Boarding at 91����Ƶ is far more than accommodation; it is a formative experience that shapes character, broadens horizons and builds relationships that last a lifetime and is an essential part of how we prepare boys for life.

Over the last couple of weeks, I have been speaking with colleagues about what it means to operate a boarding school; both from a policy and community perspective. At the centre of these conversations was a simple but important question: ‘why boarding?’. It’s a question worth answering not just for those directly connected to our boarding house, but for our entire school community, including our Pre-K to Year 12-day families.

For many city-based families, the concept of sending their Year 7 son away to receive an education may seem foreign, if not heart wrenching. Yet, for many rural, regional and international families, boarding provides a safe residential haven and access to opportunities not readily available at home. It offers a rich and supportive environment in which boys live, learn and grow together. If equivalent schooling existed in their local communities, I have no doubt that many families would have their sons stay home.

My own experience working in a university residential college for over a decade reinforced this perspective. Each year, I met hundreds of students who had come through boarding schools, many of whom shared their reasons for choosing this pathway. Their stories consistently pointed to a desire for opportunity, independence and personal growth; qualities that boarding uniquely fosters.

Boarding has been part of 91����Ƶ’s DNA since its earliest years, when boarders outnumbered day boys. Today, while smaller in proportion, our boarding community remains central to who we are.

The benefits are wide-ranging. Students gain access to a high-quality education with broad curriculum choice, along with outstanding sporting and co-curricular programmes. They develop independence, resilience and self-discipline, supported by a structured environment that fosters responsibility collaboration and mentorship. Boarders also benefit from strong wellbeing support, cultural diversity and an immersive learning experience that extends well beyond the classroom.

Research supports these outcomes. Studies across the UK and Australia suggest that over 80% of boarding students report feeling well prepared for university life, particularly in managing time, study routines and independent living. Research from the UK Boarding Schools’ Association indicates they are more likely to take on leadership roles, while Australian data highlights that boarding alumni often demonstrate higher levels of resilience, adaptability and cross-cultural competence. OECD-aligned studies on student wellbeing also suggest that students in structured residential environments report stronger peer connectedness and sense of belonging, both of which are linked to long-term success and life satisfaction.

At its heart, the defining strength of boarding is the formation of deep and enduring friendships. Living alongside one another sharing routines, challenges and achievements creates bonds of trust and belonging that are difficult to replicate in any other setting. These shared experiences form a lifelong network of friendship and support, often enduring well beyond school into university, careers and family life.

Boarding also enriches the experience of day boys. I have witnessed firsthand the benefits day boys have been afforded, forging lifelong friendships with boarders through staying on farms over the school breaks and in many cases then travelling the world with friendships formed while at school.

Ultimately, boarding at 91����Ƶ is far more than accommodation; it is a formative experience that shapes character, broadens horizons and builds relationships that last a lifetime and is an essential part of how we prepare boys for life.

Dr Alec O’Connell
Headmaster

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Boarding at 91����Ƶ is far more than accommodation; it is a formative experience that shapes character, broadens horizons and builds relationships that last a lifetime and is an essential part of how we prepare boys for life.

Over the last couple of weeks, I have been speaking with colleagues about what it means to operate a boarding school; both from a policy and community perspective. At the centre of these conversations was a simple but important question: ‘why boarding?’. It’s a question worth answering not just for those directly connected to our boarding house, but for our entire school community, including our Pre-K to Year 12-day families.

For many city-based families, the concept of sending their Year 7 son away to receive an education may seem foreign, if not heart wrenching. Yet, for many rural, regional and international families, boarding provides a safe residential haven and access to opportunities not readily available at home. It offers a rich and supportive environment in which boys live, learn and grow together. If equivalent schooling existed in their local communities, I have no doubt that many families would have their sons stay home.

My own experience working in a university residential college for over a decade reinforced this perspective. Each year, I met hundreds of students who had come through boarding schools, many of whom shared their reasons for choosing this pathway. Their stories consistently pointed to a desire for opportunity, independence and personal growth; qualities that boarding uniquely fosters.

Boarding has been part of 91����Ƶ’s DNA since its earliest years, when boarders outnumbered day boys. Today, while smaller in proportion, our boarding community remains central to who we are.

The benefits are wide-ranging. Students gain access to a high-quality education with broad curriculum choice, along with outstanding sporting and co-curricular programmes. They develop independence, resilience and self-discipline, supported by a structured environment that fosters responsibility collaboration and mentorship. Boarders also benefit from strong wellbeing support, cultural diversity and an immersive learning experience that extends well beyond the classroom.

Research supports these outcomes. Studies across the UK and Australia suggest that over 80% of boarding students report feeling well prepared for university life, particularly in managing time, study routines and independent living. Research from the UK Boarding Schools’ Association indicates they are more likely to take on leadership roles, while Australian data highlights that boarding alumni often demonstrate higher levels of resilience, adaptability and cross-cultural competence. OECD-aligned studies on student wellbeing also suggest that students in structured residential environments report stronger peer connectedness and sense of belonging, both of which are linked to long-term success and life satisfaction.

At its heart, the defining strength of boarding is the formation of deep and enduring friendships. Living alongside one another sharing routines, challenges and achievements creates bonds of trust and belonging that are difficult to replicate in any other setting. These shared experiences form a lifelong network of friendship and support, often enduring well beyond school into university, careers and family life.

Boarding also enriches the experience of day boys. I have witnessed firsthand the benefits day boys have been afforded, forging lifelong friendships with boarders through staying on farms over the school breaks and in many cases then travelling the world with friendships formed while at school.

Ultimately, boarding at 91����Ƶ is far more than accommodation; it is a formative experience that shapes character, broadens horizons and builds relationships that last a lifetime and is an essential part of how we prepare boys for life.

Dr Alec O’Connell
Headmaster

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Welcome back to the Autumn Term.

Sadly, we commenced this term on a very sad note with the news of the tragic passing of Year 10 student, Jack Avenell. Mere words can never capture the impact this has on everyone. Please continue to keep the Avenell family, Aidee, Chad and Lily, and others who are very close to the family in your thoughts and prayers. May Jack rest in eternal peace. 

Last Saturday we held what has now become a significant ANZAC Day service in our community. The combination of our Scottish heritage and our attention to reverence and detail, ensures that those in attendance will forever remember what they had witnessed. The sense of occasion with even more gravitas considering the role our OSCs played in the various military conflicts throughout history.  

I would sincerely like to thank all the staff and students who were involved in the planning and delivery of the service. It was an incredible service and one of which I was extremely proud as Headmaster and one I now look forward to each year.  

Autumn Term will deliver many academic challenges amongst others for all our boys. As we commence another term, it is important for our boys to settle back into their routines no matter whether they are in Pre-Kindy or Year 12. The same crucial elements apply for all our boys, these are; suitable rest, a proper diet and a balanced programme of physical activity.  

We know that if you get these three things right it will enhance the boys’ wellbeing and performance at school, not to mention a decrease in home-based grumpiness.  

From time to time, as parents, your sons may try and challenge the boundaries of independence. Remember that you are the parent and that you have every right to say no and question what your son is doing and set appropriate boundaries. The key is to keep engaged in conversations with your son whether over dinner, at sport or simply relaxing. Open communication and trust are essential. The partnership between the College and parents is crucial and between us we must try and deliver clear and consistent expectations for all boys.  

Last week, the PSA Winter Sport season commenced. It is the time when I remind everyone of my expectations of the boys and their coaches as to how I want 91����Ƶ to approach all sport, that is, to train hard, compete to the best of one’s ability and to show sportsmanship of the highest order. Remember that we will be judged just as much by how we play as where we finish in terms of the respective score.  

While this will be very busy, the reward for application and hard work will be our annual three-week break in July. When we first introduced this mid-year break, I made it very clear that it geared at giving boys and our staff a wellbeing break. Allowing our Year 12s to balance their heavy workload with a more significant break to recharge and prepare for the run home.  

I wish the players and their coaches the best of luck for the Winter fixtures.  

Have a great fortnight,  

Dr Alec O’Connell
Headmaster

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At 91����Ƶ, multiculturalism and diversity have always been part of our personal and social vernacular. But what is its importance? Why do we place such value on ensuring boys study, play and socialise within a diverse context and how does the concept of multiculturalism and diversity play out in a broader context?

Whilst many believe econometric assessments such as ATAR rankings or IB points are representative of successful education, these metrics do not provide a meaningful nor sustained solution. As a local school with a global outlook, we must provide a values-based school environment where through soul and character, educating boys is about preparing them to graduate and make a tangible difference in a world that locally and globally is far from harmonious.

Engendering diversity as a lived reality for adolescent boys is essential and challenging, but a goal which must stay on course.  

It is important to understand that schools are not the sole influence on a boy’s understanding of this important concept if they are exposed to counter cultural discussions around their dining table or from external adults and peers which does not align with what their school is trying to achieve. Evidence and boys themselves have suggested they strongly internalise messages from some adults, peers and social media.

Diversity as a strength

Harmony Week, held this year from 16–22 March 2026, is Australia’s annual celebration of cultural diversity and the shared benefits it brings to our community. It included the United Nations International Day for the Elimination of Racial Discrimination (21 March), reminding us that belonging, respect and inclusivity are not only social values but moral responsibilities.

As an initiative of the Australian Government and led by the Department of Home Affairs, Harmony Week is more than a date in the calendar, it is an invitation to reflect on who we are as a nation and who we aspire to be.

Australia’s cultural richness is one of our greatest strengths. Built upon over 65,000 years of First Nations cultures, our modern identity has been shaped by migrants from nearly 300 different ancestries. According to ABS statistics, since 1945 alone, more than 7.6 million people have chosen to make Australia home.

Today, more than half of Australians (51.5%) were either born overseas or have a parent who was. We speak more than 150 Aboriginal and Torres Strait Islander languages, and beyond English, the most widely spoken languages include Mandarin, Arabic, Vietnamese, Cantonese and Punjabi. Nearly every country is represented in our population.

This is not simply just mundane statistics nor interesting trivia; it is a powerful story about who we are. An integrated, multicultural Australia is central to our identity. Every person who arrives brings traditions, beliefs, stories and ways of seeing the world. When combined with the traditions they adopt here, our shared national story becomes richer, more textured, and more deeply human.

Microcosms of a broader society

For schools, Harmony Week holds special significance. Schools are microcosms of the broader society, and classrooms today are more culturally diverse than at any point in our history.

Over my 15 years at 91����Ƶ, through a targeted admissions strategy, I have witnessed a significant shift in the diversity of our own enrolment profile. This diversity is not a challenge to be managed; it is an opportunity to be embraced when educating boys in an increasingly complex world.

When students learn in culturally diverse environments, they gain more than knowledge, they develop empathy, global awareness, adaptability and an intercultural understanding. These are the very capabilities that define future‑ready learners and sit at the heart of educating our boys for a global society.

A local school, with a global outlook

At 91����Ƶ we proudly promote that we are a local school with an international outreach, evidence by our commitment to three core strategies. Firstly, starting our own online sub school, , secondly, by offering the PYP and Diploma programmes and finally, through our membership of the group of schools.

In an increasingly interconnected world, young people will enter workplaces, universities and communities that are global in every sense. They will collaborate with people across borders, solve problems that cross cultures, and navigate perspectives that differ from their own.

Schools that intentionally celebrate and harness cultural diversity help students build the mindset and skills needed for this global context. Diversity in schools teaches students how to listen, how to understand viewpoints shaped by different life experiences, and how to communicate across cultures with respect and confidence.

Harmony Week reminds us that belonging does not mean becoming the same. In fact, the opposite is true. Belonging grows strongest when individuality is respected and celebrated.

By valuing our students’ diverse backgrounds, languages, and stories, we send the clear message that who you are matters, and what you bring enriches all of us. One of our great academic challenges in schools is to maintain an unapologetic focus on second languages, not simply to achieve a year 12 score, but to open the world to our students both linguistically and culturally.

In a world where radical views, racism and violence appear to have an ever-increasing acceptance, leading to disastrous outcomes for so many, it is critical that we not just reflect on Harmony Week but reinforce its very meaning.

Let us reaffirm our commitment to building school communities where every student feels seen, valued and included, recognising that educating boys in this way is both a responsibility and a privilege. In doing so, we honour Australia’s multicultural identity, whilst preparing young people to thrive as compassionate contributors and leaders in a truly global world.

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March 8, 2026, marks International Women’s Day, themed Balancing the Scales, a call to create a world where opportunities, safety, and respect for women and girls are neither optional or conditional, but embedded, equitable, and enduring.

The theme invites us to move beyond awareness toward active rebalancing, examining the structures, habits, and cultural norms that skew the scales.

The reminds us why this work remains urgent:

“Ensuring women’s and girls’ rights across all aspects of life is essential to building just, resilient, and sustainable societies for future generations.”

The role of all boys’ schools

As a single‑gender school for boys, this challenge is not peripheral, it must be central.

Boys’ schools are often criticised or misunderstood in conversations about gender equality, as though separation by gender diminishes our capacity or commitment to progress. This is an outdated concept, and one used to speak up against single-gender boys’ schools.

Boys’ schools hold a uniquely influential role. Our students are at the age where values are forming, character is shaped and ethical foundations are set.

Our students are sons, brothers, friends, and future partners. They witness firsthand the strength, intellect, love, and leadership of the women in their own lives. What they learn here, how to listen, how to empathise, how to treat others with dignity, will determine the kind of men they become and the kind of society they help build.

Balancing the scales and gender equality is not a woman’s issue. It is a societal issue, and therefore, a man’s issue too.

The role of fathers, husbands, and sons

My own commitment to balancing the scales is deeply personal. As a leader, a citizen, and the father of a daughter, my belief in fairness and equity is foundational.

Professionally, I stand where I do because several exceptional women took risks on my behalf, entrusted me with responsibility, and shaped my leadership more profoundly than they may ever know.

My mother’s clear and stoic encouragement created possibilities, and my partner, Janny, whose abilities surpass my own in countless ways, made sacrifices when we were young parents that enabled my career to continue and flourish.

Many of our grandfathers, fathers, students and graduates could tell stories just like this.

Intentional action at 91����Ƶ Perth

In recent years, I have had the privilege of engaging internationally on issues of respect, consent, and modern masculinity, including speaking at the London conference in 2023 on fostering respectful relationships in boys’ schools.

These conversations affirm what we know to be true:

If society seeks to balance the scales, we must teach boys not only to respect women, but to stand alongside them in building a more just world.

At 91����Ƶ, we are commited to ongoing and intentional efforts in influencing a culture that seeks to balance the scales. We:

• embed respectful‑relationships education deeply across our curriculum
• partner meaningfully with external experts
• collaborate with our local girls’ schools including PLC, MLC, St Hilda’s, and others in shaping shared learning
• support and celebrate the remarkable women on our staff who model leadership, courage, and professionalism every day

International Women’s Day offers a moment to pause, but it must also propel us forward.

Balancing the scales requires more than symbolism; it requires sustained commitment, honest reflection, and daily action.

The responsibility we carry to raise young men who value, protect, uplift, and collaborate with women is profound. It is one we embrace wholeheartedly.

Much work remains; but with purpose and integrity, we can empower our boys to become men who help balance the scales, not by shifting power away from others, but by ensuring it is shared fairly, respectfully, and justly.

At 91����Ƶ, gender equality is not a side conversation; it is part of who we are, what we value, and the future in which we are preparing our boys to lead with balance, purpose and respect.

Dr Alec O’Connell
Headmaster

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  Headmaster’s Blog

  The role of boys’ schools in balancing the scales

  March 9, 2026May 13, 2026

  Balancing the scales March 8, 2026, marks International Women’s Day, themed Balancing the Scales, a call to create a world where opportunities, safety, and respect for women and girls are neither optional or conditional, but embedded, …

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  Community

  The power of language

  March 8, 2026March 9, 2026

  How the words we choose shape equality, culture and the future. As young men, you have influence. The question is not whether you will shape the culture around you – you will. The question is how …

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  Headmaster’s Blog

  Respectful relationships and gender equality

  May 6, 2024March 9, 2026

  Respectful relationships and gender equality Headmaster’s Blog Dear Parents and Guardians, The issue of domestic violence against women, regrettably, is not new to our society. As I read of yet another female death at the hands …

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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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The word ‘Radiance’ and its synonyms refer to a quality of brightness, light, or warmth, and is also used to describe a glowing, happy, or healthy expression. It can refer to literal light (like the sun) or a figurative expression of joy or beauty. When I think of the word, I picture someone who projects joy and has a natural, engaging presence.

The Friday before last, as we marched down to the Playing Fields, the annual air of anticipation and excitement was evident as our 91����Ƶ Parents worked hard to set up the Year 12 Ball following this year’s theme of Radiance – this night is golden. It will come as no surprise that, yet again, our Ball was a huge success. Every year, the young ladies who attend tell me it is the ball everyone wants to attend.

With the theme ‘Radiance’, the Dickinson Centre was transformed into a completely new space filled with bright colours and radiant light. One could sit back and experience radiance in so many ways, but most importantly, on the faces of the boys and their partners. As they say in the classics, all who attended looked a million dollars; you could even say they radiated heat!

It is without doubt that an event like this would not be possible without volunteers. Every year, parents and students volunteer their time to plan and execute such a significant event, ensuring a memorable evening for the graduating class and their guests.

At 91����Ƶ, we have an incredible history of parent and community participation. All our parent groups aim to engage the community. A wonderful saying sums up 91����Ƶ to a tee:

“Volunteers are not paid – not because they are worthless, but because they are priceless.”

91����Ƶ is a huge community, and each year we experience so many reasons to celebrate. However, there are also times where families within the 91����Ƶ community face challenging times, such as personal, financial and health issues. For those needing support, do not hesitate to come and meet with me confidentially.  

The words of the Celtic prayer and blessing we use at 91����Ƶ may provide solace and resolve:

“May the road rise up to meet you. May the wind be always at your back. May the sun shine warm upon your face; the rains fall soft upon your fields, and until we meet again, may God hold you in the palm of His hand.”

Have a great fortnight.

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At a recent Senior School assembly, I spoke to our boys about the importance and significance of the term ‘Servant Leadership’. Robert K. Greenleaf coined this term in his seminal 1970 essay at Gonzaga University, USA titled The Servant as Leader.  

The challenge of being a servant leader remains as important today as when it was first spoken about.  Why should we promote and support service at 91����Ƶ, the answer is simple on many fronts.

The purpose of service at 91����Ƶ?

Service develops identity and moral purpose, it teaches empathy and humility, it develops future leaders who will lead for the right reasons and it is counter cultural to the current social media focus promoting individualism such as influencers.

Most importantly, as COVID showed us, it reinforces that schools are humanising social institutions, not just academic factories.

A good society is built by people who choose to serve first. When a school makes service foundational, not peripheral and optional, it does more than teach, it forms their students as people who care.

It develops hearts that are empathetic, minds that are deliberately caring, and young people ready to lead lives that strengthen the common good. Through service, boys learn that leadership is not a position they attain but a responsibility they embrace.

2026 World’s Greatest Shave

A significant part of who we are at 91����Ƶ is defined by our commitment to the service of those who are facing health or other challenges in their lives.

Our Service captain, Jack Mayo, recently launched the College’s appeal at an assembly to get behind the World’s Greatest Shave for 2026. Our College has become renowned for its support and success in raising money for the Leukaemia Foundation.

At this assembly, we were fortunate enough to be joined by members from the Leukaemia Foundation to highlight just how important fundraising events such as World’s Greatest Shave is to those suffering from this insidious disease, and for the family members who support their loved ones through their battle with the disease.

I look forward to the boys delivering yet another amazing outcome.

Swimming carnival success

Finally, let me express my gratitude to the students, staff, and the many parent and family supporters who combined to make our Middle and Senior School swimming carnivals an overwhelming success over the previous fortnight.

I am confident that the upcoming Junior School swimming carnival will be equally enjoyable. I have been attending such carnivals since 1982 when I commenced teaching. While these events involve a lot of work for many people, they offer one of the many opportunities to bring students together to have fun and participate in healthy Inter-House rivalry.

Congratulations and thanks to everyone. One of the key goals coming out of our carnivals is to identify those boys who will go on to represent the college at the JPSSA and PSA swimming carnivals.

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On a very sombre note, before formally welcoming everyone back, Friday’s tragedy in Mosman Park will no doubt have affected many families in our local community. The loss of any young life is a reminder of how precious family and friends are, and of the importance of community, including being able to reach out during times of challenge.

We are always here for families in both the great and challenging times, so please know you can rely on our support. May the Clune family rest in eternal peace.

Welcome back to a new year at 91����Ƶ. It has been a pleasure to welcome 218 new students (including 22 boarders) from 155 new families into our community, meaning that we commence 2026 with 1,610 boys.

While they have already started, we had 11 new Year 10s and 11s commence last October at the beginning of our academic year. A further 16 students are confirmed to start a little later in the school year.

To our new PP–12 boys and to our PK–K Early Learning Centre families, thank you for placing your trust in us. We look forward to supporting your children as they learn, grow, and build upon and discover their untapped potential.

I would like to offer my sincere thanks to all families for their response to our e-rideable decision. While I appreciate it may have caused some frustration and challenges for some students, the decision was made with the safety and welfare of our boys at the centre.

Unmistakable energy.

From the moment students returned last week, the energy across the College was unmistakable. As I often say, without our students and staff, 91����Ƶ is simply a collection of buildings and grounds; it is our people — those who learn, teach, work, volunteer and support us — who bring life to this community.

Speaking of community, over the last two weeks we hosted the Western Force’s two pre-season games against the Queensland Reds and the ACT Brumbies. Both Friday night games created an amazing feeling for our community and for those from outside who came to watch the games at 91����Ƶ.

Congratulations to our grounds staff, as I received incredible feedback about the quality of the pitch.

Our year began with tremendous momentum, after a weekend of warm welcomes from our dedicated Boarding staff and the annual 91����Ƶ Parents Welcome Back BBQ, which once again set a positive tone for the term ahead.

Thank you to the 91����Ƶ Parents Committee and their volunteers for creating such a vibrant and enjoyable event. It exemplifies the spirit of connection that makes our community exceptional.

Belonging, more than a feeling.

While many ingredients contribute to a great school, most schools share similar foundations. At 91����Ƶ, we aspire to offer something deeper — a genuine and lasting sense of belonging to a community.

Belonging is more than feeling included; it is being known, valued and welcomed. It arises through everyday interactions with teachers, administrative and support staff, fellow parents, Old 91����Ƶ Collegians and the many people who shape our College culture.

Belonging is one of humanity’s most basic needs, and we want every family to feel it here.

As we step into 2026, I hope each of you, new and returning, feels connected, supported and excited about the journey ahead. Do not hesitate to come up and say hello whenever you may see me out and about.

Welcome back, and have a wonderful fortnight.

Dr Alec J O’Connell
Headmaster

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Alex commenced at 91����Ƶ in 2003 as a Year 7 student and completed his schooling in 2008. Reflecting on his time at the College, he speaks warmly of the breadth of opportunities available to him and the lasting impact they have had on his life.

I had an absolutely wonderful time at the College, and a huge amount of what I’ve gone on to do, the skills I have and the opportunities I’ve had, can be traced back to my experiences at school.

When Alex isn’t at work, he spends as much time as possible around the water. Co-founding WreckSploration, a not-for-profit organisation focused on the preservation of historical shipwrecks. Alex is also a volunteer Surf Life Saver and instructor, and has been a part of the Surf Lifesaving movement for over 10 years.

Approached by Dr O’Connell at his 10-year reunion, Alex joined the Old 91����Ƶ Collegians committee as a general member, later taking on the role of Vice-President and now succeeding Aaron McDonald (OSC 2001) as President from December 2025.

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