Viewpoint

Through their experiences, we aim to inspire a sense of empowerment and belonging, reflecting the Ignatian spirit of seeking and finding God in all things and promoting the greater glory of God.

Lauren Richards, Stage 3 Classroom Teacher

For me, teaching has always been about relationships. The work is demanding, and what sustains me each day are the connections I’ve formed and the ongoing communication that underpins them. Strong, healthy relationships with colleagues are essential. I am always grateful for the people who listen, offer advice, share a laugh, and those who can lift your whole day with a simple smile or kind word. When you work in a community where you feel supported, respected, and valued, you’re able to bring your best self to the classroom.

Relationships with parents are equally important. Families need to know who we are, both as people and as professionals, so they can trust that we will teach, encourage, and care for their children. Open, two‑way communication helps us build that trust and ensures we understand each student more deeply. This is where cura personalis truly comes to life - caring for the whole person by recognising each child’s unique story, strengths, challenges, and needs. When parents feel comfortable asking questions and sharing insights, we create a consistent and supportive environment around each child.

And then, of course, there are the students. When the relationships with colleagues and families are strong, teachers are in the best position to deliver for the young people in their care. It is crucial for students, particularly young boys, to see how women and men communicate with and respect one another. Whether they witness this through staff interactions or through the way we engage with their parents, these everyday moments set the expectations they will carry forward. Our Respectful Relationships program remains so important in giving students the strategies to challenge inequality and build respectful habits early.

You really see all three, staff, parents, and students, come together on those Saturday mornings at sport. Families and staff dedicate their time to support, encourage, and cheer on the students, and in those moments, you can feel the strength of the relationships that have been built in the community.

I believe that when students are happy, parents are happy, and in turn, the teacher is happy. Each of us plays a part in creating a community where respect, trust, and genuine care “balance the scales” for everyone.

Jane Crouch, Teacher - Learning Enrichment

My journey at Riverview has been shaped by my experiences as both a mother and a teacher - two roles that really influence each other. As a mum, I understand the quiet hopes and worries that come with each school day: wanting your child to feel safe, valued, and truly known. Working in a boys’ school has also made me especially aware of how important it is to nurture empathy, respect, and a sense of belonging in young men.

In many ways, this reflects the spirit of this year’s International Women’s Day theme, “Balancing the Scales,” as we work to create environments where understanding, respect, and opportunity are shared by all. These perspectives have helped me appreciate the trust families place in us, and the shared responsibility we have in shaping not just learners, but kind and compassionate people.

Being part of the parent community has also shown me how powerful that partnership can be. Across a wide range of families, there’s a real sense of people supporting each other and creating a welcoming environment - whether it’s cheering on the sidelines or connecting in the everyday moments of school life. That sense of community is something I really value, both as a parent and as a teacher.

In my role at the Regis Campus, the Jesuit approach to education guides what I do, especially its focus on caring for the whole person. In Learning Enrichment, I’m lucky to work closely with students and their families to find ways to support each child’s individual needs. I approach this not just as a teacher, but with the understanding of a parent - celebrating each student’s strengths while gently helping them through their challenges.

Collaboration is a big part of this. By working closely with homeroom teachers, we build a strong network of support around each student. It’s through this shared effort that we can help every child feel seen, supported, and like they truly belong - something every parent hopes for, and every child deserves.

International Women’s Day is a meaningful reminder of the role we all play in shaping a culture of respect. In a boys’ school, that responsibility feels especially important - helping young men to value, listen to, and advocate for women in their lives and communities. By continuing to “balance the scales” in how we teach, model, and lead, we are not only supporting our students today but helping to build a more respectful and equitable future for everyone.

Alexandra Rowley, Teacher - Learning Enrichment

I find the most meaning in my work through everyday moments when students begin to see themselves as capable, understood, and included. As a Learning Enrichment Teacher, balancing the scales is about ensuring each student has what they need to access learning and feel a genuine sense of belonging. This work aligns closely with our Ignatian tradition of fostering inclusivity, diversity, and belonging within our community. It also calls us to recognise and value the role of women, ensuring their voices and contributions are both respected and visible.

The relationships we build with students, families, and colleagues sit at the centre of this work. Through open, ongoing communication, grounded in trust and transparency, we develop a deeper understanding of each learner and can put the right supports in place. I see this not just as a professional responsibility, but as a shared commitment to inclusion. The women in our community, including parents, colleagues and teachers, play a vital role in shaping each student’s experience through their care, advocacy, and insight.

I have also become more aware of how powerful the relationships between staff can be. In my daily interactions with male colleagues at Regis, there is a consistent sense of mutual respect and professionalism. These moments may seem small, but they are visible, and the boys notice them. I believe it’s important for the boys to observe respectful relationships not only at school, but also at home and in the world. This helps them develop an understanding of what respectful, inclusive relationships look like in practice.

Ultimately, balancing the scales is not one action, but a mindset- much like cura personalis, which shapes how we approach each day. It is reflected in how we listen, how we respond, and how we create space for every individual to be seen and valued. In doing so, we contribute to a culture grounded in inclusion, respect, and the greater good.

Michelle Worthley, Administrative Assistant - Regis Campus

One of the most meaningful aspects of my work at Regis is helping the boys become the best versions of themselves through their personal and academic accomplishments. Seeing the boys thrive in such a supportive and enriching environment, among the dedicated staff and Riverview community, is rewarding.

In terms of a sense of calling in my work, I find it in helping those around me, including providing pastoral care to the boys and supporting families through quality service to the Regis staff and community. I believe equality isn’t simply about treating everyone the same; it’s about being aware of differences and actively working to ensure everyone has fair access to opportunities and support. The team at Regis is constantly thinking about how best to support students while modelling respect, empathy, and fairness in our everyday interactions. Personally, I want every student to feel that they matter, and we create a welcoming environment where everyone feels they belong. I feel that shaping boys into respectful, aware, and fair-minded people will help create gender equality outside of our school.

Two examples of decisive action I see that turn commitment into progress are, after gently reminding a student to speak respectfully to his Mum on the phone, observing an improvement during their next interaction. Also, a kind prompt to consider others' feelings when a student is trying to manage his own (such as anger or anxiety), and during the next occasion that child has found a clear or productive way to express his emotions. I also feel that by having the boys participate in a wide range of activities, they learn that their interests don’t have to fit narrow expectations.

In my opinion, “Balance the Scales” means helping Regis students develop respect for equality in the wider world, and shaping respectful, open-minded students who contribute to a fairer and more inclusive society.