How Church Leaders and Teachers Can Help

Your sacred calling as a leader or teacher of youth gives you many opportunities to help Heavenly Father’s sons and daughters progress along the gospel path. This path is marked by essential ordinances—including the temple endowment—and other spiritual milestones such as opportunities for priesthood service and a full-time mission.

Preparation for these milestones is an individual responsibility, and parents and other family members should be the primary source of support for this effort. Even so, there is much you can do to strengthen and encourage young men and young women, particularly those who do not have strong support at home. For example, you can:

  • Counsel with parents to find out what assistance they need as they help their children prepare for the priesthood, the temple, and missionary service.
  • Become familiar with what the youth are learning about the priesthood, the temple, and missionary service as they study the resources in “My Role in the Work of Salvation.” Reinforce these truths in Sunday classes and quorum meetings and on other occasions, but be careful not to overshadow or direct the study the youth are doing on their own. Let them seek and follow their own inspiration.
  • Look for opportunities to share your feelings, experiences, and testimony about the priesthood, the temple, and missionary service. Give the youth frequent opportunities to share what they are learning. Plan lessons and activities that build on their experiences.
  • Be an example of a person who honors the priesthood, keeps temple covenants, and shares the gospel often.
  • Help the youth see the progress they are making. For example, when an Aaronic Priesthood holder fulfills one of his duties faithfully, help him see how this is helping him prepare to serve in the Melchizedek Priesthood. When a young woman attends the temple or invites someone to come unto Christ, point out that she is participating in the work of the priesthood and keeping the covenants she made at baptism.