At this time every year, I begin to get a little nostalgic about our Year 12 students who prepare for Graduation. There is a mixture of emotions, ranging from elation that it’s just about over, to sadness that a major part of life is coming to an end, added with some anxiety about what the future holds. All of which are completely normal and appropriate at this time. I hope our Year 12 students finish well, and enjoy their final days. At this stage, students are motivated and seek extra feedback from their teachers, looking for what they can do to improve and get the best HSC results they can. Teachers too, are refining their feedback, adjusting and striving for improvement but real change only happens when families and students walk that journey with us. After all, if we do what we’ve always done, we’ll keep getting the same result.

Whilst Year 12 students have the end in sight, motivation may come to them a little easier, as they have the goal and achievement with the HSC looming. More broadly in the school community though, student motivation may not be so prevalent. In fact, one of the greatest challenges schools face today is student motivation. Teachers are trained in subject knowledge, some adolescent psychology, and behaviour management – but our role is not to create motivation in students. Often, the difference between those who succeed and those who struggle is motivation: the willingness to persist even when something isn’t enjoyable or easy.

Many young people (arguably any of us) only want to do what they enjoy. It comes from the i/me culture, taken from the iphone/ipad culture, of instant gratification – the same apps, the same entertainment, the same familiar routines. But when students only repeat what they already know, they miss out on the growth that comes from being stretched, challenged, and exposed to new possibilities. Without aspiration, they cannot see what they might truly become. This is why schools, in some aspects, need to be counter-cultural. In a world shaped by the rapacious invasion of technology, we must stand apart. We need to teach our young people that their worth is not measured by likes or followers, but by character, resilience, and faith. As a Catholic school, we believe that growth often comes through challenge and sacrifice, and that this is part of becoming the person God calls each of us to be.

The reality is that true learning – and true life – involves discomfort, discipline, and at times even pain. These moments are not wasted; they are opportunities to build resilience, character, and wisdom. This is why the partnership between home and school is so vital. Teachers cannot motivate students on their own. We need families to reinforce at home that not everything worth doing is immediately enjoyable, and that persistence in the face of difficulty is not only necessary but deeply rewarding.

Together, if we hold high expectations, model resilience, and nurture aspiration, we can guide our young people beyond the cycle of instant gratification. We all want our people to step forward into the fullness of life, learning, and faith. I wish each of our Year 12 students a rewarding end to their 13 years of schooling, and I hope that they feel the College is proud of them, and that they are proud of themselves.