We've had a great first half of the term with our Boarders settling well into the routine of school and Residential life and starting to feel more at home in their family groups and Houses. Since our last newsletter, we've had our Four Colours Dinner, Boarder Focus Weekend and our first Adopt-a-Boarder event. I'm proud of all our students for stepping outside their comfort zones, supporting one another and for participating enthusiastically in Boarding activities. 

As communicated to parents recently, Boarding at St Peters, like all schools and Residential communities, is currently working through issues from vaping to misuse of technology. Whilst these are societal challenges, they can become magnified in a Residential setting.

Technology can positively impact students when used appropriately and responsibly. Some of the possible benefits are:

• Learning and creativity: Technology can enhance students’ learning and creativity by providing access to diverse and rich sources of information, knowledge, and skills. Technology can also enable them to express themselves in various ways, such as writing, drawing, music, or video.
• Communication and collaboration: Technology can facilitate students’ communication and collaboration with their peers, teachers, and family across different locations and time zones. Technology can also help them to develop their social and emotional skills, such as empathy, respect, and teamwork.
• Entertainment and relaxation: Technology can provide students with entertainment and relaxation options that can help them to cope with stress, boredom, or loneliness. Technology can also allow them to explore their interests, hobbies, or passions.
• Empowerment and participation: Technology can empower students to take charge of their learning and development by giving them more autonomy, choice, and feedback. Technology can also enable them to participate in social causes or movements they care about or support.

While I have listed the benefits of technology as a learning and communication tool, it can also have negative impacts when misused by students. Some of the possible negative impacts are:

• Distraction and addiction: Technology can distract students from their academic tasks and make them addicted to social media, gaming, or other online activities. This can affect their grades, concentration, and mental health. Technology can also interfere with their sleep quality and quantity, impairing their cognitive and physical development.
• Isolation and loneliness: Technology can make students feel isolated and lonely if they rely too much on it for social interaction and neglect their real-life relationships with their peers, staff, and family. Technology can also create a false sense of connection and intimacy that does not reflect the reality of human emotions and needs.
• Cyberbullying and harassment: Technology can expose students to cyberbullying and harassment from strangers or classmates who may use online platforms to spread rumours, insults, threats, or blackmail. This can damage their self-esteem, confidence, and safety. Technology can also make students more vulnerable to online predators who may try to exploit them sexually or financially.
• Misinformation and manipulation: Technology can expose students to misinformation and manipulation from various sources that may try to influence their opinions, beliefs, or behaviours. This can affect their critical thinking skills, moral values, and civic engagement. Technology can also make students more susceptible to scams, frauds, or identity theft that may harm their personal or financial security.

St Peters has linked in with School TV a wellbeing resource supporting schools and families to raise happy, healthy and resilient children. Click here to listen to a podcast about the health impacts of digital technology from Dr Anthea Rhodes, a paediatrician, from the Royal Children’s Hospital in Melbourne.

Boarding at St Peters is taking all necessary steps to address these issues including working with the students to help them to foster a positive relationship with technology.

Stuart Delaney
Director of Boarding 

My St Peters Boarding journey began at the start of 2019. As an Old Scholar but day student I already had a decent understanding of Boarding through my mates and my involvement in cocurricular sport as a participant during my schooling and then coaching post-graduation. I always had a keen interest in Boarding as both my parents attended Boarding schools during their education. The opportunity to play a positive factor in so many young people’s lives is a truly rewarding experience. I have many fond memories from the past four years, thanks to meeting so many different people within the Boarding community. Working my way up from Junior Resident to House Leader has meant that I understand, from a staff perspective, what is required for the Boarding house to function successfully to support all of our Boarders. 

Nat Bartlett
Schilling House Leader

My journey into St Peters Boarding started in 2022, part way through my first year of teaching at the school. I had some interactions with Boarding staff and students in the day school but knew relatively little about the Boarding program. When given the chance to work within Boarding, I saw an opportunity to further the connection I have with students and to provide care and support in a different way to teaching. My experience so far has allowed me to see what incredible young people our Boarders are and to connect with them in a way that I may not have otherwise been able to.

Giuliano Marconato
Schilling House Leader

After completing a Bachelor of Music (Classical Voice) at the Queensland Conservatorium Griffith University, I decided to take a gap year before pursuing further tertiary studies. Initially travelling to Italy to study the language for opera singers, followed by Croatia and Spain, I then began working as a Boarding Supervisor at Taunton School International Middle School in the UK, with the intention of doing more travelling in the school holiday breaks. However, like many, the global pandemic changed my plans and I became ensconced in the Boarding School with students whose lives were also changed as a result of lockdowns and international border closures. Covid tests, Zoom exchanges and listening to students from countries across the world with an array of different languages learning to read in English became our everyday routine.

It was this unforeseen experience that has drawn me to develop a passion for working with and caring for Boarding students. When I eventually returned to Australia, I decided to enrol in a Master of Teaching at the Queensland University of Technology, while working at John Paul College’s Fenton Village Boarding School, as a fulltime Senior Boarding Supervisor, which provided, among many opportunities, the chance to support and mentor Indigenous students. This experience, combined with my own Aboriginal culture, continues to inspire my passion for Indigenous Boarding.

I am excited to continue my Boarding journey here at St Peters and look forward to getting to know all our Boarders and Boarding families, making a positive contribution and creating a safe and inclusive environment for all.

Courtney Hayward
Finger House Leader

Schilling House

Schilling has gone well this term. Introducing Schilling Warrior of the Week has helped raise morale during Schilling meetings and encouraged the boys to perform positive actions throughout the week. Morning Touch Football has helped to get all the boys involved and working together. Attitudes towards Schilling activities has been positive with most boys happy to join in and have fun. The boys have also been proactive with Spirit, and many of the new students have already learned the House war cry. On Boarder Focus Weekend it was great to team up with Cameron Herse House. It would have been great to see more Schilling junior high boys participating in the activities. 

Mitchell C, Schilling House Leader

Cameron Herse House

Cameron Herse had a great start to the term. Starting off with House Camp, the girls interacted with each other and got out of their comfort zones, which also helped the new girls settle in and feel more comfortable within Boarding. With the first Boarder Focus Weekend of the year, the participation and support of Cameron Herse was outstanding, along with high levels of involvement among juniors and seniors. We have also had family outings within Cameron Herse family groups which are a good way for the girls to go out and spend some time together. We’re encouraging more interaction between Schilling and Cameron Herse to connect more with our brother House. 

Elizabeth M, Cameron Herse House Leader

Last Friday we kicked off Adopt-a-Boarder 2023 with a lunch in Café 45 where staff and students reconnected and those new to the program met for the first time. Adopt-a-Boarder has been running successfully for well over 10 years. It is a wellbeing initiative where Boarders are paired with caring St Peters staff members who provide an additional level of support for our Boarding students and greater connection to the College community. We asked two Boarders about their involvement in the program and how it has helped them:

I was born on Thursday Island and my family is from Darnley Island. Although my family is from the Torres Strait Islands I grew up in Cairns. I've been involved in Adopt-a-Boarder for one year and my staff member is Mr Russell Todd, Sports Assistant & Head Coach Rugby. He supports me a lot in rugby and helps me off the field by mentoring me to be a better person. I like the program because it makes me feel more comfortable at school with a father-like figure. I always have someone to look up to. 

Wallace C (Year 11)

I come from a small town in far north Queensland called Cooktown. I joined Boarding in 2021 and was immediately introduced to my Adopt-a-Boarder staff member Mrs Renata Rankin (Head of Exceptional Learners). This year I had the privilege of being introduced to an additional staff member, Ms Cassie Twemlow (Communications & Marketing). I have enjoyed going on outings with them both and spending time with Ms Twemlow’s daughter Cleo who is in Year 9. Mrs Rankin has supported me in my studies and introduced me to an amazing French patisserie. Ms Twemlow and Mrs Rankin have opened their homes (and hearts) to me for which I am extremely grateful. Adopt-a-Boarder is an amazing opportunity for Boarders to have a friendly face around the school and opens many doors for future interactions with other teachers. 

Mary C (Year 9)

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