Senior School News

Dear Parents and Caregivers, 

Firstly, I would like to introduce myself. I am new to the role of Head of Senior School as of the start of this term, having previously being the Learning Area Coordinator for English since October last year.

While I am still quite new to the College, I have already experienced the warm and welcoming nature of the Salvado community. It is an exciting place to be as we enter the next phase of our development, including the graduation of our first Year 12 cohort in 2026, the expansion of extracurricular opportunities, and the ongoing construction of new learning spaces. 

A Partnership for Success: Parents, Students and School

Fostering a collaborative relationship between all stakeholders is one of the most important roles of a school. It is imperative that staff, students and parents work together to achieve the best emotional and educational outcomes for our young people.

What can get in our way, is the ease of succumbing to the habit of making assumptions about others. A teacher could assume that a student is not motivated to learn if their body language suggests they are disengaged. A student might assume that a parent does not understand them because they are always nitpicking their behaviours rather than acknowledging their feelings. A parent could assume that a teacher has not treated their child fairly when keeping them back in class for talking because it was their friend who initiated it. 

We often need to remind ourselves our assumptions are just that.

The disengaged student might love the lesson they are in, but be really struggling socially, which is impacting upon their sleep. The parent might be grappling with how to balance setting boundaries with showing love, and their worry presents more as criticism than compassion. The teacher might have acknowledged the role of the friend in the behaviour and been supportive and balanced in their discipline.   

Every day is filled with moments where we make judgements, and it is a necessary human trait to do so. We must constantly evaluate the people and events around us to understand our place and to nourish our need for acceptance and connection. But this is also something we need to be aware of and actively reflect upon.

Assumptions can be poisonous to relationships, and those between the stakeholders in schools are no exception.

So, what are the antidotes?

Simple: empathy and communication.

It is perfectly summarised in one of my favourite quotes, by American educator and author, Stephen R. Covey, author of ‘The 7 Habits of Highly Effective People’. His advice is to “seek first to understand, then to be understood.” In essence, this involves empathising with others, considering their perspective on the matter, whatever it might be, and seeking to understand why this is the case. From there, a more holistic and balanced view can facilitate more measured, effective and productive communications. 

However, for this to occur, the method of communication should also be considered. Anthropologist, Brene Brown, describes an effective approach to difficult conversations as “rumbling with vulnerability,” in which empathy, clarity, and authenticity take precedence, and we do our best to check our ego and fear at the door.  In essence, this plays out by people being honest, whilst respecting the dignity of the other person; being open rather than defensive; and considering feedback with objectivity rather than self-criticism. But this could be a whole other article on its own…

When it comes down to it, the key any group working well together is each person having the reflectiveness and humility to accept that what they know pales in comparison to they don’t. If our goal is always to understand first, and be understood later, the potential impact is infinite. Not only will it lead to better communication and relationships, but it fosters the type of community we all desire, in which we work collectively for the benefit of the young people in our care.

Regards, 

Mr Jonathan Hunt

Acting Head of Senior School (Year 10 and Year 11)