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Each student has the benefit of connecting with a significant adult who holds a responsibility for the personal development of the student by considering their spiritual growth and social development as well as their academic progress and communicates where necessary with parents. In the Primary Years this role is performed by class teachers. These staff form a partnership with parents that emphasises the needs of the whole child. They implement the College鈥檚 wellbeing program and build capacity in academic, interpersonal and self-management aspects of each child.

Each student has the benefit of connecting with a significant adult who holds a responsibility for the personal development of the student by considering their spiritual growth and social development as well as their academic progress and communicates where necessary with parents. In the Secondary Years this role is performed by the Mentor. These staff form a partnership with parents that emphasises the needs of the whole child. They implement the College鈥檚 wellbeing program and build capacity in academic, interpersonal and self-management aspects of each child.

The Secondary Years are a time of significant personal growth for students. Students receive intentional support to ensure they have the academic and social tools required to succeed in their final years of schooling. In their Mentor Groups and other classes, time is spent discussing issues of faith, leadership, adolescent relationships, skills for decision-making, the value of positive and effective communication, conflict management and peace-making skills, study skills, belonging to a community, personal development and resilient behaviours. Year 10 students help support Year 7 during Mentor Group as part of the Peer Support Program.

Every member of our community has the right to feel safe whilst involved in College activities. The Bible verses emphasised by the College clearly direct how people are to approach relating with others in words, attitudes and actions. When students love God with their heart, soul and mind and love others as they love themselves there won鈥檛 be mistreatment or harassment present; the College is committed to developing this in and for each child, while acknowledging the inherent developmental challenges as children mature. As children mature in their behaviour and relationships, they are influenced by the values that are deliberately and incidentally taught and modelled.   

The College seeks to provide a context where students respect and value individuals and their differences. This goal requires clear guidelines and commitment from staff and families of the College.  

Children will make mistakes in how they relate with each other and we plan for these to be formative moments of learning about improving relationships and communication as we guide children in learning from what may be a tough situation. Patterns of bullying are treated very seriously, and a system designed to improve behaviour and if necessary, progress a student through increasingly serious consequences whilst protecting victims from their behaviour is used by the College.