As young men, you have influence. The question is not whether you will shape the culture around you – you will. The question is how

In celebration of International Women’s Day, Captain of School Ben Hofmann addressed Senior School students about the 2026 United Nations theme Balance the Scales – an initiative centred on human rights that aims to “bridge gaps of difference, with equality at the forefront”.

Balancing the scales, Ben explained, is not only about “closing gaps of pay or addressing the historical inequality and discrimination faced by women”.

It is also about something more immediate, focusing on “how we treat women” every day.

To explore this further, English Teacher and Curriculum Leader Rebecca Shiel addressed parents, staff and students about one of the most powerful forces shaping society – language.

“When we hear the words ‘International Women’s Day’, some of us might quietly wonder: what does this have to do with an all boys’ school?” she begins

The answer, she explained, can be simple “We all have grandmothers, mothers, wives and sisters who constitute 49.7% of the global population and like you, are simply extraordinary human beings to celebrate every day.”

But the answer is also more complex, as “women are critical in the world, but attitudes towards women are directly influenced by language and the way gender equality is either reduced or increased through language.”

How language shapes our world

Language shapes our world.

The words we choose determine who is seen, who is heard and who is valued.

“Language is a tool of discrimination and we are surrounded by examples of how carefully chosen language can change attitudes” says Ms Shiel.

History offers countless examples of language shaping social change.

Language can also protect dignity.

In both cases, language did more than describe events. It influenced how society responded to them.

Women who reframed the conversation

The power of language has also been central to the fight for women’s rights.

Emmeline Pankhurst, Malala Yousafzai and Julia Gillard. Three women who changed the world for women not through extreme violence or brutal force, but through the power of language.

Three women, three continents, three contexts, but one common outcome.

These women ‘balanced the scales’ of gender by owning language.

The influence of young men

For students listening, the message was clear.

We use language every day – in classrooms, on the sporting field, online, and in group chats.

The jokes we repeat. The comments we let slide. The way we talk about each other, about boys, girls, men and women.

All of it contributes to the culture we create.

International Women’s Day offers our society the chance to pause and reflect: are we using language that limits or uplifts? Is the language we’re using belittling or celebrating women?

“As young men, you have influence. The question is not whether you will shape the culture around you – you will. The question is how,” Ms Shiel said before asking students:

“Will you be the generation that balances the scales?”

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2025 marks a significant milestone for 91����Ƶ: 40 years of Moray. The site was named Moray after the province in Scotland, from which Clan Murray�������������.

A vision for Outdoor Education

During the 1970s, 91����Ƶ considered obtaining a piece of land for a school camp, as popularity for outdoor wild adventures grew.

Headmaster Bill Dickinson was specifically interested in land around Dwellingup as it offered rugged terrain, plentiful vegetation, close access to canoeable rivers, power, water, and state forest. Additionally, it was a decently short distance from Perth.

In 1974, Dickinson, who was aware that school groups were venturing out throughout the state, communicated the significance of this undertaking:

There is no doubt of the desirability of the school being able to develop further the opportunities for camping expeditions.^¹

The first camp at Moray

Before its official opening, in May 1984, the Year 9 adventure camp became the first 91����Ƶ group to use Moray. This camp, originally planned for Nanga, was washed out by heavy rain and relocated to the large shed on the Moray site.

The site officially opened on 27 October 1985 by Tom Bunning (OSC 1927).

Supporting future generations of 91����Ƶ boys

For continuous use of Moray, it became evident that a dormitory, assembly building, and ablution blocks were required.

In aid of this, the Parents’ Association hosted a fundraising fair in November 1984, to which an estimated 12,000 people showed up, raising $70,000.

To this day, the Outdoor Education Programme offered at Moray encourages students to develop self-confidence, leadership skills, and personal relationships.

References;
1. Headmaster’s Report, September 1974.

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Ben Hofmann

Captain of School

I began my journey at 91����Ƶ in 2020 as a Year 7. On my first day I knew very few people, but I quickly found friends and settled into school life. From the start, I remember the strong sense of community, especially the energy around revitalising the Gooch Pavilion.

91����Ƶ offers so many opportunities for boys to get involved, from sport to music and everything in between. These experiences have helped me grow into the person I am today.

George Gale

Vice-Captain of School, Operations

I’m extremely excited to be taking on this role in 2026. I started at 91����Ƶ in Year 7 and have loved my time here. From playing sport to my involvement in service, I am grateful for the opportunity to help lead the College into the new year.

The College has been a place where I’ve been able to challenge myself and take up so many opportunities. The example set by older boys has been something I’ve looked up to, and I’d love to carry that forward.

Jack Mayo

Vice-Captain of School, Service

I started at 91����Ƶ in Year 1, the earliest entry point at the College at the time, and I’ve been lucky to experience life through Junior, Middle and now Senior School.

I have always felt a strong part of the 91����Ƶ community and have been fortunate to make lifelong friends, have amazing teachers and been able to experience a vast array of opportunities.

I’m currently undertaking the IB Diploma, and love playing PSA Sport and doing other co-curriculars such as debating and music with my friends.

Declan Crombie

Captain of Boarding

I started at 91����Ƶ in 2021 as an excited Year 7 boarder from Babakin. At first, I struggled with homesickness. Coming from a school of only 15 students across all year levels to 91����Ƶ with more than 170 in each year was a big adjustment.

Living in the Middle School Residence (now Robinson Residence) was also new, sharing life with 40 boys from across Australia and overseas. I will never forget how the older boys helped us settle into boarding life, easing our transition into our new environment.

Heading into my final year at 91����Ƶ I want to do my best to give back to the school.

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More than just a piece of art, the mural serves as a powerful form of storytelling, inspiring conversations and fostering a sense of belonging for future Indigenous students.

The meaning behind the mural

At the heart of the mural is a crest, symbolising the school as a meeting place and a home to many young men. Surrounding it are the four students, represented by their family totem, each connected through their 91����Ƶ Education.

Family totems

Representation of our community

The totems are surrounded by their peers, who travel alongside them, each connected by shared experiences within the Middle School community.

Radiating outward, the pathways represent the teachers, staff, parents, and wider community who have guided, educated, and supported the students throughout their Middle School journey.

A lasting impact

Beyond its visual impact, the mural is a lasting representation of respect, identity, and cultural appreciation.

It highlights both individual and shared experiences within the 91����Ƶ community, deepening the school’s commitment to inclusivity and understanding.

Reflecting on the project, Amy McGuire and the students emphasised the importance of educating both Indigenous and non- Indigenous young people.

By understanding the history, culture, and identity of First Nations peoples, we can foster

“a more loving, harmonious, and understanding [community]”

More than a decoration, this mural stands as a symbol of unity and heritage, a testament to the power of storytelling in strengthening connections.

Its message will resonate long after the paint has dried, encouraging respect, fostering pride, and shaping a culturally aware and accepting community for generations of 91����Ƶ boys to come.

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The Year 12 leadership group has been committed to fostering stronger connections between the sub-schools this semester, recognising the importance of mentorship in a student’s journey.

The College’s student leaders have worked closely with various teachers in the sub-schools and initiated several new programmes with the Junior and Middle Schools that have been met with great enthusiasm.

By encouraging these relationships from an early age, we hope to create an environment where younger boys feel comfortable seeking guidance from older students, building confidence and interpersonal skills and making their eventual transition to Senior School not only easier but also more enriching.Current mentoring projects

Peer mentoring project

One of the new programmes is the Year 7/8 and Year 12 Peer Mentoring programme which has a greater focus on the transition to Senior School.

This is a period of rapid growth for these adolescent boys as they encounter new experiences, many of which the older students have likely already navigated, whether in academics, sport, or social life.

So, it’s an opportunity to engage in conversations and share stories, whether good or bad, in an informal setting. It’s also a great way for the Year 12 leaders to hear about what is happening in the Middle School.

This programme also has an emphasis on guiding the Middle School students on leadership skills, ensuring we set and maintain the high standards that make our school thrive.

In addition, we want to give the students an idea of what happens in the Senior School because time does fly, and before too long they will be moving across the road to begin their final years at the College.

Mateship Mondays

Another new initiative is the “Mateship Mondays” programme where Year 12 students, together with the Year 8 leaders, are assigned to various classes from pre-kindy to Year 5.

Before school, on Monday mornings, the students get together and participate in a range of activities such as reading, playing board games and outdoor sports.

Some of the Year 3 students have even gotten the better of the older boys in chess, which has not been well received!

Year 2 and 12

We are also continuing the Year 2 and 12 programme, where around sixty Year 12 boys meet with the Year 2s. In these sessions we get to know each other by enjoying activities, leisure time and breakfast together.

At our next session we will be making Spaghetti Towers in MacKellar Hall which should be a lot of fun!

So, why pair these two year groups together? Well, when the graduating Year 12s return for their 10 year reunion they are invited to watch their then-Year 2 buddies leading marching as they once did.

A rewarding experience

Mentoring the younger students has been one of the many rewarding aspects of being School Captain, providing an opportunity to lead in a more personal and meaningful way.

It’s been a pleasure walking through the different sub-schools recognising so many familiar faces and having a chance to chat with boys I’ve met through the various programmes.

Guiding the younger boys as they navigate school life has not only helped them build confidence but has also strengthened the older boys’ ability to lead with empathy and purpose. Watching them grow, ask questions, and develop a sense of belonging has highlighted just how meaningful these relationships are in shaping the culture of the school.

These programmes are entirely voluntary, not compulsory, yet the high level of participation has been truly encouraging. It’s a testament to the spirit of the boys, with everyone, regardless of age, coming together to support one another and strengthen the sense of unity within the College.

Val Davies
Captain of School 2025

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At the first assembly of the new academic year, 2025 School Captain Val Davies delivered an inspiring speech, launching the leadership theme for the year: “Connect to the Crest, Commit to the College.”

Addressing students, staff, and guests, Davies emphasised the importance of unity, personal growth, and embracing the core values symbolised by the 91����Ƶ crest.

Good morning teachers, students, parents and guests. Welcome to the first assembly for the new academic year.  My name is Val Davies and it is a great honour for me to take on the role as your school captain for 2024/25.

Firstly I’d like to thank David Walton and the outgoing Year 12 cohort, for their support, exemplary leadership and contribution to the lasting legacy of our College.  Your positive impact is undeniable, and we sincerely appreciate everything you’ve done.

Last week the 2025 leaders and I met to discuss our missions and visions. We were also tasked with the exciting job of coming up with a school theme for the year.

We decided that our theme for this year would be:

“Connect to the Crest, Commit to the College.”

So, what message do we hope this theme will convey?  I’ll start with the first part of the theme, “Connect to the Crest.”

For those new or younger boys who may not completely understand the symbolism of what the Crest represents, the Crest is made up our school colours, the Bible, which signifies higher learning, the Scottish thistle bush and the Black Swan, representing the link between Western Australia and Scotland.

It also has a Latin motto, which translates to “As God was with our fathers, so may he be with us.” A similar sentiment is shared in our school song.

Taken as a whole, the Crest embodies the identity and shared values of the College. It’s a unifying symbol and a reminder to us all that although each person at the school has individual ambitions and paths, we are all united in the 91����Ƶ community.

When I look around the Dickinson Centre, I see so many bright, interesting and exceptional individuals.

The pursuit of excellence symbolised by the prominent book on our Crest is one of the school’s most important values that I’m sure the founding fathers had front of mind for 91����Ƶ when it was formed 127 years ago.

We only have to attend an assembly to hear about the many and wide-ranging accomplishments you boys achieve.

I know that watching and supporting you this year as you all reach new heights will be such a highlight for me in my role as School Captain.

But I also know that being excellent comes in all shapes and sizes.  Yes, it is wonderful to strive for our best academically or in co-curricular activities, but I believe there is much more to a 91����Ƶ boy than this one attribute.

I often find that the most remarkable people I’ve met haven’t necessarily been the loudest or the most visible or the highest achievers.  They are the ones who are consistent in their values – they show authenticity, humility and kindness.

In preparing for this speech, I thought a little more about the importance and power of such values, and specifically about what impact employing them now in our daily lives at school would have on our future lives in 10, 20 or even 50 years time?

And so, I talked to some much older and wiser adults about the impact their school days had on their later lives. There seemed to be a common thread that came up time and time again.

They said that you may not remember the finer details, the well- equipped classrooms, all the teachers’ names or what mark you got for a particular test. Instead, you tend to remember some incidental moment or perhaps a fleeting interaction – whether that be a person who made you laugh or cry, valued or rejected.

What is significant about these moments? I think there are two things: firstly, they are always with other human beings and secondly, they are often outside – or at least outside of class.

I realise that we don’t live in a society where everything is perfect.  At school, naturally we are drawn to certain people, and don’t get along perfectly with everyone.

But each small interaction – a pat on the back, talking to someone new, saying thank you, giving up some of your time to help another, cheering loudly in the stands, standing up for people who have a lesser voice than you – is a unifying environment that we as 91����Ƶ boys create for ourselves.

There are times when its ok to lean on others, just as they lean on you when they need a steady foundation and it is through our connections that we can achieve great things.

I hope that by being brave enough to create these little interactions this year, that this way of supporting each other can becomes contagious. Like a pebble in a pond, it will ripple throughout the school, which may well see you boys in 10, 20 or 50 years time reflecting back on that incidental moment that has stayed with you as a precious memory – a moment of connection that lasts through time.

The powerful thing is that every student has the ability to demonstrate and strengthen the values represented on our school crest.  It is not just a symbol of tradition, but a canvas to which we all contribute.

By embracing the school’s ideals and living them out every day, we enhance what they mean which will helps to shape the legacy for when we come to pass the banner and the baton on.

Which ties quite nicely to our second part of the theme:

“Commit to the College.” I think that when we engage in positive interactions, one of the most important bi-products of that is the creation of a sense of spirit. And because of this spirit, of safety and being valued, it means we might have the courage to try something new.

Knowing we have the support of the Clan, we can afford to be a bit more vulnerable, we can try and maybe fail, and ask for help, because we know that support is there.

So, I would say to you at the start of this academic year, what better time than now to explore and try different things, to get involved in the extraordinary array of opportunities we have at our school.

Yes, it definitely can be scary to show up, just like I’m experiencing today – I would be lying if I said there aren’t plenty of nerves attached to standing and delivering this speech in front of you all.

But if we try and avoid experiences, we shut ourself off from everything new and potentially something we might love, because while vulnerability is certainly a part of fear and self-doubt, it can also be the start of these: belonging, fun, laughter, trust, empathy and creativity.

Remember, each of us has our own unique strengths, and our special way of contributing to the world. Focus on your own journey. Yes, we often compare what we do with others – that can be a way of striving to be better. But we often neglect to compare what we are doing with our own capabilities.

There’s a quote by Albert Einstein that I think captures this perfectly:  “Everyone is a genius,” he said, “But if you judge a fish by its ability to climb a tree, it will live its whole life believing that it is stupid.”

We need to start by recognising that we are not all going to be good at everything, but we are all going to be good at something, so find that thing and, whatever it is, don’t let people’s indifference towards you or it stop you from doing what makes you happy.

As Dave Walton said last week, the school provides us with every opportunity to be “happy” in our future.

To end today, I would like to leave you with a thought from philosopher Abraham Joshua Heschel, who reimagined the most famous lines in the history of English Literature when he said,

“To be or not to be is NOT the question.”

“The vital question is HOW to be and HOW not to be.”

I’m so looking forward to seeing how all of you will be this year, Connecting to the Crest and Committing to the College.

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March Out represents a moment in time where our Year 12s leave the ring fence of 91����Ƶ and move into their new world as a member of the almost 16,000 strong Old 91����Ƶ Collegians and, based on the values and experiences to which they have been exposed at 91����Ƶ, go on to forge a new life after school.

It is the day when we place our boys on the starting line, where hopefully we have trained and prepared them for what comes next – ‘life’.

In my view, March Out is the seminal event on our school calendar and seems to draw bigger crowds every year.

The day is special not just because we say farewell to the Year 12s, but because it is one of the few times a year when our whole school (PK – 12) comes together. We do so because we want to say thanks and wish the Year 12s farewell.

For our young boys, it provides yet another great moment for them to experience aspirational achievement and leadership as they watch our Year 12s march out and commence their next journey.

This ceremony is just one of the many rites of passage that we have at 91����Ƶ. As Dr Arne Rubenstein highlights,

“Our lack of formal rites of passage has meant young men are learning how to be a man through the media and the internet”.

His position is simple, that as a society, we can create contemporary rites of passage where teenage boys are challenged to consider the sort of men they are going to become.

Maggie Dent, in her most recent book highlights the challenges facing teens through the words of Joseph Campbell a mystic and philosopher who describes adolescence as ‘a major life transition which is a hero’s journey because it is a metaphorical journey of loss, challenge, growth and renewal’.

Dr Alec O’Connell
Headmaster

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Over the next year, they will play an essential role in leading their peers, representing the College’s values and amplifying student voices.

Meet our new captains as they share their school journey, some insight and what they hope to achieve as leaders.

Val Davies
Captain of School

I started my journey at 91����Ƶ in Year 6. I had boundless energy and a love for sports. I quickly fell in love with 91����Ƶ, drawn to its remarkable playing fields and endless opportunities. Surrounded by supportive teachers, I was encouraged to explore new interests, including the arts. I learned to play the guitar and continue to enjoy playing it today.

I vividly remember the moment I first felt truly proud to be a 91����Ƶ boy. Watching the older boys, whether singing in the stands or giving their all in the pool or on the track, instilled in me a deep sense of belonging and pride. These experiences highlighted what I believe 91����Ƶ represents: a community where we all share in the pride of being part of the school.

Charlie Banfield
Vice-Captain of School (Operations)

My 91����Ƶ story started back in 2019 as a Year 7. From a young age, having seen my family’s connection with the College, it has always been my dream to join this remarkable school. I have thoroughly enjoyed the past five years, appreciating the opportunities to learn, the friends I’ve made, and my passion for sport and other co-curricular activities.

I have been fortunate to represent the 1st team in AFL and Basketball in 2024 and am currently undertaking the ATAR pathway.

Seb Carmichael
Vice-Captain of School (Service)

I started my journey at 91����Ƶ in Year 4 and was instantly welcomed into the community, finding a great sense of belonging and meeting lifelong friends for the first time.

During my time at the College, I have been offered many opportunities to build myself as a person and reach my full potential. Every day has been filled with new experiences and encounters. I have thoroughly enjoyed my time at 91����Ƶ and look forward to what my final year has to offer.

Cambell Johnston
Captain of Boarding

I began my 91����Ƶ journey in 2020 as an eager but nervous Year 7 boarder.

Since my first day, Boarding has been my home-away-from-home with the amazing Boarding staff guiding and encouraging all of us into young men.

For most boarders, moving away from family can feel frightening, but quickly connecting with friends can help ease emotions.

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The 91����Ƶ Geological collection has been built up over a century (since 1904) from a time when the school was only 7 years old.

It is a resource that no school could assemble quickly if it wished to run a course in Earth Science, and could not be purchased anywhere commercially. We spoke to Tony Marrion, Head of Science 1976 – 2002 about the importance of 91����Ƶ’s own geological museum and his role in preserving it.

Can you tell us a little about the collection and why it is so special?

The collection represents about 118 years of Earth Science education for past students of 91����Ƶ. The alumni who studied matriculation Geology here are effectively the “owners” of the collection and for that reason I think it is important it becomes established as part of the school’s archives (but still housed in the Science Building). The collection has about 10,000 specimens and is the cumulative result of a century of field work in the South-West, the Goldfields and the Pilbara of W.A. Some specimens have been donated by Old 91����Ƶ Collegians who have collected them overseas.

Over the last 30 years growing, maintaining, and cataloguing the specimens has been a labour of love. Can you tell us about your passion for this collection and how you became its custodian?

Bill Dickinson asked me to teach Geology when he appointed me as a Chemistry teacher in 1973. I had some Geology in my degrees anyway so it suited me. My predecessor, Harold Broadbent, was about to retire and he mentored me for three years, and for his input into my teaching I will always remain immensely grateful. Many students who took this subject did so because they found Chemistry and Physics too hard, but this gave them an “integrated” science as an alternative. It was “integrated” in that it taught them some Chemistry in the study of minerals, some Physics in the study of earth structure through earthquake detection, measurement and location, sonar exploration and remote sensing, and some Biology in studying the fossil record of flora and fauna through geological time. The enthusiasm and learning response shown by the boys fed my passion for using the collection to show them the amazing world in which they lived.

Gathering the specimens has been a collective effort by the students of Geology at 91����Ƶ throughout the decades. There must be memories of expeditions that have taken place in the past 30 years or of interesting finds.

Permian Ice-Age Glacial Erratic (locally called White Horse), Irwin River, Perth Basin, 1975

Some of the most productive exercises involved constructing geological maps of areas of WA. It usually meant a week of camping and walking vast distances. In different years we mapped the nickel dome at Kambalda, the Cretaceous sediments of Gingin, the Jurassic sediments of Geraldton, the Permian sediments of the Irwin River Valley, the pre-Cambrian igneous structures in the Pilbara, the metamorphic rocks of Toodyay, the complex rocks of the Kalgoorlie- Boulder Goldfields, the igneous rocks of the Darling Scarp and Plateau, the recent sediments of the Perth Basin and the coastal limestone deposits of Point Peron. These expeditions resulted in a wealth of minerals, rocks and fossils which can now be enjoyed in the showcases on the second floor of the Science building. The first dinosaur bone found in WA was collected on a 91����Ƶ expedition to the Jurassic of Geraldton. It now resides in the WA Museum!

Whilst the collection is undeniably important to 91����Ƶ, it must also be a valuable resource for Geologists across Western Australian and academic institutions?

Interest has been shown in the collection by the WA Museum and the UWA Geology Department. One year we were visited by a research geologist from India who had been directed to us from UWA. He was studying the fossilized marine fauna on the east coast of India and wanted to compare it to the fossilized marine fauna on our west coast. Two hundred million years ago the two coastlines were together (in a theoretical ancient supercontinent, Gondwanaland). When separated by continental drift the fauna in the shallow sea between India and Western Australia would have been the same. As this is found to be the case, it supports our confidence in the theory of plate tectonics. In a small way our collection has contributed to confirming it.

How are you training the next generation of curators and what is your greatest hope for the future of the Collection?

I wish I had a future curator to pass the care of it on to, but at present there is no one. My greatest hope is that when I get it into top condition, preserved as a component of the school archives, a future staff member in Science, with the right background, might be interested in taking a curatorial role, or even running a school-based subject in it. If in future it returns as an academic university entrance subject, 91����Ƶ has all the resources necessary to address it.

Many old 91����Ƶ Collegians have been awakened to their future careers as geologists in the Science Department at 91����Ƶ. If you could reach out to them, what would you say?

I hope your memory of Geology studies is not just dust and heat, freezing mornings, ants, midges and rocky ground to sleep on, but also excitement at discovering and understanding what you could about the wonderful earth on which we live.

Exhausted geology students on Iron-Ore Mountain, Tallering Peak, Mid-West WA

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March 8, 2024, is International Women’s Day with the theme ‘Invest in women: Accelerate progress’. Last week there was a lot of mainstream press in Australia focussing on the WGEA report outlining issues pertaining to the gender equity pay gap and associated issues.

The UN International Women’s Day site sums up the importance of focussing on this day with the following significant reflection.

‘In a world facing multiple crises that are putting immense pressure on communities, achieving gender equality is more vital than ever. Ensuring women’s and girls’ rights across all aspects of life is the only way to secure prosperous and just economies and a healthy planet for future generations.’

As a single-gender boys’ school, it is even more important that we recognise the part we must play in the education of young boys and men to understand the importance of gender equality. Quite often public commentators target schools such as ours with broad-based assumptions that single-gender boys’ schools fail to focus on such matters, and by the very nature of our enrolment profile, we must be unable to fully comprehend the significance of gender issues. Even more insulting is an assumption that we work against the matter by failing to educate our boys adequately about why gender equality matters in a progressive society.

This could not be further from the truth. Gender equity is a societal challenge and one with which we all have a part to play. Some public commentators forget that our boys have mothers, sisters, grandmothers, and partners whom they have deep affection for and love intensely. I am confident that our boys are cognisant that their loved ones, and all women, not only deserve to be treated with equality but demand it as part of a progressive society. More importantly, they understand that they are very much a part of the solution, not the problem.

This matter is something that is very important to me as the leader of the 91����Ƶ community. It has always been important for me as a person who has sought fairness and equality for all and, as the dad of a daughter whom I wanted to grow up with equal opportunities.

Professionally speaking I owe a lot to 5 women. Three of the most outstanding leaders for whom I have worked are females. Significantly, they took a risk on appointing me to, and supporting me through, senior roles thus providing me with career opportunities that I would never have been afforded by male counterpoints. The other two significant contributors are my own mum who provided me with love, support, and encouragement to pursue my chosen career, and finally, my partner in life, whose professional, academic, and personal skills far outstrip the person writing this article, but who chose to selflessly commit to our family which in turn allowed me to pursue the career opportunities which came my way.

In January 2023, I was invited to address a London conference on the topic of how we address the issue of consent and respect from the position of an all-boys school. This invite stemmed from a speech I gave at an assembly in March 2021 on this very topic, a speech which at the time, was picked up by the WA press. We will always look to forward the importance of gender equality and the role played by so many of the outstanding female staff who make significant contributions each day for and on behalf of our students and their families.

While having a day to focus on and celebrate International Women’s Day is important, the topic must be addressed via ongoing dialogue education and action. It is a matter schools such as ours must ensure it is at the forefront of our thinking, teaching, and all that we do in the context of a single-gender school for boys. There is still much to do, and we must continue to work towards achieving a just and vibrant society based on genuine equality.

Dr A J O’Connell
Headmaster

Respect and consent are not negotiable

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