By SchoolSims
Topics: How Simulations Bridge the Gap Between Theory and Real-World Leadership, The Power of Self-Debriefing in Leadership Development, Integrating Experiential Learning into Educational Leadership Programs
We all know that leadership isn’t something you can just learn from a book. Sure, there are plenty of theories and frameworks out there, but real leadership happens when you’re in the thick of it—when you’re making decisions on the fly, handling challenges, and, yes, sometimes even making mistakes. So, how do you get aspiring school leaders ready for all that, especially when many of them are learning online?
One of the answers is simulations. These virtual, real-world scenarios allow students to step into the shoes of a school leader, making decisions and facing challenges just like they would in the real world—without the pressure of real consequences. But here’s the kicker: It’s not enough to just “do” the simulation. The real magic happens when students take a moment to reflect on what happened afterward. That’s where the power of self-debriefing comes in.
Let’s be real—aspiring school leaders can spend years reading about leadership, learning theories, and studying management strategies. But at some point, you have to put that knowledge into practice. Enter simulations.
Simulations are like a safe sandbox for students to test their skills. They can practice handling difficult parent meetings, managing a classroom crisis, or evaluating teachers without risking their job or school reputation. It’s a way for students to engage with leadership in a hands-on, real-time way that builds experience.
What makes this approach so effective is that it isn’t just about the experience itself. It’s about the thought process that follows. After a simulation, students don’t just move on to the next task. They reflect. They think about what went right, what they could have done better, and how they can grow as leaders. This reflective practice is essential, not just for learning, but for evolving into a leader who can handle whatever comes their way.
Here’s the thing: Learning doesn’t just happen during the simulation. The magic happens when students pause, reflect, and unpack their decisions afterward. This is what self-debriefing is all about. It’s that moment when you step back and think, “What worked? What didn’t? What could I have done differently?”
When students engage in this kind of reflection, they move through Kolb’s experiential learning cycle: experience, reflect, conceptualize, and experiment. It’s a cycle that helps them integrate what they learned, refine their leadership approach, and apply those lessons in future challenges.
The beauty of self-debriefing is that it forces students to think critically about their actions. Let’s take a simple example: A student completes a simulation of a parent-teacher conference. Afterward, they reflect on their performance—did they stay calm? Did they empathize with the parent’s concerns? Could they have communicated better?
This kind of reflection doesn’t just help students recognize what went wrong—it helps them develop a toolkit for handling similar situations in the future. Instead of just moving from one challenge to the next, they’re able to grow, adjust, and continuously improve their leadership style.
Simply put, self-debriefing makes students more aware of how they operate under pressure. By reflecting on their experiences, they gain a deeper understanding of their strengths and areas for growth. This isn’t just a theoretical exercise—it’s about building emotional intelligence, strategic thinking, and decision-making skills that they can carry into their careers.
And it works. Students who engage in self-debriefing consistently report feeling more confident in their abilities and better prepared for real-world leadership roles. It’s a process that pushes them to become more thoughtful, more empathetic, and ultimately, more effective leaders.
As Dr. David De Jong shared in the webinar, ‘Reflection isn’t just an afterthought—it’s the key to turning experience into expertise.’
Want to see how self-debriefing enhances leadership development in action? Watch the full webinar now and gain deeper insights from our expert speakers.
For higher education programs, particularly those focused on educational leadership, the combination of simulations and self-debriefing offers a game-changing way to teach students the skills they need to succeed. Instead of just reading about leadership, students are living it. And instead of moving on quickly to the next lesson, they’re taking time to reflect, learn, and grow. It’s a more holistic approach that prepares them for the complexities of school leadership in the real world.
By using simulations and self-debriefing together, we’re giving students the experience, the tools, and the insight they need to lead with confidence and effectiveness. And that’s the kind of leadership development that can truly make a difference.
If you’re interested in how simulations and self-debriefing can enhance leadership development and better prepare future school leaders, fill out the form below to connect with us.
Jong, David De, and Sara Dexter. “Experiential Learning through Simulations in Fully Online Asynchronous Courses: Exploring the Role of Self-Debriefing.” The Internet and Higher Education, 1 Oct. 2024, pp. 100976–100976, www.sciencedirect.com/science/article/abs/pii/S1096751624000381?via%3Dihub, https://doi.org/10.1016/j.iheduc.2024.100976.