I’m a high school student in Paramus, New Jersey. I’m also the creator of a free economics program that I teach to middle school students. With each virtual session I lead, I share a link in the chat with my students, and they load the simulation I created — one that puts them in positions like CEO of a sports team or commissioner of a league.
In one simulation, every student runs a team’s payroll and decides whether keeping their star player is worth exceeding their salary cap and crossing into “luxury tax” territory. Nobody tells them about the consequences of going into the luxury tax; they learned the way real general managers do, by paying the additional fee and experiencing the negative impact it can have on a team.
I created the program because I am a huge sports fan and I wanted to share my passion with other kids. I also knew that a lot of kids love professional team sports and almost none of them love economics, even though the two are often linked. A team salary cap is a budget constraint. A trade deadline is linked to supply and demand. A rookie contract is a bet on future value.
Simulations Unveil Concepts
So far, I’ve led two six-week online classes for about 30 middle school students. Each class combines slide lessons explaining economic concepts, open discussions, and simulations I built with artificial intelligence.
My students played a luxury tax game where they managed a roster under real salary cap pressure. They played an NFL draft game where they weighed risk against reward with every draft pick. There were trade negotiations, ticket-pricing challenges, and roster-building hurdles with no clear “right” answers. Hiding inside each simulation were economic concepts that teachers have spent decades trying to get students to care about, like incentives, opportunity cost, scarcity, risk and market value.
I expected the sports fans in my classes to dominate the conversations. In reality, the student who knew every sports statistic wasn’t always the one who made the smartest payroll decision. The student who couldn’t name a single starting team lineup often built the most balanced roster in the class because they understood the trade-offs better than the sports fanatics.
Leading these online classes gave me real insight into what it takes to be a successful teacher. What I realized is that a great lesson is not about the content; it’s about how students interact with the content. I could have lectured for an hour on opportunity cost, watching eyes glaze over. Instead, I gave them a roster and a budget that couldn’t cover everyone they wanted to draft, and the concept of opportunity cost practically taught itself. Instead of being just another “vocabulary word,” the concept became the reason they couldn’t sign Jalen Brunson.
Teaching these middle schoolers and seeing what really motivated them to engage with the material makes me think this can be applied to every subject. It doesn’t have to be done with a video game. It can be accomplished with a worksheet, flashcards or other activities. The idea just has to make students feel like the concepts they’re exploring matter outside of the classroom.
Discussion Fuels Learning
Another observation that surprised me was how much the discussions mattered. I initially thought the simulations would be the main event and the teaching and discussions would be “filler.”
In reality, it was the opposite.
It turns out that the simulations created the basis for discussion and disagreement, and that is where the learning happened. For example, after the luxury tax game, I had students defend their choices to the class. One student explained that they paid the tax because they were “in a championship window,” while another student didn’t pay the tax because their roster was “too young to waste the money.” They were doing real economic reasoning, but they didn’t notice. They were simply having a great time discussing their teams.
Peer-Led Teaching Lowers the Stakes
Peer-led teaching is not a replacement for trained teachers. But I do think that peer-led programs such as the one I led can be a valuable complement to teacher-led classes because they can lower the stakes and make learning less daunting for students. When the person teaching you is closer to your own age and the lesson is built around a game instead of a grade, students are more willing to take risks.
Based on my observations, students in student-led classes seem more likely to guess and debate. Their ideas might be wrong, but they are willing to try and make themselves vulnerable in front of their peers – something that they may not be willing to do inside a formal classroom. That freedom to try, fail, and try again is where a lot of real understanding begins.
Lessons Learned Along the Way
If you are a teacher and I haven’t chased you away with my precociousness, here are three more pieces of advice to help you help your students.
Incorporate what students love. Consider starting with something your students are already interested in and then sneak in the educational subject behind it. I never opened a class by saying, “Today we’re learning about scarcity.” Instead, I opened by saying, “You have $40 million and three players you can’t afford to keep.” The economics lesson arrived after the engagement, not before. Using a topic students already cared about did more to fuel their learning than any creative explanation I could’ve ever written.
An accessible entry point gives students a reason to care before asking them to memorize anything. The students in my classes kept asking for more simulations. Parents told me their children were recommending the class to friends, which is not something I have ever heard a kid do for an economics worksheet.
Let students be wrong. Some of my best sessions came from a student making a terrible trade and the whole class reacting. My first instinct was usually to jump in and explain why the move would not work. But I realized that the better outcome arrived when I waited and let the students teach.
This is the kind of class “mistake” that students remember. Those moments stick with them much longer than any rule or definition written on a slide and help them truly grasp the underlying concepts.
Keep the barrier to entry low. I purposefully made my program free and ran it on Zoom, so students of all backgrounds can join from anywhere in the world. I communicated that they do not need to be great at math, nor do they need to know every player in the NBA or NFL. They do not even need to think of themselves as “economics kids.” They just need to be curious about why things cost what they cost, why teams make the choices that they make, and why every decision has a trade-off.
Making the program easily accessible was particularly beneficial to those students who need a subject taught in a less formal setting. They are often the first ones who are intimidated by traditional classroom learning. If a class feels like it has prerequisites before you even reach the first lesson, you sometimes lose the student as soon as they walk into the classroom.
I started my program because I thought a cool sports simulation could make economics more interesting to students. What I learned is that peer-led discussion in a topic students are invested in – whether it is sports or pop culture – can do something better. It lowers the stress, creates a welcoming environment for all students, and still creates genuine opportunities for learning. I’m looking forward to offering more sessions – teachers can join too.
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