Reflections from our 2025 Head Girls

September 26, 2025

Leading with a Heart: A Reflection from 2025 Head Girl Gracie Mack

Stepping into the role of Head Girl was comforting and inspiring. There was this feeling of knowing you had big shoes to fill and a lot of responsibility ahead, but also knowing your grade was behind you, cheering you on. That support made me want to jump in even more. We started working together almost immediately, with Year 11 Breakfast, the Year 11 Song - it all kicked off so quickly. And then came the planning for the year ahead, which was honestly super exciting.


One of the most special parts of this year was seeing the Fairholme spirit come alive in moments that weren’t necessarily planned or formal. Like when our grade came together at lunchtime to rehearse the Year 11 Song, no one told us to, we just did it. Or Galentine’s Day, which was a whole school event. Year 7s came to me asking for piggytails, girls lined up for the photo booth and face painting, it was one of those days where you could really feel the joy of being all together. And even though it’s not technically a Head Girl thing, I have to mention March Past. The effort that goes into it, and then seeing everyone cheer each other on, it’s such a beautiful example of what Fairholme is all about.


This year wasn’t without its challenges. There were moments where I felt overwhelmed and honestly wanted to throw in the towel. Sometimes I did. But I was lucky to have mentors and peers who helped me get back on track. One of the biggest lessons I learned was to stick to my values. The year flies by and there’s so much you want to do, but you can’t do it all. I had to remind myself – often - that it’s more important to act from your core values than to chase outcomes. That idea came from our leadership conference in Sydney at the start of the year, and it stuck with me.


Something I’ve realised, especially towards the end of the year, is that leadership isn’t about how much you do, it’s about the connections you make. As Head Girl, it’s easy to compare yourself to those who came before you, but I’ve come to understand that the most meaningful part of my role was talking with girls from younger grades, being someone they could look up to. That’s not something you can measure, but it’s what brought me the most joy. It’s bucket-filling in the best way.


There were definitely some standout moments when I got to represent Fairholme. The leadership conference at the start of the year was a highlight, and getting to speak at Commencement Assembly was surreal. I’m really looking forward to Presenting Fairholme 2025, my last. One moment that meant a lot to me was speaking at Dr Evans’ Celebration Assembly with Savanah and Ella. Being able to share how much she’s impacted our lives was incredibly special.


If I could leave behind anything, I hope it’s happiness and kindness. I hope I made someone’s day better, even in small ways. I’ve grown a lot in understanding what really matters to me and how much love and connection mean over success or recognition.


I’m so grateful for the mentors who support me; Dr Hobart, Ms Sharp, Mr McCormick, and Dr Evans. They’ve worked closely with us and helped us through so much. And I couldn’t have done any of it without my fellow Head Girls, Lucy and Katie by my side. Truly, nothing would have been possible without them.


Kindness in Leadership: A Reflection from 2025 Head Day Girl Katie Seaby

Being chosen as Head Day Girl for 2025 was both exciting and a little daunting. I was genuinely looking forward to the year ahead and the chance to contribute to our school community in a meaningful way. It didn’t take long for me to realise that leadership isn’t about being in the spotlight or having a title, it’s about supporting others, listening to their ideas, and doing your best to make a positive difference.


Over the year, I’ve seen how even small actions, like encouraging someone or offering guidance, can have a real impact. Some of the most meaningful moments for me were the ones where I could help strengthen the Fairholme spirit. Whether it was contributing to special celebrations, supporting events, or simply encouraging others to get involved, I found so much joy in seeing people feel included and proud to belong. Creating an environment where girls could celebrate each other’s strengths has been one of the most rewarding parts of leadership.


Of course, leadership came with its challenges. Balancing responsibilities with academics, sport, and service meant I had to stay organised and resilient. There were times when I doubted myself or felt stretched too thin, but those moments taught me to trust others, lean on my team, and remember why I was in the role - to serve, not to be perfect. Those experiences shaped me into a leader who values collaboration and teamwork above all.


One of the greatest privileges of this role has been supporting younger students. I’ve loved connecting with girls across different year levels, whether through special initiatives or just everyday conversations. Encouraging them, listening to them, and celebrating their achievements reminded me that leadership is about lifting others up. One of my favourite things we do as head girls is visiting the Junior School every Thursday morning to play with the girls before school. It’s such a fun and special time. I still remember my Year 12 buddy Riley from when I was in Fairholme Kindy, and how much I looked forward to her visits. I hope some of the junior girls feel the same way about us.


I feel incredibly grateful to have had the opportunity to attend and help out with so many events. I’ve loved being able to share my voice and the voices of others to encourage positive change. But more than anything, I hope I’ve left behind kindness. I truly believe we can never have enough of it. A smile, a quick chat, or a simple “are you okay?” can make a world of difference in someone’s day, or even their life. I hope the Fairholme community continues to nurture kindness, empathy, and inclusivity, and I hope to carry those lessons with me into whatever comes next.


None of this would have been possible without the support of my peers, teachers, and the leadership team, especially Dr Evans, as my set planner for Year 10 English, and mentor, her guidance and belief in me gave me the courage to step into leadership. She taught me the powerful idea that “pressure is privilege” - a reminder that the responsibilities we’re given are opportunities to grow and make a difference. I’m deeply grateful for the friendships I’ve formed, the lessons I’ve learnt, and the chance to serve a community that has shaped me into the person I am today.


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Fairholme Netball Shoots and Scores in 2025

By Sarah Richardson • September 26, 2025
With 29 teams and more than 300 girls stepping onto the court this year, Fairholme’s netball program has enjoyed a hugely successful 2025 season. From the very first pass to the final whistle of the season, Fairholme was a dominant force in the Saturday Association competition. Seven teams earned their place in the Grand Finals, with five of them claiming the titles: > Cadet Intermediate A Champions – Junior Vicki Wilson 1 > Cadet C Champions – Fairholme Cadet White > Cadet Intermediate D Champions – Fairholme Junior Development > 13B Champions – Fairholme 13 Navy > 12B Champions – Fairholme 12 Gold Adding to this impressive tally, we celebrated two runner-up finishes with 13 Gold in the 13A division and 11 Gold in the 11B division. The success didn’t stop there. On Wednesday nights, all four Fairholme teams powered through to the Semi Finals, with three advancing to the Grand Finals. > Division 1 Champions – Senior Vicki Wilson 1 > Division 2 Runner-Ups – Senior Vicki Wilson 2 > Division 3 Champions – Junior Vicki Wilson 1 And at the Darling Downs Vicki Wilson Carnival, Fairholme once again stood tall. Both our Senior and Junior Vicki Wilson 1 teams qualified for the prestigious State Finals – one of only two schools in the region to do so. Against 24 of Queensland’s top school netball teams, our girls shone with our Junior Vicki Wilson 1 team finishing an incredible fourth, and the Seniors going undefeated through the pool rounds before finishing sixth overall. Our youngest athletes also made their mark. At the Andrews Cup Primary School Netball Carnival, the Senior A team were crowned A Division champions, showing that the future of Fairholme netball is just as exciting as the present. Of course, none of this would have been possible without the many people who support Fairholme Netball behind the scenes. This year, 21 of our own students took on the important role of umpiring across the season. Reflecting on the season, our Fairholme Netball Co-ordinator, Lis Irwin shared, ‘To see so many of our girls not only reaching finals, but also competing and succeeding at state level, is a testament to their hard work and love of the game. We’re so proud of every player, coach, and supporter who has helped make 2025 such a great year for Fairholme Netball.’ With so much talent rising through the ranks, Fairholme’s netball future looks brighter than ever.

Relational Pedagogy: The Heart of School Culture, Learning and Wellbeing

By Sarah Richardson • September 26, 2025
On Friday 9 September, our Head of Teaching and Learning, Pam Stains, and our Head of Faith and Wellbeing, Cath Butler, were invited to present a session at the International Coalition of Girls’ Schools Symposium highlighting an important element of the Fairholme culture: Relational Pedagogy. At Fairholme, we believe that learning begins with relationship. That when a girl feels safe, seen, and supported, she is far more likely to flourish - not just academically, but emotionally and socially too. This belief isn’t just a nice idea; it’s a lived reality, reflected in the feedback from staff and students collected through interviews and surveys conducted by Professor Andrew Hickey from UniSQ in 2024. We’ve long worked in the “with” quadrant of Ted Wachtel’s social discipline window - doing things with students, not to or for them. However, a few years ago, we noticed something. While our restorative approach was helping resolve conflict, it often came too late. Teachers were feeling stretched, and students - especially in moments of challenge - needed more than resolution. They needed connection and they needed skills. This aligned with research supporting the idea that our students have varying levels of skill in demonstrating empathy or engaging with others using social and emotional intelligence, and therefore have varying ability or desire to resolve conflict restoratively. It’s not a will problem, this is a skill problem. So we asked ourselves: what could help staff to enhance the skill level of students struggling to meet expectations, whilst still strengthening connection and building relationships? That question led us to Dr Ross Greene’s Collaborative and Proactive Solutions (CPS). CPS is a gentle, trauma-aware approach that sees behaviour not as defiance, but as communication. A child who struggles isn’t choosing to misbehave, they’re lacking the skills to meet expectations and communicating this in a variety of ways, using behaviour that will either frustrate us or engender empathy. And so, instead of reacting, we slow down. We listen. We work with them to understand what’s hard, to build the skills they need, and see the change. To strengthen this approach in the college, in 2025, twelve staff members joined a CPS pilot program. These staff were offered professional learning time to train, reflected, and practise and what they found was remarkable. Relationships deepened, classrooms became calmer, students began to take ownership - not just of their behaviour, but of their learning. Teachers felt more regulated, more connected, and more hopeful. Instead of asking what’s wrong, in this approach, we seek to ask: what’s hard? What skills might be lagging? What expectations are difficult to meet? It’s a small shift, but it’s changing the way we see our girls, and the way they see themselves. Students are not problems. Rather, we collaborate, and become problem solvers together. Of course, it’s not always easy. CPS takes time. It asks us to stay curious longer, to resist the urge to fix, and to trust the process. But the rewards are real. From 2026, our staff training will evolve to include both Restorative Practices and CPS—under the banner of Relational Pedagogy. Because at Fairholme, we’re not just teaching content, we’re building skills now and into the future. And, we’re doing it together, with collaboration, and enjoyment.

Exploring the End of the World

By Sarah Richardson • September 26, 2025
The 2025 Senior IMPACT Ensemble, Empire Theatre, present their self-devised new work ‘When I Think of The End’, and Year 12 Drama student, Emmi Lange, is one of the lead characters... Tell us about the character you are playing… My role is Millie Morgan. She is hosting an ‘end of the world’ theme party… literally. She has a huge secret about her parent’s evil plan to restart humanity by wiping out the human species at midnight of the party. While her parents left her alone in the house where she will see out the catastrophe, she invites a random group of classmates in order to save them from the event. How would you describe the play? The play is very funny. Whilst it uses humour, it also reveals how we treat each other as teenagers when we know the end is closer than expected and how these connections can diminish or expand once we realise our time is almost up. It mixes comedy with darkness all the while seeing the light even through the murky. What’s been the most challenging part of the whole process? The most challenging part is coming up with a single idea with a million and one sub ideas from our research. Our prompt was ‘the end of the world’. While we were in the writing process, we looked at stimulus from poetry, media, movies and TV and analysed their end of the world scenarios: supernatural, political, environmental, rich vs poor and much more. We also used sources from news and current events and many deep conversations were raised about our stance in society in relation to these topics. From here, we explored us as students in Toowoomba facing the end of the world to which created some condensed ideas for the play! How do you get into character before a performance? Before each performance, of course, there is nerves. However, overcoming this, I relay my purpose in the story. Understanding who am I? What are my values? My reactions, my opinions, my relationship with other characters? This helps me understanding what my character is saying and why. How do you and your castmates support each other on and off stage? The cast has become a tight group... like a big friend group! Like-minded, close friends. I love the cast with all their different acting styles and opinions to contribute. We frequently do group building exercises/games at the start of each rehearsal and check-ins. With the help of Grace, our director, we are well looked after and becoming close friends, we all care for each other. What have you learned about yourself through this process? I have learned throughout IMPACT the importance of working in a group. It is easy to bounce off other people and, being an extrovert, I love working around other like-minded people. Another thing is for my character, she faces many reactions to everyone finding out the end is near and two very different energies contrasting from the beginning to the end of the performance. So, through this, I have learnt how to distinctively differentiate my reactions and how I say my lines to project my feeling towards the end of the world situation which isn’t an easy skill. For example trying to hide this huge secret from a group of people but project to the audience my anxiety towards this big revelation VS the end of the play when everyone knows. Is drama something you would like to pursue after school? Drama has been a dream for me since I was in Year 5 when I started Speech and Drama lessons. Whether its on the movie screen or on a small stage, I want to pursue my love for entertaining through performing. Wherever this takes me, I will enjoy every bit of it if I’m acting. I have started applying for drama schools for next year. Any advice for someone who wants to get into an impact play? My advice for wanting to apply for IMPACT is to be prepared to contribute immense ideas and writing. Writing has never been my strong suit but coming to IMPACT I’m able to get assistance and corroborate ideas with others to grow my ideas. Therefore, don’t be discouraged if writing isn’t your best talent, because like me, IMPACT will help grow your creative writing skills. Tickets are on sale now for the October performance of ‘When I Think of the End’ at the Empire Theatre starring Fairholme’s very own Emmi Lange, Adeline Hamilton and Eliza Kinniburgh.
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