It is with great excitement that I step into the role of Acting Principal of St Leonard’s College.

The arrival of 2022 heralds much joy and pride for St Leonard’s as we celebrate a number of significant milestones and achievements. Whilst we have been providing outstanding education for over 100 years since our establishment in 1914, this year marks 50 years of coeducation at St Leonard’s College, 50 years of outdoor education, 40 years as an IB World School and 10 years of the Hart Theatre Company. What a year!

50 Years of Coeducation
St Leonard’s College was originally a Presbyterian Girls College and we opened enrolments to boys in 1972. Over the last five decades we have witnessed our students thrive as they learn alongside one another in a true coeducational environment, aptly preparing them to succeed in the world in an optimal manner – one that is a genuine reflection of life beyond the College gates. Our programs have been expertly designed to foster respectful relationships which are fundamental to a positive future. Our alumni often share their gratitude for the friendships they have formed through their coeducation; friendships that remain with them for life.

50 Years of Outdoor Education
Our longstanding success in outdoor educational programs demonstrates our commitment to educating the whole child, providing them with abundant opportunities for personal development and growth. From mountain biking, canoeing, orienteering, snow sports or sailing, our students’ exploration of the outdoors over the last 50 years has bestowed generations of Leonardians with critical life skills such as teamwork and leadership, in addition to building an in depth understanding of environmental sustainability in more recent decades. Camp Ibis, our picturesque permanent campsite on the Banksia Peninsula which enjoys scenic water frontage, has provided the perfect setting for our students to create lifelong friendships and memories, whilst building character, resilience and self-esteem.

40 Years as an IB World School
St Leonard’s College was visionary in its early adoption of the International Baccalaureate back in 1982 when we became Victoria’s first authorised International Baccalaureate World School, and the first authorised Australian Independent School. We are now a member of the network of approximately 4,000 schools worldwide who offer the internationally renowned curriculum designed to foster critical thinking and deep intercultural understanding. Our IB programmes nurture the personal, emotional, social, and intellectual skills necessary to succeed in an increasingly globally connected world. Our recent Class of 2021 IBDP academic results, with a median IBDP ATAR of 97.90, are a testament to our incredible success as an IB World School.

10 Years of the Hart Theatre Company
The much-loved Hart Theatre Company takes to the stage for its tenth season this year. I have no doubt that our 2022 productions will once again inspire, excite and delight as our students come together to celebrate the magic and joy of live theatre. Throughout the last decade our Hart Theatre productions have been widely acclaimed, boasting many Musical Theatre Guild awards ranging from Costume Design, Choreography, Direction, Musical Direction, Performer Awards and Junior Production of the Year to name a few. The 2022 celebratory season is set to be a showstopper! I look forward to seeing all of our young stars shining brightly.

As we commence this new year, we have much to be proud of as a College and as a community as we recognise these important milestones. Later in the year, we look forward to the arrival of our new Principal, Mr Peter Clague and we will celebrate his commencement as our tenth Principal.

I am enthusiastic about the exciting year ahead, and I look forward to seeing our students and staff continue to flourish.

Pat Kenny
Acting Principal

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Augusto Boal’s words, and fierce intent, ring especially true after the past two years.

Since the Hart Theatre Company’s (HTC) inception in 2012, it has been led with unwavering enthusiasm and dedication by Kim Anderson, engaging with the talents of over 300 students and proudly presenting five productions each year.

With deep appreciation and pride, for all that the HTC has achieved, we are delighted to share with you our 2022 10th anniversary season.

Supported by the ethos and culture of St Leonard’s College, the HTC insists upon the highest production values and standards, to inspire our students and help build an environment that is enriching, affirming, and inclusive for all members of our casts, crews, company, and community. Our aim, as always, is to be the preeminent destination for students of the performing arts.

The HTC is also a beacon for creativity, connection, and the pursuit of excellence.

Our team of Directors have been busy developing production designs, and together with the talents of our Costume Designer, Jillian Wilson, and Theatre Technician, Carl McKinnon, we have a season that is sure to delight and transport audiences, while reminding us of the vital importance that theatre holds in our collective lives. Our season this year offers a broad range of stories and experiences, from classic Broadway musicals to Shakespeare. We have a nod to our past seasons with Middle School students performing The Wizard of Oz and a recognition of the past two years of interrupted seasons with the 5/6 students presenting Dr Dolittle Jr. which was to be part of last year’s season.

We are so excited to share our 10th anniversary season with the St Leonard’s College community. To view the program for the upcoming season, please click��here.

We thank you for your support and patronage over the past ten years – and we look forward to seeing you at each of our amazing productions in 2022.

Nathan Armstrong
Head of Hart Theatre

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Our Global Citizen Scholarships provide support for prospective students who have recently immigrated to Melbourne with their families, often with refugee status. We are delighted to share a recent update on our four current Global Citizen Scholars, Sahar and Azada (Year 12) and Reza and Safa (Year 9), all of whose families are from Afghanistan.

It is the kindness of our community that is changing their lives, providing a safe and caring education and in the future, access to university. Their education at St Leonard’s will enable Azada, Sahar, Reza and Safa to realise their dreams, bringing benefit to their families, the Australian community and their homeland. This wonderful education was enjoyed by our former Global Citizen Scholars, Michael (OC 2019), Mustafa (OC 2019), Nilab (OC 2019), Mushtaba (OC 2020) and Amira (OC 2020).

Sahar, Year 12

I don’t remember much about Afghanistan as I was very young (about six or seven years old) when we moved to Pakistan. I grew up in Pakistan as a refugee before moving to Australia.

I am planning on continuing with my studies after I graduate from high school. I want to become a neurologist and help mankind take another step towards a better world.

I am grateful to St Leonard’s College for providing me with the opportunity of getting the best quality education. The supportive environment has motivated me to work hard and not give up on my ambitions. This scholarship has brought me a step closer to my dreams.

Azada, Year 12

I grew up in Afghanistan and we left our country for Australia three years ago. I am grateful to have the opportunity to study at St Leonard’s College. This experience is something that many girls from Afghanistan have long wished for. I am currently studying two math subjects, as well as Economics, Business Management and EAL. After graduating year 12, I want to go to university and study international relations/political science. I have lots of hobbies including public speaking, debating, and writing. I also love travelling to learn more about the world.

The Global Citizen Scholarship has transformed my life for the better. St Leonard’s College has provided me with the opportunity to receive a good education and this will assist me in getting into university to pursue my aspirations. The College community always supports me, making me feel accepted, allowing me to grow and give back to the community in the future, where I hope to make a positive impact.

In the future, I want to be a leader to show the world that girls from Afghanistan are capable and we are not only victims of war. I want to see the world as a peaceful place for everyone since we all have the fundamental right to live in peace and with dignity.

Reza, Year 9

My parents lived in a village in Afghanistan but there were no priority services like clinics or hospitals nearby. When Afghanistan became more dangerous and serious, they decided to move to Pakistan. This is where I was born.

I’ve found Year 9 pretty challenging, especially starting at the end of first semester. However, the community is friendly and I have enjoyed meeting Australian students who speak with an Aussie accent. At first, it was hard to understand what they were saying but after a couple of weeks I started to chat with them.

I want to thank Mr Davis for awarding me this scholarship. It has opened a whole new door of accomplishment and this is nourishing. It has also created a pathway for my future – to get into a prestigious university and do a lot of other things.

I want to make a difference in Australia for the betterment of people and situations in other countries.

Safa, Year 9

I don’t remember anything much about Afghanistan since my family and I left the country during the war when I was very young.

Year 9 has been great so far and I am looking forward to starting Year 10 in a few weeks.

Getting a scholarship at St Leonard’s has definitely impacted my life. It has given me the opportunity to study well and to participate in different fun activities.

My dream for the future is to get into a medical school. I want to become a surgeon so I can give back to the community and make a real difference. I know that it will be challenging but I believe St Leonard’s will help me with the process.

I have different hobbies such as music and singing but sometimes I get a bit creative and start doing arts and baking.

If you would like to find out more about supporting the Global Citizen Scholarship Program, please contact Roz Holloway, Head of Foundation by email: roz.holloway@stleonards.vic.edu.au or on 9909 9569.

Alternatively, to donate directly please click here

All donations to our Scholarship Funds are tax-deductible.

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We share the stories of two of our alumni in the dedicated pursuit of their dreams.

Ayda Akbal – Music Composer, Arranger and Producer

Despite finishing school in 2019, Ayda Akbal is already a musical force to be reckoned with. Whilst currently completing a Bachelor of Music (Specialising in Composition and Music Technology) and Bachelor of Arts (Major in Psychology) at Monash University, she is also working on multiple projects, all of which require different skill sets and knowledge of varying styles of music and instrumentations. Some of these projects include: creating a minimalistic soundtrack for a documentary exploring the ideas of loss and melancholy, composing a musical that tells a story of love and growth, and lastly, composing commercial tracks for global companies such as ThermoFisher Scientific.

Ayda shares, “I’m proud of the diversity of projects that I’ve worked on. Although I’m most passionate about composing for screen, I’ve learnt invaluable lessons in time management, musical skill, and entrepreneurship from all the projects I’ve worked on. As a culmination of all my learning, I released my debut album, Magic, in August that I recorded, composed and produced all on my own – something that is normally considered uncommon, especially by a female artist in the industry today.”

Ayda reflects on how the music industry has evolved during the COVID-19 pandemic: “All of my cornerstone projects have involved clients internationally; I’ve worked with a writer from Florida, a director from Chicago and for the US branch of a global company. It’s been wonderful to connect with people from all over the world and help them realise their projects. Although I do feel more connected with the people I work with from Melbourne because we are in the same time-zone and can go out and get a coffee (COVID-willing).”

Ayda acknowledges that the Australian music industry has been significantly impacted by COVID-19, and that it took “a big hit, as initially not much was done by the government to consider the impact of lockdown on artists and live-performers, or to support them. Musicians have had to keep asking, and are still asking, for proper support to make sure Melbourne’s music scene doesn’t suffer, so that we don’t have to rebuild it from scratch.”

From a positive personal perspective, completing her first year of university online gave Ayda the time to work on projects from overseas, establish her website and build up her portfolio which she concedes she may not have had the time to do had university classes been conducted on campus. It also gave Ayda the opportunity to dial into composition classes hosted overseas via Zoom, which created new avenues to work and communicate with other composers internationally.

Reflecting on how she feels about her work, Ayda shares, “I love that I get to add that extra little bit of colour and emotion to a scene to help the audiences better understand and empathise with the characters. Music can add so much to any given project, and I love being the one to open the curtain and shed light on a director’s true intentions and message behind their work.”

At St Leonard’s College, Ayda undertook the International Baccalaureate Diploma Programme (IBDP). “It taught me how to stay focused on my work and manage a heavy workload with other commitments – such as my commitment to the College music program. It encouraged my love of learning, always asking questions and having that curiosity, wanting to know more than what is written in the textbook. St Leonard’s College taught me to be continuously curious and involved, not only in academics, but to pursue my other passions. The music school at St Leonard’s was always a safe haven and a place of exploration for me, and that was essential in encouraging me to pursue what I love at a tertiary level and start building a career upon it.”

Chris Burgess – Musical Theatre Performer, Cabaret Artiste, Yoga Teacher

When it comes to shining a soulful light on the performing arts, Chris Burgess, from the Class of 2015 is the consummate choice. Chris completed a Bachelor of Fine Arts (Music Theatre), from the Victorian College of the Arts (The University of Melbourne) and is currently studying Honours in this degree. Chris works professionally as a performer in musical theatre, where he devises, produces and performs cabaret, and if that doesn’t keep him busy enough, Chris is also a qualified Vinyasa Hatha yoga teacher.

One of Chris’ most notable recent achievements was the debut of his self-devised solo cabaret LENNOX: Legend In My Livingroom for the Melbourne Cabaret Festival at Chapel Off Chapel. The show received rave reviews and has been picked up for the Fringe World Festival in Perth early next year. Another recent highlight for Chris was performing with Meow Meow and the Melbourne Symphony Orchestra at Hamer Hall earlier this year. Chris shares, “It made me late to my own housewarming, but it was worth it!”

Due to COVID-19, the past 18 months have certainly proved challenging for those in the performing arts. Chris personifies the resilience and capacity to adapt that we seek to instil in our students, a trait that is certainly worthy of acknowledgement. Chris shares, “Professionally, COVID continues to have a devastating impact on the arts industry in Australia, which I feel has been exacerbated by the lack of government support for the arts sector specifically. Personally, I have found the past two years to be quite challenging, clarifying, and revealing. Initially, the prospect of not being able to work after having just graduated was quite daunting, but it allowed me to pursue my yoga teacher training and establish a regular meditation practice which has become an integral part of my life. I also had time to consider with greater detail how I specifically want to work within the arts industry and what career path I see myself taking.”

Chris remains incredibly enthusiastic and appreciative of his work. He shares, “What I love most about all the various work I do is being able to connect with peers, audiences, and communities in a deeper and richer way than we usually do in ‘day-to-day’ life. Working with, and performing for people is such an intimate and nourishing experience. Seeing live music, performing in cabarets and guiding people through yoga sequences cultivates such a great sense of community and has been made more special considering the impact that lockdowns have had on our need for social connection and live events.”

When it comes to the tertiary pathway that Chris chose at St Leonard’s College, he shares, “All through schooling I was convinced I would do the IBDP, but when the time came and I had to choose only one arts subject in the IB curriculum, I couldn’t decide and ended up going with VCE to pursue both music and theatre. The ability to be able to choose subjects that really complemented my passion for performance was so integral in my development. The various skills I developed through VCE are valuable for so many parts of my life, but in particular they set me up to succeed in my audition and admission into the VCA Music Theatre.

“St Leonard’s offered me the opportunity to learn in a nurturing environment, think critically, and develop my love for the arts and performance. Specifically, the teachers I had growing up through school were so formative in my development and provided an example of the sort of life I wanted to lead. Creative, passionate, and inspired teachers that nurtured and fostered me in academic, cocurricular and personal ways, some of whom I still have great relationships with today. I think that St Leonard’s did set me up with an ‘education for life’, not to suggest that I learned everything I needed to know by the age of 18 – far from it – but that I was equipped with a sturdy foundation of healthy relationships, academic skills, self-esteem, and a range of formative experiences, all of which continue to contribute to my personal development.”

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There is no doubt that the academic requirements of students in year 11 is a step up from year 10 regardless of the tertiary pathway chosen. The trajectory for the final two years of secondary school focuses on both academic achievement and social development to establish a strong platform for success and leadership at university and life beyond.

Renowned for pedagogical innovation, St Leonard’s College was the first Victorian school to introduce the International Baccalaureate Diploma Programme (IBDP) in 1982. Our IBDP students graduate with a resumé that speaks to purposeful inquiry, empathy and contribution to community.

Developed over 50 years ago, the IBDP values breadth, depth and critical thinking. Breadth is reflected by the six subjects: Language A (mother tongue, in most cases English), an additional language, mathematics, a science, a humanities, and, a sixth subject which may be an additional science, humanities or language, or, an arts subject: Music, Theatre or Visual Arts. Depth requires three of these subjects to be studied at a higher level (vs standard level), recognising students’ strengths and interests. Critical and compassionate thinking comes through Theory of Knowledge (TOK), the Extended Essay and CAS (Creativity, Activity and Service). Students train across disciplines, building transdisciplinary skills applied to understanding, and acting knowledgably in local and global contexts. Learning extends beyond subjects and seeks to develop the character of young adults.

St Leonard’s IBDP results tell the story of great individual and collective achievements. Having a sense of purpose, confidence, resilience and effort sustained by trust in self, family and teachers are keys to success. What else distinguishes the IBDP experience at St Leonard’s College?

“The IB really forced me not just to care about facts but to understand where ideas come from and how knowledge can change and be used. Every assessment asks us to justify our answers. This has made me a more confident and precise speaker and writer, important strengths whatever field I go into.”

Adelyne S, Class of 2020

“Working with teachers for two years, they really get to know you and we get to know them. Working on individual projects of our own interest and design, we really learn to collaborate with our teachers, taking their feedback on board, organising our time and focus our attention to edit for our final submissions.”

Charlotte T, Class of 2020

A key point of difference of the IBDP is Theory of Knowledge. TOK invites students to consider where knowledge comes from and why others think differently; what informs the beliefs and actions of others. Students enquire into questions such as: Why do we seek knowledge? Should some knowledge not be sought on ethical grounds?

While a discrete subject, TOK thinking skills are embedded in all subjects to “encourage students across the world to become active, compassionate and lifelong learners who understand that other people, with their differences, can also be right.” (IBO Mission Statement) The views of parents, teachers and other experts are sought and investigated, valuing equally valid contributions to understanding.

St Leonard’s College year 11 students participate in TOK Camp, culminating in a presentation responding to their learning:

“TOK camp was a great way for us to connect as a cohort. I have learned so much about, and from, my friends. We had great discussions about important issues that interest and affect us now and will affect our future. Engaging in this kind of critical thinking has made me a better listener, more empathetic and more determined to find out what’s right, as well as preparing us really well for our Exhibition assessment.”

Sophie W, Year 11

Another distinguishing feature is the Extended Essay. Researched and written over twelve months, students craft a university class thesis guided by their supervisor. Each year, a number of students use this essay as evidence of serious exploration in their tertiary applications.

“The surprise of the Extended Essay is how much you learn. Not only did I learn how to research and structure a 4,000 word essay but to have really deep and meaningful conversations with my supervisor. They are interested in you, how your research is going, what you have learned and ask you questions that really make you think about the significance of your writing to a wider audience. In my case, I also learned a new software package. I am really happy with my essay. I know I can use it in interviews to show my deep interest in the subject as well as for the quality of my writing and research.”

Noah S, Year 11

Beyond academics, the IBDP promotes and values life balance. ACS sport, the College’s renowned music programs and theatre productions are just some opportunities our students have. Further, we encourage students to seek challenges, to participate in new activities and to take on leadership roles.

“St Leonard’s College makes us aware of how fortunate we are and encourages us to give back to our community. Being part of the food service with Lennie’s Van, coaching a junior team outside school, participating in beach clean-ups and teaching piano to kids within our community are things I feel proud of, which count as CAS and add to my CV when I apply for jobs and uni! My friends and I are looking forward to acting on our learning through the Active Bystander training to teach younger year levels in our school.”

Will M, Year 11

We are confident that with attitudes and capacities like this, that St Leonard’s College IBDP graduates will make their mark on the world while continuing their connection with us

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Ardent lovers of the Olympic Games will declare the 2020 (2021) Games to have been the ‘Greatest Show on Earth’, especially given the ominous presence of COVID-19. Tokyo 2020 was not only a remarkable achievement by the Japanese people, it also represented another brilliant achievement by the IOC, who must be delighted that their vision of Olympism has grown ever stronger since the Tokyo Olympic Games in 1964.

Despite the presence of COVID-19, the world has again been enriched by an experience that sought to connect people of all nations. The Journalist, Ian Marshall, captured the sentiment for Tokyo 2020 (2021) in his article: Faster, Higher, Stronger; Olympic Games motto never more true in which he wrote:

“The Olympic Games, more than any other experience on planet earth is a unifying force, it brings together athletes from a wide range of ethnic, cultural and religious backgrounds. Moreover, it is a test; for most to pit their skills against the best their discipline has to offer, for the very elite to set new standards, break world records.”

He also reported on the speech given by Dr. Tedros Adhanom Ghebreyesus (Director General WHO) to the IOC in which Ghebreyesus shared a similar appreciation of the power of the Olympic Games: “More than any other event, the Olympics have the power to bring the world together, to inspire, to show what is possible.”

Unlike Marshall, Ghebreyesus’ focus was not on the skills and character of the athletes, but upon the lack of moral fortitude demonstrated by the major powers in response to the world’s greatest challenge, the COVID-19 pandemic.

“The pandemic is a test, and the world is failing; more than four million people have died, and more continue to die. Already this year, the number of deaths is more than double last year’s total. In the time it takes me to make these remarks, more than 100 people will lose their lives to COVID-19 and by the time the Olympic flame is extinguished on the 8th August, more than 100,000 more people will perish.”

Ghebreyesus was openly critical of the distribution of vaccines and the likely impact of the statistic that 75 per cent of all vaccines were administered in just 10 countries, with many low-income countries recording as little as one per cent of their population as having received at least one dose.

In his presentation, Ghebreyesus sought to draw a connection between the inalienable rights of all human beings and the goal of Olympism: which is to place sport at the service of the harmonious development of humankind, with a view to promoting a peaceful society concerned with the preservation of human dignity.

He also sought to reinforce the IOC’s ‘Working Principle’ of ‘Unity in Diversity’ and its implications for non-discrimination, which lie at the very heart of Olympism and are underpinned by the three core values of Excellence, Respect and Friendship. If one includes the four additional values of the Paralympics: Determination, Inspiration, Courage and Equality, the alignment of Olympism with our College theme: Diversity • Equity • Respect • Friendship becomes evident.

The power of social media has undoubtedly intensified a focus on the Olympic Games that demands issues of discrimination be addressed in a timelier manner, hence the sacking of the Director of the Opening Ceremony, Kentaro Kobayashi, who made antisemitic comments on the eve of the Opening Ceremony.

A call for gender equity resulted in the IOC adding 18 new events resulting in female representation increasing to 49% of competitors, with teams from China, the USA and Great Britain selecting more female competitors than males. This complements the requirement imposed in 2012 that all nations are represented by women and men, which ensured the three Muslim countries who had never previously sent a female athlete: Qatar, Brunei, and Saudi Arabi, finally bowed to IOC pressure.

Racial discrimination continues to lie unresolved more than 50 years after Tommie Smith and John Carlos’ Black Power salute on the podium in Mexico 1968, which also caused significant repercussions for Australia’s Peter Norman. An example in Tokyo was the banning of female Namibian athletes from events between 400 metres and one mile because they have naturally occurring higher levels of testosterone and yet this did not prevent the Namibian teenager Christine Mboma from winning a silver medal in the 200 metres – mystifying! If sporting bodies are to universally ban those with a natural advantage it is hard to imagine what specific criteria one might choose to be the determination of unfair advantage for basketballers, high jumpers, shot putters, marathon runners, gymnasts..!

Gender ‘verification’ is another significant issue, and whilst female competitors are no longer subjected to demeaning sex testing comprised of humiliating ‘nude parades’ imposed by the IOC in the 1960s, or the subsequent chromosome testing and SRY gene detection used until Rio2016 to determine whether an athlete should be disqualified, the recent experiences of the New Zealand weightlifter, Laurel Hubbard, reflect the matter is yet to be fully resolved.

Such is the accessibility of all athletes and global interest groups to the media that athletes are no longer left solely at the mercy of their national government, organisational bodies or the IOC. Despite this, the IOC continues to try and prevent athletes from expressing their socio-political views with the president, Thomas Bach, recently declaring that: “The podium and the medal ceremonies are not made… for a political or other demonstration. They are made to honour the athletes and the medal winners for sporting achievement and not for their private views.” Bach’s comments brought the disdain of many athletes including that of the LGBTIQ+ American shot-putter Raven Saunders who gave no warning of her intent to take advantage of her success to defy Olympic organisers by protesting on the podium. She raised her arms in an X shape after collecting her silver medal and explained that: “X is a place, it’s the cross-intersection where all people who are oppressed meet. Shout out to all my black people. Shout out to all my LGBTQ community. Shout out to all my people dealing with mental health. I represent a couple of those communities, so I pretty much wanted to use my platform to stand up for everyone.”

The Olympic Games have become one of the most important fora for addressing discrimination and the IOC face a complex challenge if they are to continue to address the myriad of competing perspectives that influence the games and the thousands of athletes and billions of supporters whose social interests are not overtly recognised by the IOC or other bodies. It may be helpful for this august body to consider the German social philosopher, Axel Honneth’s ‘recognition theory’, which addresses the fundamental reasons behind social protests. Using Hegel’s concept of ‘mutual recognition’, which acknowledges that all people are equally mutually free, Honneth created a theory of social movements that reinforces the importance of the individuals involved by providing three forms of recognition:

• Love – that forms the basis of confidence

• Legal recognition – that confirms all are equal

• Solidarity – that provides self-esteem by being perceived to be socially valuable.

Honneth shared his belief that all three forms of recognition are necessary for people to feel truly free and that being denied any of these forms of recognition will form the basis of the motivation for social unrest, especially when this disrespect is perceived to be shared by a controlling body, government, social caste system or the like. Whilst there have been many reviews of archaic rules and practices to help advance underrepresented groups, there is still much to be done to break down the structures and rules that discriminate against all forms of inequality whether these be race, ethnicity, gender, religion, ability, sexuality or other identity groups.

If we are to embrace Olympism, or what we may reference as Leonardianism, then we must continue ‘…to strive, to seek, to find, and not to yield’ (Tennyson) until we embrace ‘Diversity’, ‘Respect’ difference and create an ‘Equitable’ world that fosters ‘Friendship’.

With the Paralympics about to commence*, we will once again be reminded of the importance of ensuring sport at the highest level is accessible to all people so we can be inspired by the brilliance and the courage of athletes with diverse abilities. I suspect Sir Ludwig Guttmann did not realise his idea to organise a sporting competition for injured World War II soldiers at the Stoke Mandeville hospital on the opening day of the London Olympics in 1948, would give birth to an event we know today as the Paralympics. This event, even more so than the Olympics, provides the platform to challenge societal norms and demand adjustments are implemented to ensure people of all abilities can realise their dreams.

It should be evident to all, that the Olympic and Paralympic Games have become more important than merely quadrennial sporting contests engineered to entertain and incite national fervour; they have become the single greatest opportunity to throw a global light on the injustices that need to be addressed. If we are to embrace Olympism, or what we may reference as Leonardianism, then we must continue ‘… to strive, to seek, to find, and not to yield’ (Tennyson) until we embrace ‘Diversity’, ‘Respect’ difference and create an ‘Equitable’ world that fosters ‘Friendship’.

*Correct as at the time of writing.

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Friendships help children and teenagers experience a sense of belonging – such a critical contributor to wellbeing. Friendships are also a platform for developing social and emotional skills, self-esteem and the move towards an independent identity in adulthood. Spending time with friends is hopefully also great fun!��

Friendships are dynamic and will change across our lives as we grow and explore. We meet new people through common interests and can lose contact with others from whom we drift apart. For younger children, it can be challenging to cooperate, share and put out ‘friendship fires’, while for young adolescents, working out where (and how) to fit in, sometimes seems like a minefield.��

Parents play a vital role in building cooperation and communication skills, the bedrock of friendships. This happens through playing games at home, having problem-solving chats and teaching children how to manage their emotions. Learning to show interest in others, deal with frustrations and talk things through will help every child make and keep friends.��

It is important to remember that friendships are not a ‘one size fits all’. Some children seek out one or two close friends, while others are happier with larger groups. Remember that how many parties a child is invited to is not the most important thing: it is the confidence that comes from having some genuine connections that counts.��

Friendships do not always go smoothly – feeling hurt by others, struggling to find a buddy or a tribe are common experiences for young people – part of their journey. But while it is normal to experience some ups and downs in friendships when growing up, that does not mean it is easy. The reassurance that comes from knowing there is at least one friend who you can rely on, cannot be overstated.��

Parents can support their child in navigating these bumps in many ways, often acting as a coach behind the scenes and modelling social skills. Depending on the age and circumstances, teachers can also work with parents to create new opportunities for children to connect, provide feedback and observations and the encouragement to make new friends through getting involved in some of the many activities offered at the College.��

Here are some of the key foundations for healthy friendships:��

Top Tips for Friends��

Trust��

Trust is the number one ingredient for any relationship. After trust comes forgiveness, but without trust, there is no safety or sense that we can depend on others. Trust is expressed through loyalty, keeping promises and being reliable. It involves honesty and consistency in inclusion.��

Good Times��

Having fun together is what friends are all about. There are many ways in which young people build connections, often through common interests: finding others who enjoy similar activities helps children bond naturally and perhaps find kindred souls.��

For young children, this often means shared games or pastimes; later on, it might be through music, theatre, sport, social action, chess or debating. These shared interests are important for developing a sense of identity and self-esteem.��

Listening��

Most of us have a deep desire to be heard and for many young people, they turn first to each other for advice or to share their worries. Being an active listener who is attuned to their friends’ concerns can make a big difference – giving time to listen and being sensitive to the feelings underneath what is being shared helps young people know they matter. Sometimes it is about saying less but hearing more.��

Kindness��

This is a great quality – for friends and everyone. Thoughtful acts of kindness show that friends care – checking in, cheering up, remembering someone’s birthday. These show young people that their friends care and that they are not alone.��

Non-judgmental Compassion��

Feeling accepted and not criticised is essential in a true friendship. Being able to be yourself and not feeling you will be judged, builds security in a friendship and confidence in yourself. Children and adolescents come from a range of backgrounds with diverse experiences that not everyone can relate to. If young people can learn to be open and inclusive of others, they are likely to make friends in all sorts of places, reaping lifelong rewards and connections.��

Supporting Others��

Young people play a key role when their friends are struggling with personal issues or difficult circumstances. I am often asked by students about what can they do to support their friends. My advice is that the role of a friend is to be available, listen and to encourage their friends’ self-care. To share some good times, to hang in there with them, but not to feel responsible for finding answers or solutions. It might be important to help a friend seek out support from those with more expertise or responsibility – and know that this is a wonderful gift.��

At the College we encourage children of all ages to be open and welcoming by extending the hand of friendship to others, whether in year 2 or 12. It can be particularly daunting coming into a school where students already know each other, or when arriving from another country or a minority cultural or ethnic background. We ask all families to encourage their children to be inclusive of those who are seeking to belong. Through the bonds formed in friendships, young people share many experiences, enriching their own lives in immeasurable ways.��

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St Leonard’s College was fortunate to have Judith present a parent workshop earlier this year titled Confident and Capable in which she shared many practical strategies to build social skills, confidence and resilience in children.

Judith is also the author of the highly successful book The Bonsai Child and the recently released The Bonsai Student. We interviewed Judith on her book, and we are delighted to share her wisdom below.

The Bonsai Student follows on from your successful book The Bonsai Child. This powerful visual analogy conveys how ‘overparenting’ can stunt a child’s growth. Can you share more on this?

Many parents these days are doing everything they can to give their children a fantastic childhood. That in itself is not a problem; however, it’s the way that parents are doing this that becomes problematic. These days many parents are giving children almost perfect childhoods – making them happy and successful at all times through enormous parental effort. But it doesn’t prepare a child for the reality of their future which will likely involve some disappointment and some bad days. So, like a bonsai tree, the childhood experience looks perfect, but it’s somewhat stunted and it’s not going to reach its full potential.

Can you elaborate on the significance of semantics in relation to the terms ‘helicopter parenting’, ‘lawnmower parenting’ and ‘overparenting’?

These are all just images that I hope will help people understand the challenges of the approach more. I use ‘overparenting’ more because, for me, it represents good parenting actions but going too far with them. Recently, I created a term, ‘Sherpa parenting’, to describe parents overdoing assistance – such as carrying their bags into school or doing all of their chores for them. This makes children potentially reach heights they shouldn’t necessarily be reaching and gain a false confidence in their true skills. It’s just another piece of imagery, which is often so much richer than just describing the actions.

What inspired you to apply an educational lens to ‘overparenting’ with this second book?

Originally, I had a chapter in The Bonsai Child on schooling that was so enormous, and I still needed to add even more to it. So, I decided to pull it out and create an entire book on it. I have to say education and schools are of a particular interest to me because I’m an ex-teacher and most of my work now is in schools. I wanted children to get the most out of their schooling experience, so this is a particular passion project for me.

There is a section in your book Schooling 101, can you share more on this and why it is important for parents to understand their child’s scholastic world?

Schooling is so much more than results and it frustrates me that some people these days are judging the quality of the school and school experience by the results that the child achieves. There is so much more that a child should gain out of their school years, such as a sense of community, social skills, a healthy lifestyle, interest in the world… I could go on. Schooling doesn’t just give them an ATAR – schooling starts them on their journey through life.

I think parents need to really assess the type of person the child is becoming as a result of their schooling, much more than what’s written in their results section of their report card.

What are some of the practical strategies you recommend to parents to ensure they don’t restrict their child’s potential at school?

There are so many strategies in the book, it’s hard to just pick a few. I think it’s important that parents deliberately and slowly step back from being highly involved in their child’s school experience. One area that’s particularly important is homework. Generally, parents often over assist or over remind their child to do their homework (even in the high school years) and they really should be developing their child’s organisational skills and independent academic confidence in a very deliberate slow way throughout their schooling. Understandably, there’s a whole chapter on homework – the bane of parents’ and children’s existence!

What do you believe are the five essential skills a child needs and how can parents support their children in the development of these skills?

I’ve written an entire chapter on this in The Bonsai Student and it is probably my favourite chapter that I’ve ever written. These skills are resilience – coping with challenge; self-regulation – stopping current pleasure for future gain; resourcefulness – being able to solve a problem; respect – appropriate regard for others; and, responsibility – being community-minded and not just focused on your own needs. Bonsai parenting really mucks up the development of these skills by over assisting their child or not allowing them to experience the natural consequences of their choices. You have to step back for them to step up and develop these skills and I tell parents exactly how to do this in the chapter. For example, not bringing their lunch when they forget it, will enable them to become resourceful enough to solve future minor problems that occur to them. Bring it to them and you miss that opportunity.

If there were one final tip you would give to parents in this modern world, as they endeavour to support their child’s growth, what would it be?

Allow them to grow. Really have confidence in your child and become a little less involved, over time, so they can do that. If you continue to hover around them or trim their daily experience to a point where they’re only getting the good things of life then you’re not truly letting them develop into being independent, mature individuals.

And trust that they can overcome challenges. While I understand that COVID has been a difficult experience, particularly for Melbourne people, I am concerned that many people are talking about this event potentially ruining children’s future. I have much more faith in kids, and while I think we need to be understanding of the situation they currently face, I think we do them no favours and show no confidence in them if we start imagining their terrible future because of this challenge. There is every chance that your child will emerge from this stronger and more capable because of all the pivoting. Have faith in that happening.

For more information on Dr Judith Locke, her workshops, or to purchase her books, please visit

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The College Council unanimously agreed that Peter is an outstanding selection for this significant leadership position. He is an inspiring and whole-hearted educational leader with the proven ability to maintain the impressive momentum the College has enjoyed under the leadership of Mr Stuart Davis.��With over 30 years’ experience, Peter is an accomplished Principal, leading two prestigious independent schools in the last fifteen years.

Peter brings a broad range of leadership experiences in co-educational schools encompassing strategic planning, pedagogy, student well-being, staff management and development, and community engagement. He is passionate about progressive and holistic education that enables young people to thrive and excel both academically and personally. His values and experience complement St Leonard’s educational innovation and excellence. He is an outstanding communicator and an engaging speaker.

Peter is currently Headmaster of Bromsgrove School in Worcestershire, England, a role he has held for the past seven years. Bromsgrove School is a large, co-educational day and boarding independent school in the West Midlands with 1,980 students and overseas campuses in Shenzhen and Bangkok. At Bromsgrove, Peter’s leadership has actively reflected a philosophy that is aligned with our College – respecting the need to educate the whole child, offering a broad and diverse co-curricular program, nurturing a culture where service to others is expected and student voice is encouraged in the pursuit of scholastic endeavour.

Prior to this, Peter was Executive Principal of Kristin School in Auckland, New Zealand’s largest co-educational independent school. Similar to St Leonard’s in structure and aspiration, Kristin School has 1,650 students from Kindergarten – Year 13. Under his leadership, Kristin established an international reputation for innovation in education, setting national benchmarks for excellence in the performing arts, outdoor education, and the use of digital technologies, all of which reflect Peter’s professional passions.

Both Bromsgrove and Kristin are progressive schools with a similar ethos to St Leonard’s College, offering parallel tertiary pathways of the International Baccalaureate Diploma and the local qualification.

In addition to his Principalships, Peter’s career accomplishments include being a Member of the Headmasters and Headmistresses Conference Communications Committee, President of the Associated Heads of Independent Schools NZ, Founder and Chair of NZ Heads of IB Schools Caucus, and Asia Pacific Representative for the World Heads Council of the International Baccalaureate Organisation.

Born and raised in New Zealand, Peter has a Bachelor of Arts from the University of Auckland and an MBA (Distinction) from Massey University, Auckland. When not absorbed by work or family, he endeavours to bring a little balance to his life by pursuing his passions as an amateur wood turner, occasional poet, and enthusiastic explorer of the great outdoors.

In selecting Peter to lead our College, the College Council undertook a rigorous search in partnership with Odgers Berndtson. Peter was selected from a highly qualified and experienced group of candidates from across the country and overseas.

The Council has identified that Peter is an outstanding leader who is committed to educational excellence and shares our long-standing commitment to providing an environment in which every child is known, nurtured and loved. For Peter, St Leonard’s represents opportunities that resonate with his educational philosophy and he is excited to further broaden that opportunity and shape the future of the College. Peter says:

“St Leonard’s reputation for progressive educational thought precedes it, but how encouraging it has been to see those values in action, as I have followed the College’s fortunes and engaged with the Council over recent months. Even in lockdown, a spirit of unity and positive purpose shines through. Accordingly, I was delighted to be invited to take up the post of Principal next year and appreciate the good fortune of being able to build on the superb leadership of Stuart Davis.

Wherever we are in the world, the pandemic has offered us lessons. Tapping a well-spring of resilience, finding the courage to innovate, harnessing the power of a community united.�� From all that I have seen, St Leonard’s College learned those lessons quickly and well. I relish the prospect of drawing upon those same strengths as we navigate the post-COVID world together.

My wife, Sarndra, and I look forward to the move to Melbourne and immersing ourselves in the vibrant culture of the College community. The chance to play a role in maintaining St Leonard’s proud heritage excites me greatly. When borders open and restrictions lift as they eventually must, I shall relish the privilege of serving a school of such proud repute.”

Peter will deliver on his current employment contract to August 2022 and join us in Melbourne on 29 August 2022.

As Stuart Davis embarks on his retirement from 3 January 2022, there will be a period of eight months before Peter commences with the College. Council has consulted with Deputy Principal, Mrs Lisa Slingsby on the best approach that will ensure stability across the College during this time. Lisa has conveyed her desire to maintain her role as Deputy Principal, and to provide stability and support to an Acting Principal. Council is delighted to share with you that Mr Pat Kenny, Head of Middle School, will lead the College as Acting Principal from the commencement of the 2022 school year until Peter’s commencement. As Head of Middle School and previously the Head of Junior School, Pat is well known across our College community and is honoured to steer the College as the Acting Principal.

The new year of 2022 is an exciting one for our College. Stuart Davis has made an indelible mark on St Leonard’s College, and we’re excited that he will pass the baton of leadership to an equally impressive leader in Peter.�� I would like to thank Stuart and acknowledge his incredible contribution to the College, our students, staff and families over the last twelve years as our Principal.

We warmly welcome Peter and Sarndra to the St Leonard’s College community, and we congratulate Peter on his appointment.

Jen Neate
Chair of��St Leonard’s College Council������

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