“The world has changed dramatically, but the needs of young people have not.”
When we think back to our own school years, most of us don’t remember the teacher who delivered the perfect lesson or helped us achieve our highest exam results. We remember the teacher who truly saw us – the one who knew our name, noticed when something wasn’t quite right, believed in us before we believed in ourselves and helped shape the person we would become.
That simple reflection formed the opening of my recent keynote presentation at the Catholic Schools NSW Learning with Grace Conference, where I had the privilege of sharing Brigidine College’s approach to consent and respectful relationships.
It is a timely reminder that education has always been about far more than academic achievement. At its heart, it is about relationships. While today’s adolescents are growing up in an increasingly complex digital world, they continue to seek what every young person has always needed: connection, belonging, trusted relationships and guidance from adults who genuinely care. When students feel known, valued and connected, they develop the confidence to learn, the courage to take healthy risks and the resilience to navigate life’s inevitable challenges. It is within these authentic relationships that young people do more than succeed – they flourish.
For us, flourishing is about educating the whole person. It means forming young women who understand their inherent dignity, discover their God-given gifts and develop the confidence, compassion and character to use those gifts in the service of others. It is helping every student become the person they are called to be – capable of building meaningful relationships, contributing positively to their communities and leading lives of purpose.
This approach, however, is far from new. More than 1500 years ago, St Brigid modelled compassion, hospitality, courage and justice, recognising the dignity and potential of every person she encountered. These same values continue to shape a Brigidine education today. Rather than viewing respectful relationships and consent as simply another curriculum initiative, we see them as a contemporary expression of our Brigidine charism grounded in dignity, empathy, respect and service. They are also reflected in our College motto, Fortiter et Suaviter – Strength and Gentleness – which reminds us that authentic strength is found in the courage to act with compassion, the wisdom to lead with humility and the commitment to honour the dignity of every person.
This understanding of character formation was echoed throughout the conference and is captured powerfully in Aristotle’s enduring observation: “We are what we repeatedly do. Excellence, then, is not an act but a habit.” His insight remains remarkably relevant in schools today. Character is not developed through a single lesson or wellbeing program; it is cultivated through everyday experiences, meaningful relationships and the culture a school intentionally creates.
Before young people can respect others, they first need to experience respect themselves. Before they can recognise the dignity of others, they need to know they are valued. As I shared with conference delegates, “Respectful relationships begin not simply through what we teach, but through the way we know, support and respond to each young person every day.”
This philosophy underpins our Learning and Wellbeing Framework, where learning, wellbeing and character formation are intentionally interconnected. Our goal is not simply to prepare students for examinations, but to provide a holistic education that prepares them for life. By nurturing intellectual, social, emotional, physical and spiritual growth, we seek to form young women of confidence, compassion and courage – equipped not only to succeed academically, but to flourish as people of character who will make a positive difference in the world.
This commitment extends well beyond the classroom. As technology continues to reshape how young people communicate, form relationships and experience the world around them, fostering respect, consent and empathy has never been more important. These values are as essential online as they are face-to-face. Through strong partnerships with families, researchers and leading wellbeing experts, we continue to deepen our understanding of the opportunities and challenges of adolescence in a digital world. Grounded in both contemporary research and our Brigidine values, our approach seeks to equip students with the confidence, wisdom and discernment to build healthy relationships, make responsible choices and flourish both online and offline.
Ultimately, however, respectful relationships are not simply taught – they are experienced. They are modelled in every conversation, every interaction and every relationship within a school community. This is where the role of our Mentor Teachers is so significant. Journeying alongside students throughout their years at Brigidine, Mentors take the time to know each young woman as an individual, celebrate her strengths, support her through challenges and encourage her growth. In doing so, they foster the trust, belonging and safety that enable students to flourish. It is through these everyday moments of connection and care that some of the most powerful learning occurs.
As educational psychologist, Dr Sue Roffey reminds us, “Thriving school communities are built on a foundation of positive relationships.” That truth resonates deeply with our mission at Brigidine, where we believe that every student deserves to be known, valued and supported to become the person they are called to be.
Ms Sia Mastro
Director of Student Wellbeing
