Heads of House 

The role of schools in our community has changed dramatically over the last couple of decades. In a previous generation, school was one of many ways to build connections, acquire skills and learn new things. Other ways were Scouts, Brownies, Girl Guides, Rotary, church youth groups, sporting clubs and other local organisations that previously had participation in high numbers.  For a variety of 21st century reasons, these wonderful organisations are not in every local community anymore. So, schools are now the focal point for the academic, wellbeing and social development of our youth.

While schools are not fully responsible for the wellbeing of staff or students, they create a climate where they can contribute significantly to both. We all want the world to bend in our direction. However, it does not and will not. Most of the time we look back on this and say, ‘thank goodness it didn’t,’ as we learn along the way. A burden of responsibility is difficult to carry for young people. So, we carry it with them to a point where they can carry it themselves. Without boundaries, we are the whole and everything must bend to us.  

The boundaries we put in place at Mt A are designed for our students to lean against as it is the nature of young people to locate and test boundaries as they step away from their parents and commence their journey of independence. It is good to have boundaries that do not matter so much so the world does not care as they push. The softer boundaries. Examples of these are holding students to account for what seem like the little things such as the right socks, one pair of simple earrings, wearing name badges and turning up to school and class on time. Our boundaries align with our College’s Franciscan values – especially simplicity. Upholding our College values prepare our students beyond the gates as they seek employment in an organisation with values they align with. We are purposeful with our boundaries on physical appearance knowing they are the opposite of their social media feeds that espouse impossible body image goals and an unhelpful view of what beauty truly is. 

The Mt A academic mantra of ‘high challenge high support’ is indicative of the importance we place on learning or, more importantly, developing a love of learning in our students. To love learning is to have the ability to make sense of the unknown by connecting it to the known. It is the robustness they need to face into a future that is uncertain. When we do this, the future will be as open as possible to them. Using helpful analogies from other authors, our role is not to pave the jungle but provide the boots to strap on and navigate it. To remove challenge, is to take the weights out of the gym or keep the treadmills on slow. To remove all discomfort does not allow our students to realise their true potential. 

A word about effort. Students need to feel and own the effort it takes to complete a task and meet a deadline. If we constantly push and parents do the same, them our students will never know the joy that personal effort brings. We are not setting them up well for life or future employment if the effort for their success is expected from someone else. Allow the consequence for lack of effort on their part to guide the effort required next time.

Our work is complete when our Mt A graduates roll out of school and into life as young people who uphold good values; embrace the benefits of being a life-long learner and have good moral character while being highly relatable to others. We use the word ‘our’ as parents, schools and students are all included in the work.  It is good work.