Principal's Message
Fostering Gentlemen for Others
I often admire the way our boys, their families and our staff interact as part of our large Trinity College community. The extraordinary number of events and opportunities provided within our College allows students, families and staff to form important relationships centred on the formation of our young men.
It is also a privilege to witness the very special and important relationship between parents and their sons. For many families, their appears to little change over the years. The special hugs and kisses that abound in the Junior School can still be seen in the carpark drop-off area in the Secondary School or at the end of a particular sporting fixture. For others, this overt display of affection and love can ‘go missing’ during the adolescent years but often makes a very welcome and obvious return at Graduation where a sense of ‘being on the journey together’ is wonderfully celebrated together.
This is another timely reminder that just as boys develop very differently in a physical sense, they also develop differently in an emotional and social sense. It is all a very normal, and sometimes frustrating, part of the emotional growth that boys experience and experiment through as they navigate their development and formation as young men. It may also highlight the need for all of us to continually examine the way in which we seek to make meaningful connections and help young men grow in this regard.
Australian author, Tim Winton provides some insight into the pressures young men face in their emotional development. He suggested that some of our narrow social constructs and false media norms may force boys to hide their emotions away. In observing the fluctuating and very different behaviours and interactions of boys, he suggests that the boys are simply experimenting with their emotional growth; 'rehearsing their masculinity' as Winton puts it. The cues and feedback that they receive after each emotional behaviour and social interaction will determine the behaviour they will most likely adopt and the feelings and emotions that they may openly share into the future. As adults in their life, we must always look for opportunities to affirm and celebrate when our young men get such things right. Equally, and just as importantly, we must also challenge them and take the time to discuss and process those occasions when they may get such things wrong.
At Trinity College, we look to complement and support parents in forming Men for Others. Importantly, this includes programs and initiatives that have a real and deliberate focus on recognising and understanding emotions, building respectful relationships, valuing true friendships and respecting and celebrating the role of women. A real focus on mental health, resilience, leadership and general well-being has been established within our College. We continue to celebrate aspects of The Resilience Project across Years 4-12. This wonderful holistic program aims to cultivate a positive and strong emotional outlook through Gratitude, Empathy and Mindfulness (GEM). More recently, we have introduced Wellio which also focuses on wellbeing and mental health awareness. Into the future, we look forward to developing and implementing a ‘Trinity Formation Journey’ a developmentally appropriate collection of programs, focus areas and rites of passage moments that guide and celebrate a boy’s journey from Year 4-12.
As a partnership of Family and College, we aspire for the boys at Trinity to be the best they can be and to live in a manner that reflects the values that we share. We hope and pray that their ongoing formation is based on a set of values that embrace inclusivity, compassion, deep respect and an awareness of the other. The vision and hope of the Trinity Community is to form young men who are strong yet gentle, determined yet considerate, focussed yet compassionate, courageous yet considered, proud yet humble, independent yet inclusive, driven yet inquisitive, and upright yet loving. Gentlemen for Others!
Live Jesus in our hearts.
Mr Darren O’Neill
Principal