Building Foundations Starts with Young Boys
To celebrate boys' schools around the globe and share fellowship, we want to showcase IBSC member school stories that highlight programs and practices that form values and "get it right early" in the formative years. Take a look at the inspiring stories below and consider sharing a story from your school. Thank you for championing boys' education!
Whitefriars College (Australia)
Transition to Secondary School Program
Whitefriars College is unique in the way we support boys in their transition to secondary school. Our program begins in Term 2 of a student’s Grade 6 year. Across three sessions—one morning each term—the boys visit our campus to engage in sport, science, and activities that reflect the spirit of our school. Senior students from relevant curriculum areas assist our transition team, helping to build early connections between staff and students. Their parents also join us at the first session, speaking with current staff and families to learn more about the school and how they can best support their son.
We also run a dedicated session for students who are the only one coming from their primary school. It gives them an extra chance to make early friendships in a relaxed setting.
When Year 7 begins, only Year 7s and Year 12s are on campus. This creates a calm environment for students to practice using public transport, find their way around the school, and ease into the year. A few days later, they head off to camp in their house groups, where many say they make their friends for life. Learn more.
Queen’s College Boys’ High School (South Africa)
Blazer and Bell-Ringing Ceremony
Queen's College introduced a formal blazer and bell-ringing ceremony in 2020 to emphasize the value of brotherhood and belonging, as well as to signal the start of an exciting journey for our boys as they enter this important time in their lives.
The blazers are presented and put on the Grade 8 and other new boys by their matric mentors in a special, meaningful moment between the two pupils. This moment signifies a welcome from the mentor to the mentee into the Queen's family. After the blazer ceremony, the Grade 8s and new boys enter through our old school gate—the very gate that was built when our school was founded—and ring a bell that they will only ever ring twice: once when they enter and once again when they leave, five years later.
This ceremony has started a special new tradition in our school, creating a sense of belonging and appreciation among the boys for the values that the blazer represents. We hope this tradition grows and remains in our boys’ hearts for years to come, even after they have left us. Learn more.
St. Paul’s College (China)
Super-Curricular Research Program
At St. Paul’s College, the academic research journey begins early. Young boys are immersed in a culture of curiosity and integrity through a school-based supercurricular research program where they explore topics aligned with the United Nations Sustainable Development Goals. Starting in Secondary 1, students engage in guided inquiry projects under Project ACE—Action for Community and Environment, which fosters environmental awareness, enhances social compassion, and strengthens information literacy through experiential learning activities. This foundation prepares them for advanced academic work in the senior forms, where they undertake university-level research with AI assistants as part of the Common Core Extended Study—always guided by a strong moral and ethical compass. Older students showcase their research to younger peers, sharing insights and modelling responsible scholarship. This vertical integration nurtures a vibrant, values-driven learning community. By “getting it right early,” St. Paul’s equips its boys to become thoughtful, capable researchers, ready to thrive in the digital era with wisdom, purpose, and academic integrity. Learn more.
St. Paul’s School (United Kingdom)
FiSH Club
At St. Paul’s Juniors, we run numerous programs that instill values of service, empathy, and initiative from a young age. For example, the 3x3 Challenge tasks the boys with growing £3 into as much money as possible over the Easter break, with proceeds donated to our local charity partner. The boys are also encouraged to volunteer at the Community Centre: highlights include performing music and magic at monthly Goldies Lunches, repainting the centre’s main hall, and hosting a raffle at the Christmas lunch.
FiSH Club (pictured below) is another key aspect of our provision. Hosted weekly, it brings together pupil volunteers and older members of the local community to bond over a love of board games (and cake!). Named after the charity it supports, FiSH Club teaches the boys to think beyond themselves and consider the benefits of giving their time to others.
These formative experiences not only inspire ongoing involvement in initiatives whilst the boys are at St. Paul’s Juniors (for boys aged 7-13) but also lead to continued engagement at St. Paul’s School (for boys aged 13-18). Whether joining Wings of Hope in Year 9 or becoming part of Pauls4All, the school’s charity and partnerships group, it is clear that our programs empower pupils through early experiences of service, leadership, and purposeful action. Learn more.
Town School for Boys (United States)
Raising Boys of Character and Impact
As we look to raise boys of character and impact, we intentionally integrate service learning within our academic program at Town School for Boys. Each experience is interwoven into classroom curricula and allows students the opportunity to grow as leaders; develop global competence, self-awareness, and emotional intelligence; and feel empowered to make change. Students in the early grades explore the meaning of community, learning about roles and responsibilities within the school. Building on this foundation, the focus moves outward to our local neighborhoods and environment. As they approach the end of lower school, the focus shifts toward leadership skills and building empathy through recognizing and appreciating differences and varying perspectives. Our upper school boys have the opportunity to apply this foundational knowledge through student government, mentoring and service-learning leadership opportunities, and outdoor education trips. Throughout the process, students consider the impact they’re having on our community, their own growth and progress toward meeting their learning goals, and ways they are putting Town’s values into action. Learn more.
Welham Boys’ School (India)
Leadership from the Start: Cultivating Responsibility and Initiative
At Welham Boys’ School, leadership is not just a role—it’s a mindset fostered from the very beginning. In the junior school, the sense of responsibility is nurtured by teaching the students to take charge of everyday actions, being punctual, and organizing themselves.
Grade 6 students (aged between 10 to 11 years) undergo the process of election to form the Junior School Prefectorial Body. The election involves campaigning, a reflective process wherein they design posters, create a statement, and present their vision to peers and juniors for the year ahead.
Once elected, the prefects become the voice of their peers—communicating concerns, sharing ideas, and promoting a positive environment through regular hostel meetings. They model personal hygiene, organization, and respectful interaction, fostering a culture of mutual care and accountability. This early exposure to leadership forms the foundation for confident, value-driven young men. Learn more.
Sterling Hall School (Canada)
Tapping into Boys’ Natural Curiosity
At Sterling Hall, we know foundational learning in the early years sets the stage for long-term success. In junior kindergarten, academic growth is nurtured through purposeful routines and rich, inquiry-based learning. Our teachers design investigations that tap into boys’ natural curiosity—exploring topics like celebrations, how things work, and living things. These inquiries are deeply integrated across subjects: boys read nonfiction texts, label diagrams, count and graph data, and present their findings to peers and parents. As they engage in meaningful projects, they develop early literacy and numeracy skills in ways that feel relevant and exciting. Carefully embedded routines support executive functioning and independence, allowing boys to take ownership of their learning. With guidance and encouragement, they build confidence as thinkers and problem-solvers. By creating a classroom environment that values curiosity, independence, and agency, our JK program ensures students develop the habits and mindset that prepare them for the learning journey ahead. Learn more.
Viaró Global School (Spain)
Community Service Activities for Boys and Families
At Viaró Global School, we believe in shaping a better future by carrying out our mission of supporting parents in the education of their children. Today’s students are the leaders of tomorrow, the ones who will build a more just, free, and inclusive society.
Guided by values of service and solidarity, we provide our students with meaningful, age-appropriate opportunities to give back to their communities. Our Community Service Program includes food collection drives, visits to elderly care homes, volunteering at children's hospitals, and international projects, such as social and educational initiatives in Nairobi, Kenya. By engaging directly with those in need, students develop empathy, responsibility, and a true sense of social commitment.
However, we recognize that these values flourish best when nurtured within the family, so we are now introducing family volunteering opportunities. From spending time with the elderly or individuals with disabilities to preparing and distributing meals for the homeless, these activities allow families to create lasting memories while fostering personal growth and solidarity in their children.
Together we can build a brighter future!
- Viaró Community Service
- Slumshakers, Viaró in Nairobi Documentary
- Parents, Teachers, Students: How Viaró Achieves Its Mission
Marcellin College (Australia)
Leading and Learning with HEART
At Marcellin College, values come to life through a strengths-based framework shaped by internal insights and global research. Anchored in our HEART values—humility, excellence, acceptance, resilience, and trust—our reimagined pastoral program intentionally connects these values to everyday relationships and behaviors.
In Years 7–9, boys walk the Brave Paths Program, where microlearning moments foster self-awareness, emotional literacy, and genuine connection. By Years 10–12, they transition into the HEART Program, where reflection deepens, resilience strengthens, and relationships mature. This deliberate, developmentally aligned approach has quietly transformed school culture—now more relational, reflective, and rooted in trust. Ongoing evaluation shows meaningful improvements in student engagement, well-being, and connectedness.
But the real success is found in everyday moments—when a Year 12 finds connection because they feel seen and valued by a staff member beyond the classroom or when a boy chooses conversation over banter because “you know you can trust them with what you say.”
By embedding values early and consistently, Marcellin College is shaping boys who lead with character, compassion, and confidence—young men who carry HEART into every sphere of life. Learn more.
Michaelhouse (South Africa)
Future-Fit from Day One: Building Values and Vision in Boys from the Start
Michaelhouse’s Future-Fit Curriculum offers selected Grade 9 boys a transformative six-month journey rooted in values-led, action-based learning. Orientation begins with a playful 2050-themed welcome, where boys engage in team challenges and prototype innovations—from pasta bridges to drone delivery models. Anchored by the United Nations Sustainable Development Goals, each project blends systems thinking, ethics, and collaboration with academic rigor. Themes like ethical fashion, biodiversity, and food security invite reflection on real-world issues through activities such as seedling nursery visits or campus waste audits. Core competencies—critical thinking, empathy, reflexivity, collaboration, and systems thinking—are practiced in Agile-inspired weekly sprint ceremonies. Senior students act as mentors, extending the program’s ethos beyond Grade 9. By integrating disciplines like divinity, design, economics, and science, Future-Fit equips students not just for exams but also to become responsible changemakers. Education here isn’t preparation for life—it’s part of life itself.
And it’s more than just a philosophy—four Michaelhouse D Block students proved it by claiming top honors in the 2024 Leadership for Change Prize, awarded for their innovative aquaponics-based sustainable food project selected from over 500 entries across 23 countries. Learn more.
St. Christopher’s School (United States)
Lower School Core Values Program
From our boys’ earliest classroom experiences, an emphasis on character and integrity defines the St. Christopher’s approach to learning. The Lower School’s Core Values program serves as an overarching, flexible framework for younger students. Focusing on a different core value each month of the school year, the program provides boys with clear, tangible ways to demonstrate concepts like empathy, patience, gratitude, and kindness. Created in 2017 by academic support faculty Jen O’Ferrall and Laura Ambrogi, the program empowers teachers to creatively incorporate the school’s values into everyday classroom learning. Every month, a small number of boys are nominated by their teachers and are recognized for demonstrating that respective value.
“It’s important for our boys to develop a common vocabulary around core values,” said O’Ferrall. “We’re able to take time and be intentional about what these ideas look like, and we hope that these values just become part of who they are.” Learn more.
Mayo College (India)
Using Storytelling and Objects to Spark Curiosity and Learning
Tripti Pareek, a dedicated Hindi language teacher and certified storyteller at Mayo College, Ajmer, integrates the Concrete–Representational–Abstract (CRA) approach into her daily classroom practices. Rooted in the belief that learning naturally evolves from the concrete to the abstract, she uses real-world objects to spark curiosity and make complex ideas accessible and emotionally resonant for her students.
Teaching the story Badlu, Parkeek brought lac (wax) bangles into the classroom, much like those the character Badlu once made. Allowing students to touch and see the beauty of traditional craftsmanship created a deep connection to the story’s central theme—how the Industrial Revolution disrupted the lives of artisans. For students, the bangles became a symbol of both pride and loss, helping them empathize with the character’s journey.
Objects become true mentors in the learning process. They engage the senses, build bridges to abstract concepts, stir emotions, spark curiosity, animate stories, and celebrate culture. Teaching with objects transforms the classroom into a space of experiential, joyful, and meaningful learning. Her pedagogy aims to seamlessly blend storytelling, culture, and cognition, making her classrooms places where ideas come alive—one object, one story at a time. Learn more.
Crescent School (Canada)
Student Voice Shapes School Culture
When thinking about who shapes a school, administrators and teachers often come to mind. However, at Crescent School, student perspectives and feedback are encouraged and valued.
Crescent has four student research groups: The Student Participatory Action Research Collaborative (SPARC), Student Strategic Solutions, Challenge Success, and the newly formed Middle School Research Team. These groups gather student feedback about school life, analyze the data, and formulate recommendations, which they share with the senior administration.
The inaugural Middle School Research Team featured one Grade 7 and five Grade 8 students. The group falls under the purview of the Crescent Centre for Boys’ Education and is overseen by Trish Cislak, research consultant, and Sandra Boyes, executive director of professional learning and research. In their first project, they examined whether switching from a traditional paper agenda to a digital format would create a more streamlined schoolwork management process and contribute to better executive functioning skills, such as organization. Learn more.
Brisbane Grammar School (Australia)
Servant Leadership
Leadership is a core value at Brisbane Grammar School (BGS) that is reflected in our students through the virtues of servant leadership. From the outset of the boys’ journey at BGS, they come to understand that “if service to others is beneath you, then leadership is beyond you.” This mantra resonates within all programs and becomes the hallmark of our senior students’ approach to leadership.
While our junior students are learning to lead self, their understanding of student leadership is shaped by the seniors’ engagement with them, providing a pertinent example of how student leadership develops over students’ journey through the school. Opportunities for vertical connections through the Student Wellbeing, Public Purpose, Cocurricular, and Outdoor Education Programs serve to actuate a lived understanding of servant leadership within the school’s future student leaders, ensuring they “get it right early.” Role modelling such leadership norms to students in their formative years is only possible because of the positive student leadership experiences that older students were exposed to when they themselves were younger, allowing them to pay it forward. Learn more.
Northwood School (South Africa)
From Squire to Knight: A Northwood Journey Where Values Are Armor and Friends Become Family
From the first moments of entering through the Unity Arch as a young grade 8 “squire,” our Northwood boys start their five-year journey of discovery and camaraderie as they hone the “Armor of a Knight:” being humble in their attitudes, doing the right thing even when no one is watching, and treating others with respect.
The inception of our house system sees four boys from each grade grouped together in house groups of 20. These boys meet each morning for the first period of the day and will continue to do so throughout their school career. Here milestones are celebrated, stories shared, and challenges are faced together, with the older boys often bringing insight and offering advice. The house teacher is the anchor, there to provide stability or direction when needed, and offers a vital link between school, boys, and home. Even with 1,450 boys, a Northwood family is easily found where each boy is seen and supported by his peers. Learn more.
Fairfield College Preparatory School (United States)
Our Common Home
The Fairfield Prep community concludes the 2024-25 academic year truly living up to its annual theme of Our Common Home.
Each year, Fairfield Prep embraces a uniquely Ignatian theme to celebrate our Jesuit, Catholic heritage, and the theme of Our Common Home focused on civic engagement and care of the environment. In reflecting on this past year, Prep students engaged in service, mentored area youth, conducted beach clean-up projects, participated in Habitat for Humanity, and engaged in the topic of caring for the environment and one another throughout classroom discussions.
President Christian Cashman announced the theme of the year last summer and spoke about it to each incoming class at orientation. Learn more.
Trinity Grammar School (Australia)
Flexible, Personalized Learning Thrives in Trinity’s Pre-Kindergarten Program
Trinity Grammar’s pre-kindergarten students are embracing agency through Walanga Muru, a program that encourages them to “follow their path.” Twice a week, the 4-year-old students use passports to navigate learning stations, choosing activities that spark curiosity and build independence. They learn to manage time, collaborate, and problem-solve, skills that lay the foundation for lifelong learning. Teachers design these experiences based on student interests and reflect deeply on outcomes to continually improve. The program also challenges educators to rethink pedagogy and create more responsive learning environments. Students feel empowered and proud, and even hesitant learners are making strides. Walanga Muru is more than a classroom initiative, it’s a philosophy that nurtures self-awareness and accountability in our youngest learners. Learn more.
Landon School (United States)
Senior Prefect Program
At Landon School, our Senior Prefects play a vital role in shaping the character of our younger students. These elected student leaders teach ethics lessons to lower and middle school boys, guiding them in how to live by Landon’s Honor and Civility Codes. These cross-divisional sessions foster early understanding of values like responsibility, respect, inclusivity, and perseverance, while also building strong mentorship bonds. Their lessons include honest conversations about real-life scenarios during which prefects can share personal insights and encouragement with their younger peers.
“We asked a third-grade class to choose a historical figure that exemplified Landon’s core values. One third grader said it was a tie between Dr. Martin Luther King, Jr. and the prefect who had been teaching him,” recalled John Bellaschi, director of ethics, service, and leadership at Landon. “The younger boys put the senior prefects on a pedestal and the influence and responsibility it brings are the best part of the prefect program.” Learn more.
Brighton Grammar School (Australia)
From Mentors to Role Models
Brighton Grammar has successfully engaged in adult coaching for all staff for many years. This coaching methodology has been extended to students, with Year 11 boys now trained to coach younger students. This innovative program focuses on supporting younger boys to achieve learning, sporting, cultural, or social goals through a structured Growth approach.
Senior student coaches engage regularly with their younger counterparts, providing guidance on progress, refining strategies to overcome challenges, and collaboratively setting new objectives. The program has benefitted both the younger boys and the student coaches, who have reported enhanced confidence in interpersonal interactions, improved listening and empathy skills, and a deeper sense of fulfillment in helping others achieve their aspirations.
The effectiveness of coaching in adult professional development is well-documented. This initiative highlights the value of peer-led mentoring and the potential for coaching to inspire growth and development across all levels of the school community. Learn more.
The Roxbury Latin School (United States)
Advising Program
At Roxbury Latin, we promise each boy will be known and loved and the one-on-one advisor tradition most effectively ensures this goal. In the school’s formal guidance system, every student has an official faculty or staff advisor.
The faculty advisor’s role is pastoral. The advisor seeks to understand the total life picture of his or her advisee: the boy’s goals and values, his home and family life, his relationships with others in the school community, and his commitment to and involvement in the curricular and extracurricular life of the school. The advisor listens, counsels, and encourages—and even rebukes in appropriate doses.
What we hope for—and what almost always happens—is that each boy will form close, informal relationships with a number of faculty members. Many of our graduates speak of such friendships, along with relationships forged with classmates, as their single most important and valuable experience at Roxbury Latin. Learn more.
The Southport School (Australia)
The Power of Student-Led Programs at the Preparatory School
Student-led programs have a lasting impact on younger learners, fostering connection, confidence, and school spirit. At The Southport School (TSS), where service is one of our core values, senior boys contribute meaningfully through fully integrated programs like the Certificate III in Fitness and Sports Coaching, as well as weekly opportunities in roles such as Match Day Referees and Adjudicators.
These opportunities allow senior boys to take ownership of their leadership journey while actively shaping the school environment. Preparatory students benefit from engaging with relatable, energetic mentors who model positive behaviors, effort, and respect. This peer connection motivates younger boys to participate more enthusiastically, try new things, and build strong relationships.
For senior students leading sessions builds confidence, communication skills, and a sense of responsibility. They learn to plan, problem solve, and reflect, skills that extend beyond the sporting field. As Mahatma Gandhi said, “The best way to find yourself is to lose yourself in the service of others.” This spirit lives strongly in the TSS community between our preparatory and senior boys. Learn more.
Xaverian Brothers High School (United States)
Brother Ray Awards Bring Character to the Forefront
Since its founding, Xaverian has upheld the belief that true success is measured not only by a student's academic, athletic, or extracurricular achievements—but by the strength of one’s character. As such, the school’s highest award, the Xaverian Award, is bestowed upon a graduating senior who has distinguished himself through his achievements, but who also consistently demonstrated the core values of humility, trust, simplicity, compassion, and zeal—qualities that define the Xaverian community.
In keeping with this commitment, the school created the Brother Ray Awards six years ago. Named in memory of a beloved alumnus and assistant principal, Brother Raymond Hoyt, C.F.X. ’70, this award program was created to formally recognize students in the community who demonstrate kindness toward their neighbors, humility in their actions, determination and dedication in their schoolwork, and service to those in need. Each month, faculty and staff nominate students they feel meet the award criteria. Brother Ray Award recipients are celebrated each quarter alongside the academic award winners at class-wide honor ceremonies.
Through the Brother Ray Awards, Xaverian continues to emphasize the importance of forming well-rounded young men who lead with compassion, serve with purpose, and strive to make a difference in the lives of others. Learn more.
2025 Xaverian Award Winner, Aadi Aggarwal ’25, with Jacob Conca ’94 and Michael Nicholson P ’29
Shore (Australia)
Forming Character Through Service Learning
At Shore, service learning is a cornerstone of character formation, thoughtfully embedded throughout each stage of a boy’s education. From the earliest years, boys are encouraged to look beyond themselves—first learning about service, then learning to serve. As they mature, they begin serving to learn, and ultimately, serving to lead. This developmental approach fosters empathy, humility, and a strong sense of social responsibility. Service learning at Shore is not simply about volunteering—it’s about meaningful engagement, reflection, and growth. Through guided experiences and community partnerships, boys come to understand the impact of their actions and the importance of contributing to the common good. They learn that leadership is rooted in compassion and that true strength lies in service. This framework supports the development of positive masculinity and prepares boys to become thoughtful, engaged citizens—young men of character who serve with purpose, both within and beyond the school gates. Learn more.
The Fenn School (United States)
Sua Sponte
In Fenn’s lower school, there’s a palpable enthusiasm and love for learning among our fourth and fifth graders. Experienced teachers guide the boys with purpose, care, and creativity in classes of 12–13 or four to six on team-teaching days. Deep relationships form as boys are met where they are as learners and individuals. They’re equally encouraged to live Fenn’s values of honesty, respect, empathy, and courage, and mission of Sua Sponte, which tells them “It’s in their hands.” They’re coached to take responsibility for themselves, their education, and others’ well-being. This may mean sprinting freely to class on time, presenting at All School Meeting, or creating a new club or fundraiser.
As the boys traverse middle school and enter upper school, their confidence has blossomed across a full program of academics, athletics, and the arts, and they’re primed for leadership. As big brothers and peer tutors for lower schoolers, they model responsibility, integrity, and kindness in full-circle moments of Fenn brotherhood! Learn more.
St. Gregory’s College (Australia)
The Rite Journey
At St. Gregory’s College, the Rite Journey has become a cornerstone of personal development for our Year 9 and 10 students, offering a unique and meaningful framework to support their transition from adolescence to adulthood. Rooted in the principles of ceremony, challenge, and connection, the program provides students with opportunities to reflect on their values, build resilience, and foster deeper relationships with peers, mentors, and family.
Throughout the two years, students engage in a series of carefully designed experiences that include symbolic ceremonies such as the Calling and Departure and Homecoming, outdoor adventures, and weekly discussions that explore themes of responsibility, identity, and emotional intelligence. These moments are not only memorable but also transformative, encouraging students to step outside their comfort zones and embrace growth.
The program is facilitated by dedicated staff who guide students with compassion and insight, creating a safe space for self-discovery and honest conversation. Parents and caregivers are also invited to participate in key milestones, strengthening the support network and community around each student.
The Rite Journey continues to be a powerful and enriching experience at our college, helping young men navigate the complexities of adolescence with confidence, purpose, and a sense of belonging. Learn more.
Crescent School (Canada)
Be the One
Amid the disruptions of COVID-19, a grade 12 student at Crescent School who had previously cofounded Be the One, a student-led antibullying and school community improvement initiative, volunteered to lead a lower school Minecraft Coding Club. Designed to develop digital fluency and creativity, the club rapidly became a platform for peer mentorship. The older student guided younger boys through logic-based design challenges and problem-solving tasks within the Minecraft environment.
The connection proved formative. Several younger students later joined Be the One in the upper school, citing the Minecraft club as their introduction to leadership and community. The experience highlights the value of entrusting older students with leadership roles and creating early opportunities for boys to engage in shared, purpose-driven experiences. What began as a digital club, reflecting the interest of a few boys in programming and design, evolved into a pipeline for character development and continuing the school culture. Learn more.
The Hutchins School (Australia)
Growing Values Through Connection
At The Hutchins School in Sandy Bay, Tasmania, strong values are nurtured from the earliest years through programs that encourage connection, curiosity, and kindness. In the junior school, boys develop confidence and care for others through buddy programs, outdoor learning, nature play, and shared experiences that foster belonging and resilience.
As students move through the school, these foundations grow. Senior students take on active roles as mentors, supporting younger students through leadership opportunities, community events, and everyday interactions. Each morning, our Year 12 leaders welcome students at the school gate, setting a positive tone for the day and modelling warmth, inclusion, and school pride. These relationships build trust across year levels and give older students a deep sense of responsibility and pride.
From pre-kindergarten to Year 12, the Hutchins journey is designed to help boys thrive socially, emotionally, and academically. By engaging boys in meaningful relationships and values-driven learning early on, we set the tone for a school culture built on kindness, humility, courage, and respect. Learn more.
St. Patrick’s College Ballarat (Australia)
Respect in Action: Health Education Day Making a Difference at St. Pat’s
At St. Patrick’s College Ballarat, our Year 8 Health Education Day is an innovative initiative empowering young men to lead with respect and integrity. First held in 2024, the program is delivered in partnership with Ballarat Community Health and aims to foster respectful relationships and prevent gender-based violence.
Through interactive workshops, engaging skits and a spirited soccer round robin, students explore what healthy relationships look like—with peers, teachers, family, and the broader community. The day also educates boys on how to access support services and confidently help others who may be experiencing bullying, violence, or discrimination. Crucially, the program encourages students to become positive upstanders—challenging harmful behaviors and promoting equality. It reflects St. Patrick College’s commitment to educating hope-filled, compassionate, and confident young men.
By combining education, sport and real-world scenarios, our Health Education Day equips boys with lifelong tools to build a safer, more respectful future for all. Learn more.
The Scots College (Australia)
Celebrating the Learning Journey
The Scots College community came together to recognize two remarkable milestones on April 10: The Scots College Pipes and Drums’ 125th anniversary and the official opening of the John Cunningham Student Centre.
The Scots Tattoo featured military pageantry, stirring music, highland dancing, and state-of-the-art special effects. Students from all ages and across campuses played a part in the celebrations, showcasing their talent for dancing, music, singing, rugby, sport, friendly competition, camaraderie and, of course, Pipes and Drums Band—demonstrating aspects of their vibrant learning journey.
College life was celebrated from a vantage point that illuminated the past, present, and future. Learn more.
