Today, High Schoolers Aren’t Avoiding the Weight Room. They’re Redefining It
Discussing the trends that are shifting youth strength training with Coach Thomas DiStasio
For years, when it came to strength training high school students, the conversation was trapped in a single question: Is it safe? 
That question is fading fast. 
Strength training is now mainstream across all ages, and there’s a lot of data to back it up. The 2024 Mindbody Predictions Report found “more than 60% of young people” incorporate weight/strength training, and over half of those do it approximately 2 to 4 times per week.
For coaches at the secondary school level, this isn’t just a cultural shift. It’s a weight room setup and daily programming decisions moment. As Thomas DiStasio, Performance Enhancement Specialist, Central High School, puts it, the new challenge isn’t whether young people should lift; it’s how they’re being introduced to strength. 
“We’ve moved past the idea that lifting is dangerous for kids,” states DiStasio. “Now the problem is that we’re putting the cart before the horse.” This is why it’s important to stay focused on where optimization should be isolated. Let’s look at the trends: 
The risk is that students will try to start at the mountaintop
. 
A concern DiStasio shares is that “they see what the freak athletes are doing at the top of the pyramid and assume that’s where they should start.” 
That mismatch, high motivation, low foundation, shows up in the places high school coaches care about most: safety, consistency, and enabling long-term engagement beyond school. A 2023 narrative review on resistance training in youth athletes emphasizes that injury rates are low in well-designed, supervised, technique-oriented school programs but the implied requirement is clear: progression and coaching aren’t optional (2023 British Journal of Sports Medicine, BJSM). 
How to address the trend: 
DiStasio’s approach is simple and modern: students and student athletes earn progression through consistency and movement quality, not hype. 
“Progress doesn’t mean loading more weight. It means mastering where you are.”
That framework is especially relevant for schools serving mixed populations (interested but not heavily engaged teens, seasoned and focused student athletes, and first-timers), safely, on the same floor. It’s also aligned with broader Gen Z expectations: they want clear pathways, measurable progress; they want to understand why this all works the way it does, and they want to belong. 
The Les Mills “Gen Z Fitness: Cracking the Code” (2023) research is one of the largest global looks at this demographic, combining quantitative and qualitative insights from 4,000+ people aged 16–26. It frames Gen Z as a transformative opportunity for school programs that evolve how they engage and guide.  
What it means for your school program: 
Fundamentals (e.g., warm-up / prep, movement patterns, set-up execution, recovery, sleep, nutrition, and more) are no longer “basic,” they are a competitive advantage. Coaches that make skill mastery visible and rewarding create confidence in the students that are participating in school strength programs.
He states, “Technology raises the ceiling it doesn’t replace the foundation.” 
This sequencing matters because it preserves what technology is best at in schools like the ones where DiStasio coaches: keeping experienced lifters motivated and creating new ways to “win” beyond max load (speed, consistency, output, progression milestones). 
In other words: coaching builds capability; technology sustains engagement. That’s the school weight room play. 
Turning this into standard vs. just the trend: 
Remember, technology is most effective when it’s earned, not introduced too early. It’s important for Students to understand the impact as well as the benefit.  Winning school programs could benefit from integrating digital tools as progression enhancers which support engagement / motivation only AFTER movement competency and consistency are established. 
“The weight room is a great equalizer. You get out what you put in.” 
He focuses on the growing evidence that fitness and strength-related capacities connect to broader health outcomes; the real priority for how he wants to see students supported within his programs. A 2024 JAMA Pediatrics nationwide cohort study in Taiwan (with cohorts of ~1.9 million children and adolescents) found that lower physical fitness levels, particularly cardiorespiratory and muscular fitness, were associated with higher incidences of anxiety disorders, depressive disorders, and ADHD.  
This doesn’t mean the high school weight room is a “therapy zone.” It does mean, however, that school programs treating youth strength as a structured, progressive developmental experience, rather than a chaotic highlight reel, are aligning with a bigger reality: physical capability is a protective asset, and confidence is one of the most practical outcomes we can build in our children today. 
Remember, confidence is key: 
Confidence is one of the most valuable outcomes a high school coach like DiStasio can produce. Coaching that prioritize progression, effort, and consistency can help students stay engaged, become more self-assured, and stay committed for the long term beyond their secondary education experiences.
Because As Coach Thomas notes, “The next generation isn’t redefining strength by lifting heavier. They’re redefining it by training smarter.” It’s important to you that your school program is doing the same… they’ll be expecting it.   
Show Me What I’m Missing.
That question is fading fast. 
Strength training is now mainstream across all ages, and there’s a lot of data to back it up. The 2024 Mindbody Predictions Report found “more than 60% of young people” incorporate weight/strength training, and over half of those do it approximately 2 to 4 times per week.
For coaches at the secondary school level, this isn’t just a cultural shift. It’s a weight room setup and daily programming decisions moment. As Thomas DiStasio, Performance Enhancement Specialist, Central High School, puts it, the new challenge isn’t whether young people should lift; it’s how they’re being introduced to strength. 
“We’ve moved past the idea that lifting is dangerous for kids,” states DiStasio. “Now the problem is that we’re putting the cart before the horse.” This is why it’s important to stay focused on where optimization should be isolated. Let’s look at the trends: 
Trend #1: Exposure Is Up. Readiness Isn’t. 
The school weight room is no longer mysterious to teens. Social platforms have made elite training methods visible to students everywhere with Olympic lifting variations, velocity-based training, “advanced” programming all being factors. The risk is that students will try to start at the mountaintop
. 
A concern DiStasio shares is that “they see what the freak athletes are doing at the top of the pyramid and assume that’s where they should start.” 
That mismatch, high motivation, low foundation, shows up in the places high school coaches care about most: safety, consistency, and enabling long-term engagement beyond school. A 2023 narrative review on resistance training in youth athletes emphasizes that injury rates are low in well-designed, supervised, technique-oriented school programs but the implied requirement is clear: progression and coaching aren’t optional (2023 British Journal of Sports Medicine, BJSM). 
How to address the trend: 
- School leaders / coaches should look to build weight room environments that educate, guide progression, and prioritize safety vs. just showcasing performance.  
- As a high school coach, create clear entry points that meet students where they are, NOT where social media says they should be. Make fundamentals visible and valued: bodyweight patterns, controlled tempos, consistent warm-ups, and repeatable setups. Use coachable movement patterns that allow students, as well as their parents, to get educated on best practices (like form, recovery, sleep needs, nutrition, and more), experience early success, build confidence, and earn progression over time. In a school setting, motivation is high, but experience varies. A coach’s role is to channel that energy into safe, sustainable habits that students can carry beyond the weight room and beyond school.  
Trend #2: Fundamentals Are Becoming the New Differentiator 
When it comes to high school, the most “future-ready” strength weight rooms aren’t the ones that look the most intense. They’re the ones where coaches have found the balance between skill and confidence so more students can progress safely and get more out of their time and effort. DiStasio’s approach is simple and modern: students and student athletes earn progression through consistency and movement quality, not hype. 
“Progress doesn’t mean loading more weight. It means mastering where you are.”
That framework is especially relevant for schools serving mixed populations (interested but not heavily engaged teens, seasoned and focused student athletes, and first-timers), safely, on the same floor. It’s also aligned with broader Gen Z expectations: they want clear pathways, measurable progress; they want to understand why this all works the way it does, and they want to belong. 
The Les Mills “Gen Z Fitness: Cracking the Code” (2023) research is one of the largest global looks at this demographic, combining quantitative and qualitative insights from 4,000+ people aged 16–26. It frames Gen Z as a transformative opportunity for school programs that evolve how they engage and guide.  
What it means for your school program: 
Fundamentals (e.g., warm-up / prep, movement patterns, set-up execution, recovery, sleep, nutrition, and more) are no longer “basic,” they are a competitive advantage. Coaches that make skill mastery visible and rewarding create confidence in the students that are participating in school strength programs.
Trend #3: Technology Has a Place, But It Can’t Be the Starting Line 
Wearables, performance dashboards, and velocity tracking are rising fast. But DiStasio draws a clear line: When it comes to getting high school students engaged in lifting, technology should amplify strong foundations, not replace them. He states, “Technology raises the ceiling it doesn’t replace the foundation.” 
This sequencing matters because it preserves what technology is best at in schools like the ones where DiStasio coaches: keeping experienced lifters motivated and creating new ways to “win” beyond max load (speed, consistency, output, progression milestones). 
In other words: coaching builds capability; technology sustains engagement. That’s the school weight room play. 
Turning this into standard vs. just the trend: 
Remember, technology is most effective when it’s earned, not introduced too early. It’s important for Students to understand the impact as well as the benefit.  Winning school programs could benefit from integrating digital tools as progression enhancers which support engagement / motivation only AFTER movement competency and consistency are established. 
Trend #4: The Outcome That Matters Most Is Confidence 
DiStasio worries that many school programs often measure youth success in numbers: pounds lifted, times improved, and output gained. He points to something more durable, though: identity and confidence. “The weight room is a great equalizer. You get out what you put in.” 
He focuses on the growing evidence that fitness and strength-related capacities connect to broader health outcomes; the real priority for how he wants to see students supported within his programs. A 2024 JAMA Pediatrics nationwide cohort study in Taiwan (with cohorts of ~1.9 million children and adolescents) found that lower physical fitness levels, particularly cardiorespiratory and muscular fitness, were associated with higher incidences of anxiety disorders, depressive disorders, and ADHD.  
This doesn’t mean the high school weight room is a “therapy zone.” It does mean, however, that school programs treating youth strength as a structured, progressive developmental experience, rather than a chaotic highlight reel, are aligning with a bigger reality: physical capability is a protective asset, and confidence is one of the most practical outcomes we can build in our children today. 
Remember, confidence is key: 
Confidence is one of the most valuable outcomes a high school coach like DiStasio can produce. Coaching that prioritize progression, effort, and consistency can help students stay engaged, become more self-assured, and stay committed for the long term beyond their secondary education experiences.
So, What Should Program Leaders Do Next? 
If younger generations are redefining strength, make sure your high school weight room program is ready to respond with an environment that’s built to teach, scale, and elevate, NOT just impress. Programs and coaches need to think about optimization in this way: - Keep the coaching focused on education and progression so your students can level set themselves (fundamentals to loaded patterns to advanced tools) 
- Incentivize inclusive strength floors in your school that serve multiple ability levels simultaneously 
- Use technology intentionally to deepen engagement once students have grasped the foundation of your program 
- Build consistency, competence, and above all, confidence in each and every student that participates in your high school’s programs 
Because As Coach Thomas notes, “The next generation isn’t redefining strength by lifting heavier. They’re redefining it by training smarter.” It’s important to you that your school program is doing the same… they’ll be expecting it.   
Show Me What I’m Missing.