Member School Stories

Glimpse the myriad ways boys' schools create an ideal environment for boys to thrive by clicking on the links in the left navigation. You can view by topic or glance our entire collection.

Building Teacher and Coach Agency

To celebrate boys' schools around the globe and share fellowship, we want to feature the many ways exemplary teachers and coaches support boys’ academic and social-emotional well-being in classroom and co-curricular life. We seek stories that showcase how teachers and coaches in boys' schools operationalize effective practices in their daily interactions with students. Andrew Martin recently conducted research for IBSC in this area, resulting in the members-only report Building Agency Among Classroom and Co-Curricular Teachers to Support Boys’ Well-Being.

Send us your favorite story (about 150 words or less) and a photo or link to video to feature on our website by July 31. Get complete details on photo size and file specs.

Thank you for championing boys' education!

Welham Boys' School (India)

Equipping Boys to Conquer Every Challenge Life Offers

At Welham Boys' School, learning flourishes through an immersive ecosystem where every classroom, dormitory, playing field, dining hall, and mountain trail becomes a space for growth. Our teachers and coaches are not merely instructors; they are mentors who empower boys to discover their potential. Tutors build trust through everyday conversations, celebrate small victories, and patiently scaffold learning, helping students develop confidence and resilience. Coaches look beyond performance, recognizing hidden talent and nurturing it with encouragement, discipline, and belief until boys begin to believe in themselves. The Himalayas become our most transformative classroom during midterm treks and adventure expeditions, where teachers walk beside students through fatigue, fear, and uncertainty. These shared experiences cultivate leadership, empathy, responsibility, courage, and perseverance. At Welham, we do not simply prepare boys for examinations or competitions; we equip them with the character, confidence, and agency to conquer every challenge life offers. Learn more.

Landon School (United States)

Teacher, Coach, Mentor

W.T. Miller understands that meaningful relationships are at the heart of boys’ education. A 1986 Landon graduate, Miller returned in 2015 as a Teacher-Coach-Mentor. He teaches French in the upper school, serves as the head coach of the varsity tennis and squash teams, and advises dozens of students.  

In the classroom, he encourages his students to take their learning beyond vocabulary and grammar—to engage, take risks, and explore French culture. As a coach, he teaches boys to work hard and compete with passion and respect. His mentees describe an environment where they are challenged by Miller’s high expectations while also relying on his steady support.  

Because he once walked the same halls as his students, Miller understands the Landon experience firsthand and models the core values that define the community. Through his daily interactions, he demonstrates how exceptional educators and coaches help boys thrive academically, athletically, and emotionally. Learn more.

The Scots College (Australia)

South Pacific Pen Pals

The Scots College has enjoyed a long-standing relationship with Tata Presbyterian School in Vanuatu, creating opportunities for students to connect, learn, and serve alongside one another.

Following a pause during the pandemic, the partnership has been renewed through a year 7 pen-pal program. What began with two boys quickly grew to more than 30 participants after just one session, reflecting students’ enthusiasm to build meaningful friendships beyond their own community.

Through regular letter exchanges, students learn about life and culture in Vanuatu while sharing their own experiences and perspectives. These conversations foster curiosity, mutual respect, and empathy, while strengthening communication skills and emotional awareness.

The success of the program has created exciting possibilities for the future. It is hoped that further opportunities, including the return of service trips and fundraising initiatives, will continue to strengthen the connection between The Scots College and Tata Presbyterian School. Learn more.

Bishops Diocesan College (South Africa)

Spotting Kindness in Grade N

In Grade N at Bishops Pre-Prep, we are on a mission to grow kind hearts. We believe kindness is contagious—and we are teaching our boys that even the smallest kind deed can go a long, long way.

Every day, teachers and staff keep their eyes open for acts of kindness. When a boy is spotted sharing a toy, helping a friend, comforting someone who is sad, or using kind words, he receives a special sticker that proudly declares: “I was kind today.”

These stickers are more than just a reward. They allow peers and parents to notice and affirm the good that has been done. Boys beam with pride as they show their stickers, and others are inspired to follow their example. Slowly but surely, kindness is spreading across our classes like sunshine.

We are delighted to watch our Grade N boys discovering the joy of being kind—and the wonderful ripple effect it creates. Learn more.

Brisbane Grammar School (Australia)

Hope in a Suitcase

At Brisbane Grammar School, Hope in a Suitcase invites students and staff to pack suitcases with essential and comforting items for young people entering foster or out-of-home care.

This year, students from years 5 – 12 participated, with a particular focus on year 9 boys as an opportunity to develop servant leadership. Year 9 is a significant stage in a boy’s development, making opportunities to build empathy and understand the experiences of others especially valuable.

Through student well-being lessons, boys explored understanding empathy (putting yourself in someone else's shoes) to compassion (the act of “doing”). Hope in a Suitcase then provided a practical way to put these values into action.

Each year 9 form class packed a suitcase and included a personal message for the young person who would receive it. These messages reflected genuine care and understanding. The project was a reminder that, when supported to think beyond themselves, boys often respond with remarkable empathy and generosity. Learn more.

Whitgift School (United Kingdom)

British Science Week: Inspiring Curiosity Through Discovery

At Whitgift, our teachers are continually finding ways to cultivate curiosity and a love of learning beyond the classroom. During this year’s British Science Week, themed Curiosity: What’s Your Question?, pupils were invited to take part in a series of optional enrichment activities designed to encourage independent exploration and scientific inquiry.

The week offered a diverse program of experiences, from modeling genetics with sweets and investigating the biology of strength, to exploring scientific themes in literature and attending careers sessions for aspiring medics, dentists, and veterinary scientists. Lower sixth physicists visited the Rutherford Appleton Laboratory to see cutting-edge research in action, while older pupils gained valuable industry insight from motorsport entrepreneur Lyall Davenport. The program concluded with a lively Hovercraft Bowling challenge, bringing scientific principles to life through hands-on learning.

By creating opportunities that connect science to real-world careers, current research, and practical problem-solving, Whitgift teachers inspire boys to ask questions, think critically, and pursue their interests with confidence and enthusiasm. Learn more.

John McGlashan College (New Zealand)

Inclusive Stage Show Promotes Positive Masculinity

When New Zealand boys’ school John McGlashan College recently participated in Showquest, the nation's biggest performing arts platform, they set out to ensure their piece would make a positive impact on the community. Entitled Boys Will Be…, the 10-minute performance used dance, live singing, music, lighting, and a video wall to deconstruct perceptions of masculinity often associated with all-boys schools.

After a recent values refresh at the school, Drama HOD Kimberley Fridd and choreographer Tobias Devereux wanted to ensure the key message of Boys Will Be… was that true strength isn’t found in conformity but in the courage to be authentic. In telling the story of a student who doesn’t fit the dominant clique, but through his own vulnerability helps redefine what “strength” and “kinship” mean for the entire group, they not only brought the house down but also gave permission for all the boys at the school to do the same. Learn more.

Mentoring at Lysterfield Lake College (Australia)

At Lysterfield Lake College, teachers are also mentors. This means they meet with students on a one-on-one basis every two to three weeks to reflect on progress, discuss challenges, and set goals focused on character development. Each student works intentionally on a particular virtue and mentors help them apply that virtue in classroom learning, friendships, leadership opportunities, and co-curricular activities. The school strengthens this process through termly mentor-parent meetings, creating an effective partnership between home and school. Through thoughtful questioning and listening, mentors build trusting relationships that enhance the boys’ well-being.

An example of this is year 6 student Francis Blevins, whose participation in the college’s public speaking program was supported through deliberate instruction and mentoring. Recognizing his developing confidence and communication skills, Francis was selected to represent the college in a public speaking competition, which he went on to win. His achievement demonstrates how the personalized mentoring program supports boys’ academic, social, and emotional growth. Learn more.

Royal St. George's College (Canada)

60 Years of Choir Tours

Choir tours have been a Royal St. George’s College (RSGC) tradition for more than 60 years. What began with trips across Western Canada in the 1960s expanded internationally in 1969 with the choir’s first tour of the United Kingdom, including singing Evensong at Westminster Abbey. Since then, generations of choristers have performed in cathedrals, churches, and public spaces across the UK and Europe, representing RSGC abroad. Charles Fowler ’86 experienced these tours as both a student and later as a chaperone and guide. This year’s tour of England and Wales, taking in everything from cathedrals to coal mines to the birthplace of the Beatles. Learn more.

Wynberg Boys’ Junior School (South Africa)

Beyond the Performance: The Educational Value of Collaborative Music-Making in Boys’ Schools

At Wynberg Boys’ Junior School, music serves as a powerful educational vehicle for both personal growth and meaningful connection. A recent highlight on our school’s musical calendar was Concert Celebration—a collaborative performance between two all-boys schools, WBJS and Grey Junior School. More than a musical event, the concert exemplified how boys’ schools can cultivate a brotherhood, develop character, and create social-emotional awareness through shared experiences.

Research consistently demonstrates that participation in music ensembles promotes teamwork, self-discipline, emotional regulation, and a sense of belonging among young people. Guided by dedicated music educators and conductors, learners from both schools worked together in rehearsals and delivered a fantastic performance—demonstrating mutual respect, perseverance, and collective responsibility. The collaborative process encouraged boys to engage with peers beyond their own school environment, fostering confidence, empathy, and positive social connections.

Importantly, music provides boys with opportunities to discover and develop their individual voice within a supportive community. Whether performing as soloists or contributing to a larger ensemble, learners are encouraged to express their ideas, emotions, and identities through music. Academic scholars continue to advocate that the participation in music education contributes significantly to identity formation and self-expression, enabling young people to negotiate and communicate their sense of self through artistic experiences.

The concert reflected the unique strengths of boys’ education: creating environments where young boys feel challenged, encouraged, and inspired to excel. It also celebrated the enduring partnership between two schools committed to nurturing well-rounded learners through the transformative power of music and fellowship beyond geographical borders. Learn more.

Loughborough Grammar School (United Kingdom)

Learning Life Skills 

At Loughborough Grammar School, we believe learning life skills is a crucial part of a well-rounded education. Alongside academics, we provide opportunities for pupils to develop their soft skills in preparation not only for the world of work but to build their confidence in a variety of social and co-curricular situations. Our recent Meet and Greet event draws on the expertise of teachers and staff from across the Loughborough Schools Foundation to share their career journeys in a five-minute, one-on-one interview with our pupils. During these sessions, pupils are encouraged to focus on making a good first impression and developing their communication skills through asking “interview-style” questions. This experience equips pupils with the skills necessary to feel confident in environments beyond the classroom and highlights how staff at Loughborough Grammar School are dedicated to ensuring co-curricular and social well-being are given just as much focus as academic well-being. Learn more.

Brighton Grammar School (Australia)

Coaching and Professional Learning Culture

Brighton Grammar's approach brings teachers, coaches, and professional support staff together to create an environment where boys are supported at every stage. Evidence-informed teaching practices, guided by our Effective Learner Model and complemented by strong pastoral care and our Positive Masculinity framework, develop boys' academic confidence, resilience, and character.

Our single-campus model strengthens connections through initiatives such as the Buddy Program (ELC3-Year 6) and coaching between Year 11 and Year 5 boys, building leadership, empathy, and a genuine sense of belonging across year levels. Beyond the classroom, coaches and mentors reinforce these qualities through sport, music, and service, helping boys develop teamwork, perseverance, and respect.

Underpinning this is Brighton Grammar's coaching and professional learning culture, where teachers and professional support staff collaborate, share expertise, and continually refine their practice to deliver the very best in boys’ education. This commitment to professional growth ensures every boy benefits from exceptional teaching, consistent care, and meaningful relationships that help him reach his full potential academically, socially, and emotionally. Learn more.

Delbarton School (United States)

Delbarton Student Sets Guinness World Drone Flight Record

On September 13, 2025, Delbarton School senior Michael Xu ’26 set a world record for the longest flight of an electrically powered UAV rotorcraft, flying his custom-built drone for 2 hours, 22 minutes, and 13 seconds. The achievement was officially recognized by the Guinness World Records.

Michael’s interest in drones began in childhood and grew into a passion for engineering and aviation. After discovering the previous record while researching solar-powered drones, he spent months designing, building, and testing his aircraft. Mentored by Delbarton science teacher Brian Theroux, Michael used online resources and self-taught engineering skills to refine the drone’s lightweight frame and power system.

Michael credits Delbarton Headmaster Fr. Michael Tidd, O.S. B. for providing $2,000 in parts underwriting from the school’s clubs and activities program. He hopes his accomplishment inspires other students to pursue ambitious ideas through creativity, persistence, and hands-on problem solving. Learn more.

Highbury Preparatory School (South Africa)

Curiosity, Creative Problem-Solving, and a Healthy Sense of Adventure

You know you're at a boys' school when you see Highbury’s Head of Senior Primary David Burns walking across campus with a ladder on his shoulder while a boy trails behind him carrying just one shoe.

The explanation is exactly what you'd expect. A tiny bouncy ball had somehow ended up stuck high in a tree. Faced with this challenge, the boy applied a perfectly boyish piece of logic: If the ball wouldn't come down, perhaps a shoe would knock it loose. Instead, the shoe joined the ball in the branches, creating an even bigger problem than the one he started with.

Enter Burns, ladder in hand, ready to rescue what could be rescued. The shoe was successfully retrieved, much to everyone's relief. The bouncy ball, however, remains somewhere in the treetops, destined to become part of Highbury folklore.

It's one of those wonderfully ordinary moments that sums up life at a boys' school. Curiosity, creative problem-solving (however questionable), and a healthy sense of adventure have a way of turning even the simplest school day into a story worth telling. Learn more.

Xavier College (Australia)

Year 5 Xavier College Entrepreneurs Bring Big Ideas to Life 

Entrepreneurial thinking starts early at Xavier College in Melbourne. Last term, Year 5 students explored the Business of Business unit, developing the mindset and skills that underpin successful entrepreneurship. Through researching start-up costs, creating business plans, and delivering elevator pitches, students learned to think creatively, solve problems, communicate effectively, and evaluate the financial viability of their ideas.

A key feature of the program was the involvement of Old Xaverians (alumni), highlighting the strength of the Xavier community and the lifelong connections available to students. Entrepreneur and Old Xaverian Stephen Spring (OX 1972) shared his business journey, emphasizing resilience, adaptability, and the value of learning from failure. In a hands-on workshop, students repurposed an Apple watch to develop innovative product concepts, demonstrating creativity and entrepreneurial thinking.

The connection continued through Aden Capaul (OX 2011), who hosted selected students at Breakthrough Victoria, where they presented their business ideas and received real-world feedback. These experiences showcased how Xavier nurtures entrepreneurial skills from a young age while fostering meaningful connections with its Old Xaverian network. Learn more.

Rosmini College (New Zealand)

One Foot in the Clouds

At Rosmini College on Auckland's North Shore, physics teacher John Smith is reshaping boys’ academic success and emotional growth through his groundbreaking One Foot in the Clouds program. By trading screen time for hands-on aviation, Smith engages the boys in what he calls "science by subterfuge," sneaking complex STEM theory like wing areas and aerodynamic loading into the thrill of building and flying aircraft.

The heart of the program lies in Smith’s real-world interactions with the boys. His classroom is always a hive of activity; a robust environment filled with lively banter and honest commentary. If a student's design won't fly, Smith tells them straightーteaching them to accept feedback, listen to peers, and respect standards.

This camaraderie builds teamwork, social skills, and emotional resilience. When a student-built plane finally takes flight, it is a moment of pure joy, leaving the boys grinning from ear to ear. For seniors, things get a little more serious. They work on full-sized planes, learning valuable skills in planning, administration, and safety standardsーlike counting rivets and logging paperworkーthat set them up for future careers.

And it seems to be working! From one cohort alone, 35 students went on to train as engineers: eight as pilots and one as a rocket designer. Learn more.

Crescent School (Canada)

Language Mentorship: Taking French Beyond the Classroom

How do we make French matter to boys beyond the classroom? How do we help them see language not simply as a subject to study, but as a tool to connect, lead, discover and grow? Over the past year, these questions have guided our reflection as French teachers at Crescent School.

While our boys are capable learners, the challenge is helping them develop a genuine relationship with the language that transcends worksheets and assessments. For many students, language learning can feel abstract. To foster appreciation, we must create learning experiences that are meaningful, active, and relational. This led to the development of a linguistic mentorship project between grade 7 and grade 4 students. Learn more.

Trinity Grammar School (Australia)

Trinity Careers Expo Connects Students With Real-World Pathways

At Trinity Grammar School, the annual Careers Expo is a key initiative led by the Careers Team, who work closely with students to support informed and confident decision-making about life beyond school.

This year, the Expo welcomed more than 80 exhibitors representing industry, tertiary education, and a wide range of professional fields. The event provides students and their families with direct access to organizations and institutions, enabling meaningful conversations about future pathways, emerging opportunities, and the realities of different careers.

A distinctive feature of the Expo is the strong involvement of Trinity’s alumni and wider community. Old Trinitarians return to share their experiences and insights, offering students authentic, real-world perspectives. This connection between past and present students is central to the school’s approach, grounding career exploration in lived experience and practical guidance.

With a record number of exhibitors, the 2026 Expo was very well received. The high level of engagement reflects both the quality of the event and the intentional work of the Careers Team, who build strong, ongoing relationships with students and guide them in reflecting on their interests, strengths, and aspirations.

Through initiatives such as the Careers Expo, Trinity strengthens the partnership between school, community, and industry. This approach supports students to develop agency and confidence as they navigate an increasingly complex and evolving world. Learn more.

Westlake Boys High School (New Zealand)

Swan of the Week

At Westlake Boys High School, we celebrate the values, behaviors, and everyday actions that help shape young men.

Each week at assembly, we recognize a student or staff member as our Swan of the Week. The swan features on our school crest, which our students wear with pride.

A moment of kindness, service, courage, or leadership is shared and acknowledged in front of the school at assembly.

Recently, our deputy head boy was recognized for welcoming a prospective student during a class visit, introducing himself and helping him feel at ease. In another example, a staff member took the initiative to pick up a bucket and pick up litter during his lunchtime duty.

Through recognizing these deeds, we reinforce that character, respect, and service are valued, and that small actions can have a positive impact on others. Learn more.

The Browning School (United States)

Certificates of Distinction

At The Browning School, our Certificates of Distinction program for upper school students exemplifies how schools can foster boys' agency by encouraging them to explore their ideas through independent inquiry and providing them with a platform where, with faculty support, they can decide how to best demonstrate mastery of content about which they are passionate. 

Working alongside a faculty mentor, students design a multiyear course of study that reflects their interests, strengths, and aspirations. Teachers serve as guides rather than directors, helping students shape goals, identify opportunities, connect with experts, and reflect on their growth in areas including engineering, the humanities, data science, or the arts. Students present their work to be evaluated by a panel of judges as well as shared with the community. 

The result is a learning experience that honors boys’ voices and cultivates ownership, purpose, and self-direction—qualities that support both academic achievement and long-term well-being. Learn more.

Scotch College Melbourne (Australia)

Well-Being Starts With Being Known

After more than four decades at Scotch, Head of House John Prior knows that well-being starts with being known. His days are built around regular check-ins, gathering insights from staff, speaking with parents, and most importantly, sitting down one-on-one with boys for consistent, honest conversations.

“I try to get as much information as I can… and then have conversations with each boy as often as I can,” Prior explains.

These moments, whether they be quiet chats in his office or informal exchanges in the House Room, allow boys to feel seen and supported. He encourages each student to find “a peg to hang their hat on,” whether in sport, academics, or co-curricular life. For Prior, success in his role as a leader to Scotch boys is not found in a single outcome, but in ensuring every boy leaves having achieved his best and feeling connected, confident, and genuinely happy. Learn more.

Dilworth School (New Zealand)

Students Finding Their Voice Through Drama

Under the guidance of drama teacher Patrice Wilson, Dilworth School’s drama students have achieved incredible success, recently clinching the Shakespeare Globe Centre New Zealand (SGCNZ) National Shakespeare Festival’s ultimate honor, the SGCNZ Award.

Wilson has many outstanding teaching qualities, but what stands out most is her talent for fostering her students' social-emotional development. She has helped them find their unique voices with stunning effect.

Take the 400-year-old text of King Lear—a world a far cry from the lives of her students. Under Wilson’s guidance, the play's universal truths resonated deeply with Dilworth students. They reimagined King Lear as a Pasifika King, tormented by the same struggles we face today: family turmoil, abuse of power, and war.

This fusion of cultural relevance and heritage enabled Dilworth students to make the text their own by blending traditional storytelling with their natural talents—singing, powerful movement, and cultural grounding. They delivered an outstanding performance, defined by their own mana, grace, and professionalism. Learn more.

The Buckley School (United States)

Collaboration Between Teachers and Coaches Benefits Boys

At The Buckley School, all boys participate in athletics, where physical challenges become opportunities for growth. For many, the most memorable experiences begin in gymnastics, when students see the apparatus for the first time and wonder what will happen when they climb, swing, or flip. In time, as the boys gain confidence and mastery of the equipment, their accomplishments allow for interdisciplinary connections. When a teacher hears from a coach that the student who’s been struggling with self-esteem in the classroom has conquered the high bar or learned to flip independently, the teacher can encourage him to use those same core skills of determination, persistence, and resilience in solving a math problem or writing an essay. The collaboration between teachers and coaches helps the boys set goals as well as believe in themselves and learn from each other along the way. Learn more.

Royal St. George’s College (Canada)

Grade 7 Math Challenge

Every year since 2019, the seventh grade students at Royal St. George’s College have been challenged to make 100 equations using just four numbers in a six-week program. In the first week they have a goal of 15 equations, the next, another 15, etc. Toward the end, it’s strikingly difficult to do. Given the investment up to that point—it’s equally difficult to let go of. At the deadline, which this year fell on May 19, they came together as a community for the Push Day, helping those students who had solved 90 or more to work through their final equations. It becomes a whole-school event, where senior school students, teachers, and staff members join in the challenge. For the seventh graders it’s a new way of looking at math, one that is authentically creative and affords a unique sense of accomplishment. Learn more.

St. Joseph's Nudgee College (Australia)

Building Fellowship Through Competition Choir: Sip and Sing

The Junior School Competition Choir is a nonauditioned performing Arts program at St Joseph’s Nudgee College, welcoming boys of all musical backgrounds. Three music staff members bring the program directly to the junior school, allowing 25 boys from years 5 and 6 to participate on familiar ground, remain connected to their peers, and engage on terms that feel accessible to them.

Within a large and busy school, staff intentionally create a smaller community in which every boy is known. Through conversation, humor, encouragement, and regular check-ins, they respond to individual needs and ensure students experience success each week. This is particularly valuable for neurodiverse boys, who can find structure, safety, and belonging within the choir. Engaging repertoire also encourages joy and play, reflecting UDL principle 7.3.

In 2025, the choir performed at College Awards Night, becoming the youngest such ensemble in Nudgee’s 135-year history and giving every boy a meaningful sense of accomplishment. Learn more.