.

As you know, we had been sharing our kids’ experiences and journey as they followed their enterprise ideas through to fruition. Certainly, as our learning and that of our children accelerated over the previous six months, other opportunities landed in our laps.

One such opportunity came in the form of a friend and a simple email.

She had attended one of the workshops we had been doing with our mentor, Paul Counsel. She sent us an email with a link to something, in her words, “pretty special”.

Being school teachers, and always being open to hearing about things that inspire children to think outside the square and follow enterprising ideas, the link our friend sent us truly was special.

Below is a snapshot of a concept that had us super excited and super motivated.

Discovering Green SuperCamp Bali

Green School Bali campus connected to youth leadership programs and sustainable education
The Green School setting immediately captured our imagination.
Bamboo structure at Green School Bali inspiring youth leadership programs
The bamboo architecture helped make the learning environment feel inspiring and completely different.

Green SuperCamp Bali was indeed a very unique and inspiring concept.

At the time, what captured us most was the combination of an extraordinary natural setting, forward-thinking education, leadership activities, learning skills and the clear intention to help children grow in confidence over a short period of time.

We had seen many schools and camps, but this felt different. It seemed to combine personal development, learning, sustainability and real-world experiences in a way that aligned strongly with what we were trying to foster through Enterprise for Kids.

Youth Leadership Programs That Build Confidence

The camp was held in the tropical paradise of Bali and connected with the world-renowned Green School campus.

From the materials we saw at the time, Green SuperCamp used a learning approach that aimed to develop life skills, learning skills, confidence, teamwork and leadership.

It was not just about children sitting and listening. It was about children participating, moving, trying, reflecting, building relationships and stepping outside their comfort zones.

Trust activities at Green SuperCamp Bali as part of youth leadership programs
Trust activities helped children build confidence and connection.
Children working in groups at Green SuperCamp Bali youth leadership programs
Working in groups helped children learn through connection, cooperation and shared experience.

That is why youth leadership programs can be so powerful. Children and teenagers often need experiences that help them discover what they are capable of outside their normal routines.

They need safe environments where they can practise confidence, communication, teamwork, responsibility and self-expression.

Learning Skills, Life Skills and Real-World Learning

One of the things that impressed us was the focus on learning skills as well as life skills.

We were especially interested because, as teachers, we had long believed that learning should feel meaningful, active and engaging. Children learn so much when they are physically involved, emotionally connected and given opportunities to participate.

Children learning at Green SuperCamp Bali as part of youth leadership programs
Green SuperCamp Bali presented learning as active, engaging and memorable.
Children enjoying learning at Green SuperCamp Bali youth leadership programs
The children appeared deeply engaged in the learning experiences.

Listening to some of the videos and stories at the time, we viewed teenagers describing large improvements in confidence, learning and self-belief.

Of course, every child’s experience is different. But what excited us was the possibility that a well-designed camp could help young people have breakthroughs in how they see themselves and what they believe they can do.

The current Green Camp Bali kids and youth camps continue to offer nature-based programs for children and teenagers, with a focus on adventure, sustainability and immersive learning.

A Learning Environment That Inspired Us

The SuperCamps were held at the Green School campus, a place that immediately fascinated us.

The founders of Green School, John and Cynthia Hardy, built a school that was intentionally close to nature and strongly connected to environmental education.

The school was never intended to feel like a standard city school. It was designed to be in the heart of nature itself.

Bird's eye view of Green School Bali connected to youth leadership programs
A bird’s eye view of the Green School Bali environment.
Bamboo ceiling at Green School Bali showing a nature-based learning environment
Looking up into the bamboo ceiling.

We were inspired by the bamboo structures, the natural setting and the sense that education could look and feel completely different.

Green School Bali’s current description of its approach includes sustainability, community-integrated learning, entrepreneurial learning and a wall-less natural environment. That philosophy strongly connects with the kinds of real-world learning experiences we value for children.

You can learn more about the school through the official Green School Bali about page.

Sustainability, Nature and Leadership

Another thing that captured our attention was the way sustainability seemed to be built into the physical environment.

The original materials we viewed spoke about bamboo buildings, natural light, compost toilets, solar energy, gardens, animals, rivers and children learning in direct connection with the natural world.

Solar panels in a natural environment at Green School Bali
Solar panels in a natural environment.
Hut accommodation at Green SuperCamp Bali youth leadership camp
Hut accommodation for the camp.

For us, this mattered because leadership is not only about confidence and public speaking.

Leadership is also about taking responsibility for yourself, for others and for the world around you.

A youth leadership program that connects children with nature, sustainability, teamwork and personal growth can help young people see themselves as part of something bigger.

Social Learning and Self-Discovery

As we viewed the short movies of teens sharing their experiences after attending Green SuperCamp, we were struck by their personal insights.

They seemed to go through a journey of self-discovery where they built strong relationships with future leaders from around the world.

Many described Green SuperCamp as a life-changing experience.

Children building social connections at Green SuperCamp Bali youth leadership programs
Social interactions were a big part of the Green SuperCamp experience.
Kite building skills at Green SuperCamp Bali youth leadership programs
Kite building skills.

They learnt to live in the moment and become more fully self-expressed.

They developed responsibility for themselves and each other. They also took part in activities outside their comfort zone.

Activities such as rope climbing, Balinese dancing, mud activities, flying fox, group challenges and practical projects all seemed to contribute to building self-confidence and leadership.

Confidence Building Through Challenge

Children having fun in the mud at Green SuperCamp Bali leadership activities
Fun in the mud.
Children having fun as a group at Green SuperCamp Bali youth leadership programs
Fun as a group.

We were completely amazed that Green SuperCamp seemed to have such a positive impact on kids in only a matter of days.

As teachers and parents, we wondered what schools could learn from this kind of model.

What if more children experienced education that developed confidence, leadership, sustainability, self-expression, practical skills and entrepreneurial thinking?

What if more children saw themselves as capable of leading, creating, contributing and thinking differently?

Why Green SuperCamp Bali Inspired Our Family

We were so inspired by Green SuperCamp that our three oldest kids were booked to attend the camp that year.

For us, the decision connected strongly to Enterprise for Kids.

We wanted our children to grow up with confidence, initiative, creativity, courage, responsibility and an entrepreneurial mindset. Green SuperCamp Bali seemed to offer experiences that supported those qualities.

This article became the beginning of a much bigger family story.

Green SuperCamp Bali Series

This post is part of our Green SuperCamp Bali series.

We will let you know in future blogs how they go… although we think we already know the answer to that one! 🙂

Key Takeaway: Youth Leadership Programs Can Shape Confidence

Key takeaway: youth leadership programs can help children build confidence, self-expression, teamwork, responsibility and real-world learning. Green SuperCamp Bali inspired us because it seemed to offer children a powerful combination of leadership, sustainability, learning skills and personal growth.

Where to Next?

What kind of youth leadership program could help your child build confidence, courage and a bigger view of what is possible?