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The objective was to evaluate the effect of banana peel into cake (a bakery product that may add bananas) and panettone (a product that never is added to bananas) formulations on consumers' acceptance and perceived attributes and the effect on the technological properties of the product.

Bakery products were produced with banana peel in the formulation and control samples without residue. Volunteers scored their acceptance and checked all attributes applied to the four samples in the blind and informed tests. The texture, color, proximate composition and bake properties were measured.

The acceptance of both cakes, with and without banana peel, was not affected when consumers were informed that there was a residue in both cakes. Relative risk indicated that information had no influence on acceptance. Panettone with banana pulp showed a reduction in acceptance when volunteers were informed of the presence of banana peel. Risk analysis showed a significant relative risk of product rejection when consumers were aware of information. The addition of banana peel enhanced panettone chewiness and crumb hardness, reduced bake loss of cakes, reduced the volume of both products and changed some color parameters of both products.

Banana peel is a source of functional compounds, but it is not clear how consumers react when informed that the food presents it.

Young women's leadership is an area frequently overlooked in educational leadership development. This paper aims to bring young women's voices into educational leadership conversations and illustrate an alternative approach to young women's leadership development.

This qualitative action research study was located in an urban girls' high school in New Zealand. The researcher worked in partnership with 12 young women and used a process of co‐construction to design a leadership development programme. The young women then participated in, evaluated and modified the programme before teaching it to another group of students.

Co‐construction was an effective way to develop a relevant and authentic leadership programme that met the needs of the young women, however, the process was extremely complex. The findings indicated that this approach challenged existing views of teaching and learning and was an active process that required significant efforts to balance input and share ownership between the researcher and the young women.

The findings highlighted the importance of including young women in decision‐making processes related to their leadership learning. Future consideration in this area could relate to creating a sustainable leadership culture in schools by engaging this process across year levels.

This paper outlines an alternative approach to leadership development in high schools that could be used in a number of contexts as these findings related to women's youth leadership development have implications on leadership development for women at all levels.