Civic education is supposed to help students acquire proper values and show more concern for their community.

Teachers have been trying hard to find the right kind of learning opportunities so that they can achieve the desired outcomes.

When it comes to learning about civic actions and the civil society, clearly no teaching package or laboratory can match authentic environments, such as public places. However, I am not advocating it as a regular way of doing so. For me, the importance of properly nurturing our community's future leaders is of particular concern.

For the top student leaders involved, the learning seems more exponential than that of their peers; they are trying to show leadership in crisis situations, hold fast to their visions in times of threats and challenges and make decisions and solve problems during uncertainty, while those working for them learn how to coordinate efforts, distribute supplies and consolidate and also attract support.

The rank-and-file members have also had their courage and determination severely tried and tested on the front line. Such first-hand experience may also be good for future leadership training.

By looking at the students' leadership we can pinpoint areas where they can improve their learning to lead for the common good.

Besides taking their public stand, they must learn to gain a perspective by respecting and accommodating others' views and also see beyond Hong Kong. Building a consensus and coalition and negotiation skills are indispensable in social actions.

To grasp reality better in the electronics era, they must learn to sort out valid information from the false. A good sense of timing - for when to advance and when to withdraw - is crucial for achieving long-lasting results.

Recognising the negative impact of their actions on the livelihoods of others, and minimising disruptions to public order is another vital skill to gain widespread support.

All these skills involve emotional and civic maturity - things student leaders should be striving for. The meaning of civil disobedience should also be examined, too; students need to know when it is justifiable and what the likely consequences will be for future public order.

For schools to benefit from students' political awakening and activism, it is important for students to express their feelings about current issues.

Schools can encourage the development of our society's future leaders by setting up a student council composed of representatives from all forms and classes, to discuss school matters on a regular basis. This is different from a student union, usually managed by senior-form students, who form groups, with people running for posts while championing student welfare issues. They are usually short-lived roles, focusing on administrative, teaching and learning issues, while the council members are at school.

It provides students with a legitimate way of taking part in school governance, and helps them channel their energies for the common good. It teaches them how real-life problems can be resolved in a peaceful, rational, orderly manner.

Hong Kong's students will become more vocal, assertive and prone to action when facing school issues in future. By giving them such a respected voice as the student council, they will become more constructive stakeholders in the school.

Of course, the council will need guidance and support from a proactive and open-minded school management.

Schools should set an example by practising a participatory and democratic kind of leadership. Never use the council to pit students against teachers because that is the worst kind of school leadership, especially in today's context.

Robin Cheung is a retired school principal