Discovering a Sense of Responsibility in Round Square schools
Responsibility lies at the heart of Round Square’s Discovery framework. It is not something confined to classroom theory or set tasks, but an attitude, a commitment, and a way of living. Across Round Square schools worldwide, students and educators are finding creative and authentic ways to nurture a Sense of Responsibility—to themselves, to each other, and to the wider world.
Responsibility as Personal Practice
For Kalyan Ali Balaven, Dunn School, America, the idea of responsibility was shaped early by his teacher, Tommie Lindsey. Lindsey believed that students must be held accountable not just for their learning but for one another’s humanity. Years later, Balaven carries this forward in his own teaching, using exercises such as the 90-Second Story or the 3-2-1 Drill to help students take responsibility for their words and ideas.
The 3-2-1 Drill asks learners to capture an idea in three words, expand it into two sentences, and then illustrate it with one short story. This simple practice helps students listen more carefully, speak with clarity, and connect personal experience with wider issues. It also builds habits of responsibility in communication: weighing words, reflecting deeply, and ensuring that every voice can be heard.
Responsibility, Balaven reminds us, is not just about speaking. It is also about listening and safeguarding dignity in dialogue. Structured exercises such as the 3-2-1 Drill create safe spaces where students learn to hold themselves accountable to truth and to each other.
Responsibility in Service
Responsibility often comes into focus when students choose to act for the sake of others. Sam Livingston, Whanganui Collegiate School, New Zealand, decided to take part in a ten-hour scooter ride from Napier to Wellington after Cyclone Gabrielle devastated local communities. The ride raised more than $10,000 for recovery funds and mental health support.
The journey required weeks of preparation and moments of real endurance, but Sam describes being carried through by the encouragement of family, friends, and strangers lining the streets. What began as a “ridiculous and amazing” idea became an act of solidarity. “It was not just me on that scooter,” Sam reflects. “It felt like the whole school was along for the ride.”
His effort demonstrates responsibility as service: recognising the needs of others and choosing to step forward, even when the task feels daunting.
Responsibility in Leadership
At Sunbeam School Lahartara, India, Armaan Ahmad found responsibility in the challenge of leadership. When he first attended a Round Square conference, he was shy and hesitant, nervous to speak even with friends. Yet by volunteering as a Baraza leader at his school’s own conference, he began to discover that responsibility in leadership is not about having all the answers. It is about listening, guiding, and creating space for others to contribute.
That moment became a turning point. Armaan began to take on new challenges, speak more openly, and encourage his peers to do the same. Over time, he grew into a leader whose responsibility lies not in titles but in action, empathy, and example. “If even a handful of people have felt encouraged to take part, to contribute, or to believe in themselves because of something I did,” he says, “then I count that as my proudest achievement.”
Responsibility in Daily Practice
At Seth Anandram Jaipuria School, Lucknow, India, responsibility is nurtured every morning through student-led assemblies. What might at first appear to be a routine school practice has, in this context, become a transformative experience.
Students take responsibility for researching and presenting topics of social, political, and cultural importance, from mental health to environmental sustainability. They are tasked with not only sharing their views but also listening to and debating with their peers in respectful and constructive ways.
For Sarthak, now 17, the assemblies became a way to overcome his fear of public speaking. “I learned that adventure does not always require travelling somewhere far. Sometimes it is about facing your inner fears and finding strength in your own voice.”
Other students echo this sense of transformation. Vedika notes the importance of stepping in when debates become heated, while Saanvi emphasises that listening must be active and respectful. Teacher Gurpreet Kaur summarises: “In a world divided by rigid ideologies, these assemblies create a space where students are kinder, more empathetic, and ready to discuss diverse ideas without fear of judgement.”
Responsibility in Global Citizenship
Round Square International Service (RSIS) projects illustrate responsibility in action at a global level. Students and adult leaders live and work alongside communities, navigating unfamiliar contexts and contributing to meaningful projects.
For Courtney Pickering, Havergal College, Canada, her first RSIS project in Morocco was both daunting and rewarding. “When students see you navigating discomfort with openness, it gives them permission to do the same,” she reflects. Since then, she has led projects in Thailand and South Africa, each reinforcing the importance of presence, adaptability, and patience.
Kate Anderson, Kinross Wolaroi School, Australia, notes that responsibility on such projects often means stepping back to let students lead, or stepping in when necessary. “It is not about being in control, it is about creating space for growth,” she explains.
For first-time leaders Dickson Maina, Starehe Boys Centre, Kenya, and Shelly Burnham, Strathcona-Tweedsmuir School, Canada, their South Africa project in 2025 became a life-changing experience. “Your life will never be the same,” says Dickson, while Shelly highlights the privilege of influencing young people on their journey to becoming responsible global citizens.
These stories illustrate responsibility as cultural humility, adaptability, and the courage to serve alongside others for the sake of a shared purpose.
The Ripple Effect of Responsibility
Responsibility rarely ends with a single act. Sam’s fundraising inspired his peers and community. Armaan’s leadership encouraged other shy students to step up. Daily assemblies at Seth Anandram Jaipuria School ripple outward into homes, where parents notice the lessons their children bring back. RSIS leaders carry their experiences into classrooms, influencing their teaching and leadership long after projects end.
Responsibility multiplies when it is modelled, shared, and repeated. It becomes part of school culture, shaping character and strengthening community.
As Kalyan Ali Balaven concludes in his reflection:
“He taught me that stories are arguments, that listening is justice, that dignity is non-negotiable, that agency must scale, and that inclusion is food on the table. As AI accelerates, our responsibility as educators is clear: to double down on the authentic humanity that machines cannot replicate. Hahn called it character. Lindsey called it truth. I call it the work of my life.”
Four Ways to Continue Nurturing a Sense of Responsibility in Your School
- Create Structured Opportunities for Student Voice
- Establish platforms such as daily assemblies, Barazas, student councils, or storytelling exercises. Encourage students to lead discussions on topics that matter to them, building responsibility for both speaking and listening.
- Embed Service into Everyday School Life
- Link classroom learning to local and global service projects. Whether fundraising, volunteering, or taking part in initiatives like RSIS, give students real opportunities to act for others.
- Model Responsibility Through Adult Leadership
- Teachers and leaders should demonstrate responsibility in action: showing patience, listening actively, and admitting when they do not have all the answers. Students learn most powerfully from example.
- Encourage Reflection and Connection
- Use tools like the 3-2-1 Drill or post-assembly feedback sessions to help students reflect on their experiences. Reflection ensures that responsibility becomes a habit, not just an event.