Rosie Thomas OAM on Project Rockit

 Designing the Future: Reflections from Rosie Thomas’ Keynote

This morning our staff had the privilege of hearing from Rosie Thomas, co-founder of Project Rockit, Australia’s youth-driven movement against bullying, hate and prejudice. Over the past two decades, Rosie and her team have worked with more than 800,000 young Australians, building a movement that is as much about kindness and respect as it is about courage and leadership.

What stood out in her keynote wasn’t just the story of starting with “nothing but passion” fresh out of high school—it was the set of leadership lessons that apply powerfully to associations, schools, and any community shaping the next generation.

Key Takeaways from Rosie’s Story

1. Relevance is earned, not assumed

Rosie reminded us that existing isn’t the same as staying relevant. Just as Project Rockit grew by embracing intersectionality and elevating diverse youth voices, we too must constantly reflect on whose voices are missing in our communities and ensure our programs meet today’s challenges, not yesterday’s traditions.

2. Belonging over benefits

Students don’t just want workshops; they want to belong to something bigger. The same is true in boarding schools and associations. Belonging drives retention, loyalty and advocacy far more than services alone.

3. Co-creation is the new leadership currency

Rather than designing for members (or students) and expecting them to consume, Rosie showed how co-design creates ownership. Her Youth Collective—40 young people aged 12–20 paid as lived-experience experts—ensures their programs are built with, not just for, young people.

4. Courage creates momentum

Using the metaphor of “desire paths,” Rosie challenged us to notice where people are already forging new tracks and to back them. Leadership is often about choosing the brave experiment that signals possibility.

5. Adaptability is strength

COVID was a turning point for Project Rockit, forcing a hybrid model that blended social enterprise with a foundation to reach disadvantaged schools. The lesson: the organisations that thrive are not the most polished or powerful, but the most adaptable and values-anchored.

Why This Matters for Boarding

Rosie’s keynote was a call to all of us who work with young people: don’t leave the future to luck. Whether in schools or associations, our role is to design spaces where students feel safe, respected and empowered to lead.

At ABSA, this resonates deeply. Boarding has always been about more than accommodation—it’s about community, belonging, and equipping young people with the resilience and leadership to thrive.

As Rosie closed, she left us with a challenge: “By choosing courage, co-creation and community, you can design a future with your members that reflects your members.” That’s a challenge we take seriously in boarding.

The Modern Art of Bullying

The word bullying has always been synonymous with schoolyards. The nature of the school environment leaves little room for individuality, forcing some children to take matters into their own hands. In their effort to establish a pecking order, exert power, or just stand out from the crowd, children face somewhat limited options. They can channel their energy in a positive direction, becoming a model student known for their perfect behaviour and excellent results. They can excel on the sporting field or in the cultural arena. They can gain attention by becoming the class clown. Or they can become the class bully, gaining power by belittling and scaring others into subservience.  

Schoolyard bullying is something with which we are all familiar. We all grew up having to deal with incidents of name calling, exclusion, ganging up and rumour spreading. And while it was painful and often made the school day difficult to navigate, we had the comfort of knowing that at 3 o’clock when the final bell rang, we would be free of the bullying – at least until the next day. 

Often, once out of the school environment, our friends would rally around us, assuring us they are completely on our side, but were too scared to speak up for fear of being the next target. You would spend time together talking, laughing and playing games until, by nightfall, the bullying had faded into insignificance. In fact, in many cases, by the next school day the bully had moved on to a new target and we could relax. 

But that is far from the case for today’s children.

Thanks to digital technology and social media, children no longer have the option of leaving their bullies at the school gate. All afternoon and evening the bully is able to follow them, reminding them of their failings and unacceptable qualities, and reinforcing their sense of alienation and self-loathing. 

Not only does the bullying not stop, it intensifies as the bully finds a new audience ready and willing to join the fray. The hundreds of children who see the posts might not know the victim, but that doesn’t stop them from joining in, making hurtful comments and belittling them, reducing their confidence and self-esteem even further. In fact, the anonymity provided by the digital realm emboldens them, giving them the confidence to hit out at the victims in ways that social norms would prevent them from doing face-to-face. The online world assumes the form of the colosseum with the crowds baying for the blood of the gladiator. 

On-line bullying comes in many forms:

• Comments: snide remarks, character assassinations and revelations of wrongdoings
• Images: embarrassing photos or memes 
• Emojis: pictorial shorthand that appears innocent, but carries connotations
• Catfishing: false profiles through which the victim is lured into a fake relationship
• Exclusion: creating group chats or sending images of group activities that don’t include the victim, increasing their feelings of isolation and rejection
• Silencing: reacting to everyone else’s messages and posts, but leaving the victim on ‘seen’
• Co-ercive control: forcing students to do things (often breaking the rules) in order to prove their worthiness and be accepted
• Stalking: following the victim’s every move online, turning up on all the same platforms and groups to intimidate them
• Doxing: the revealing of the victim’s personal information including their address, making them a target for physical attack

Far from enjoying an afternoon and evening free from the bullying and a chance to re-set before the next day, they find the bullying now continues relentlessly through the night. The child’s device constantly buzzes with notifications of new messages, new attacks on their character and new evidence of their shortcomings.

Unable to find an ally in this sea of negativity the child feels lost and alone, convinced that the whole world is against them – and might even be better off without them. 

Many children find it hard to talk to their parents about the bullying, believing that they wouldn’t understand. Or, worse still, their parents’ solution might be to remove the child from their beloved devices – a fate far worse than bullying. Besides, modern education means they need at least some form of device in order to learn and complete the academic tasks set for them, meaning this solution would simply disadvantage them further, giving the bullies extra ammunition. 

The stigma associated with visiting the school counsellor makes that an unappealing solution. And informing the class teacher of any bullying activity would alert the bully to the fact that you ‘snitched’ and lead to extreme retribution for your actions. 

Drowning in misery, alienation and anxiety, the child becomes withdrawn from all aspects of life. They begin to avoid extra-curricular activities in an effort to reduce the amount of time spent in the bullying environment. They spend less time on their devices and appear startled every time they receive a message alert. They become quiet and sullen, lose their appetite and find it difficult to sleep.

As they absorb the bullies’ words, their self-esteem plummets and their self-loathing grows. They begin self-harming in an effort to replace the emotional pain with a physical form that is easier to understand and repair. They develop eating disorders in an effort to improve their outward appearance and make themselves more acceptable. Or, in the worst possible outcome, they become so utterly lost and miserable that they take their own life – an option favoured by three Australian children every week. 

How to address online bullying:

• Don’t engage with the bully online, or let them know you are upset. What they want more than anything is a reaction from you
• Focus on strengthening your relationships offline
• Limit the amount of time you spend online
• Engage in offline activities you enjoy and are good at. This will help boost your mood and your self-esteem
• Take a screenshot of any bullying behaviour and show it to a trusted adult
• Report the bullying to someone you trust

Schoolyard bullying is inevitable. Humans will always compete for power and the easiest way to gain it is to belittle those around you. Some would even argue that it is a necessary part of our education, making us broad-shouldered and resilient and preparing us for the similar environment of the workplace and society in general. 

But there is an enormous difference between schoolyard bullying and the relentless, open slather forum presented by the digital world.

No adult has the mental capacity and emotional intelligence to deal with this level of public attack, let alone children whose pre-frontal cortex is simply not developed enough to regulate their emotions or responses to such an emotional onslaught.

As children grow and establish their identity, they need to do so in a safe and protected environment, trusting that their inevitable stumbles and mistakes won’t be broadcast to and commented on by the whole world. 

They need to know that they are loved and accepted no matter their appearance, intellect, religion, sexual orientation or their ability. 

And they need to know that when things go wrong, there will be someone in their corner to help them navigate the situation unscathed. 

Cybernetic Shield’s Cyber Incident Helpline provides just that – 24/7 support from a team trained in mental health first aid and cyber safety who can take their calls and help students in the event of any traumatic online incident. 

For more information, visit www.mindshield.au

The Future of the Boarding School Industry in Australia: Trends, Opportunities, and Challenges Over the Next Five Years

The boarding school sector in Australia has long been a cornerstone of educational excellence, offering a unique blend of academic rigour, co-curricular opportunities, and pastoral care. As the landscape of education evolves, the future of Australian boarding schools will be shaped by a confluence of societal, economic, and technological factors. Over the next five years, boarding schools are likely to see significant changes in enrolment demographics, program offerings, and staffing requirements. This article explores these dynamics and outlines how the sector can position itself for sustainable growth.

Shifts in Enrolment Demographics

1. Increasing Demand from Regional and Remote Communities

One of the enduring strengths of Australian boarding schools has been their ability to provide access to high-quality education for students from regional and remote areas. While this demographic has historically been a cornerstone of enrolments, several trends are likely to impact their representation in boarding schools.

• Climate and Agricultural Pressures: Droughts, floods, and changing agricultural economics will continue to affect rural families' financial stability, influencing their ability to afford boarding school fees. Schools that offer bursaries, scholarships, and partnerships with rural communities will be better positioned to support these families.
• Access to Education in Remote Areas: Technological advances, such as improved online education platforms, may provide alternatives to boarding for some families. However, the holistic developmental opportunities provided by boarding schools—social, emotional, and academic—will remain a compelling draw.

2. Growth in International Enrolments

The international student market represents a critical growth area for Australian boarding schools. Over the next five years, the following trends are anticipated:

• Asia-Pacific Focus: China, India, Vietnam, and Indonesia will remain key markets for enrolment growth, driven by rising middle-class affluence and the desire for a globally recognized education. Australian boarding schools must differentiate themselves in this competitive space by offering culturally inclusive environments and pathways to Australian universities.
• New Markets: Emerging economies in Africa and South America could provide additional enrolments. Marketing efforts tailored to these regions, alongside partnerships with international agencies, will be crucial.
• Geopolitical Stability: Australia's relative stability compared to other global education hubs will enhance its attractiveness, particularly for families prioritizing safety and quality of life for their children.

3. Local Urban Enrolments

A growing trend in urban families choosing boarding schools for their children is likely to continue. The appeal lies in the structured environments, academic support, and co-curricular opportunities that boarding provides. Schools located near major metropolitan areas may see increased demand for weekly boarding options.

What Boarding Schools Will Be Offering

1. A Holistic Education Experience

The next generation of boarding schools will need to deliver a more personalized and holistic experience to remain competitive. This involves integrating academics, pastoral care, and co-curricular activities in innovative ways:

• STEM and Digital Literacy: Boarding schools must adapt their curricula to include advanced STEM programs, coding boot camps, and partnerships with tech companies to prepare students for the future workforce.
• Wellbeing Programs: Mental health and resilience will remain top priorities. Programs focusing on mindfulness, physical activity, and emotional intelligence will be essential.
• Diverse Co-Curricular Activities: Schools will offer tailored options in sports, arts, and community engagement to cater to diverse student interests. The integration of esports and technology-based activities may attract tech-savvy students.

2. Flexible Boarding Models

The traditional full-time boarding model is giving way to more flexible arrangements:

• Weekly Boarding: Increasingly popular with urban families, weekly boarding allows students to return home on weekends, providing a balance between independence and family connection.
• Casual and Short-Term Boarding: Boarding schools are starting to accommodate students who need temporary stays due to family relocation, travel, or other circumstances.

3. Technological Integration

The use of technology in boarding schools will evolve significantly:

• Smart Boarding Management Systems: Schools will implement technology to streamline operations, enhance communication with parents, and provide real-time updates on students' progress and wellbeing.
• Virtual and Augmented Reality: These tools will revolutionise how subjects are taught and how students experience extracurricular activities, such as virtual field trips.
• Sustainability Initiatives: Tech-driven sustainability programs, such as renewable energy projects and waste management systems, will align with student and parent expectations for environmentally responsible institutions.

Staffing Needs and Development

1. Recruitment Challenges

The boarding school sector faces ongoing challenges in recruiting and retaining staff, particularly in rural and remote locations. Strategies to address this include:

• Enhanced Remuneration and Benefits: Competitive salaries, housing allowances, and professional development opportunities will be key incentives.
• International Recruitment: Sourcing qualified staff from overseas could help address shortages, particularly for specialized roles in academics and wellbeing.

2. Professional Development and Training

The role of boarding staff is becoming more complex, requiring a diverse skill set. Future training needs include:

• Mental Health and Pastoral Care: Staff will need advanced training in identifying and supporting students with mental health issues.
• Cultural Competency: With increasingly diverse student bodies, staff must be equipped to support students from varied cultural backgrounds.
• Technology Proficiency: As schools integrate new tech tools, staff training will be essential to ensure effective use and implementation.

3. Leadership Development

High turnover rates among Heads of Boarding and other senior roles pose a risk to the stability of boarding schools. Programs like the Emerging Boarding Leaders Program aim to cultivate future leaders by providing mentorship, networking opportunities, and skills training.

Conclusion

The boarding school industry in Australia is on the cusp of transformative change. While challenges such as enrolment fluctuations, staffing shortages, and evolving parental expectations will test the resilience of schools, opportunities abound for those willing to innovate. By embracing diversity in enrolments, offering flexible and technology-enhanced programs, and investing in staff development, Australian boarding schools can secure their place as leaders in global education.

The next five years represent a pivotal period for the industry. With strategic planning and a commitment to excellence, Australian boarding schools can continue to provide life-changing experiences for students from across the nation and around the world.

The Critical Role of Duty of Care in Boarding Schools: Safeguarding the Well-being of Teenagers

Boarding schools provide a unique educational environment where students live and learn within the same community. This setting offers significant opportunities for personal growth, academic achievement, and the development of life skills. However, it also comes with substantial responsibilities for the staff, particularly in ensuring the safety, welfare, and overall well-being of the students under their care. Central to these responsibilities is the concept of duty of care—a legal and ethical obligation that all staff members must understand and implement. The importance of learning about duty of care cannot be overstated, as it underpins every aspect of working in a boarding school and caring for teenagers.

Understanding Duty of Care

Duty of care in a specific sense refers to the legal requirement that individuals act towards others and the public with watchfulness, attention, caution, and prudence. In a boarding school context, this obligation is particularly significant due to the age and vulnerability of the students. Teenagers, who are still in the critical stages of physical, emotional, and social development, are entrusted to the school’s care. As such, boarding school staff are expected to create a safe environment, free from harm, where students can thrive academically and personally.

The concept of duty of care is multifaceted. It involves protecting students from physical dangers, such as accidents, injuries, or unsafe conditions. It also encompasses emotional and psychological care, ensuring that students feel supported, valued, and understood. Moreover, it requires vigilance against potential threats such as bullying, harassment, or abuse. By understanding and applying duty of care principles, staff members can prevent harm, provide appropriate interventions when necessary, and create a nurturing environment where students can succeed.

Safeguarding Physical and Emotional Well-being

One of the primary responsibilities of boarding school staff is to safeguard the physical and emotional well-being of the students. Teenagers, despite their growing independence, remain vulnerable to a range of risks. In a boarding school setting, where students are away from their families, the role of the staff is analogous to that of guardians. They must ensure that the living and learning environments are safe, secure, and conducive to healthy development.

Physical well-being is a fundamental aspect of duty of care. This includes maintaining safe facilities, ensuring that dormitories, classrooms, and recreational areas are free from hazards, and that students are supervised appropriately during all activities. Staff must also be prepared to respond to emergencies, whether they are medical, environmental, or behavioural. Knowledge of first aid, emergency protocols, and crisis management are essential skills that all boarding school staff should possess.

Equally important is the emotional and psychological well-being of the students. Adolescence is a time of significant change and challenge, and many teenagers struggle with issues such as stress, anxiety, identity, and peer pressure. Boarding school staff play a crucial role in identifying and addressing these issues. By being approachable, empathetic, and supportive, staff can help students navigate the complexities of adolescence. Understanding duty of care means recognising the signs of emotional distress, providing or facilitating access to counselling and support services, and creating an inclusive environment where every student feels safe and respected.

Building Trust and Fostering Positive Relationships

A thorough understanding of duty of care is essential for building trust between boarders and staff. Teenagers are more likely to engage positively with the boarding community when they know that their caregivers have their best interests at heart. Trust is the foundation of any successful relationship, and in a boarding school, it is especially important. Students who feel safe and supported are more likely to reach out for help when needed, participate in school activities, and develop the confidence and resilience necessary for success.

Moreover, positive relationships between staff and students contribute to a sense of belonging and security. This is particularly important in a boarding school setting, where students are living away from home, often for the first time. Knowing that they are in a caring environment where their well-being is a priority helps students adjust to the challenges of boarding life and fosters a positive school experience.

Legal and Ethical Responsibilities

Understanding duty of care is not just a moral obligation—it is also a legal requirement. Boarding schools operate under strict regulations designed to protect the welfare of students. Staff members must be aware of these regulations and ensure that their actions comply with legal standards. This includes understanding the laws related to child protection, mandatory reporting of abuse or neglect, and the rights of the students.

Failing to uphold the duty of care can have serious legal consequences for both the individual staff member and the institution. Legal issues aside, neglecting this responsibility can damage the school’s reputation and erode the trust that parents and the community place in the institution. It is, therefore, essential that all staff members are well-versed in the legal aspects of duty of care and understand the importance of adhering to these standards.

Continuous Professional Development

Given the critical nature of duty of care, continuous professional development is essential for all boarding school staff. The challenges associated with caring for teenagers in a residential setting are constantly evolving, and staying informed about best practices, new regulations, and emerging issues is crucial. Regular training sessions, workshops, and seminars can help staff stay up-to-date with the latest knowledge and skills needed to fulfil their duty of care effectively.

Moreover, schools should foster a culture of learning and reflection, where staff members are encouraged to share their experiences, seek feedback, and continuously improve their practices. By prioritising professional development, schools can ensure that their staff are well-equipped to meet the demands of their roles and provide the highest standard of care to their students.

Duty of Care Training 

And it is timely and important to emphasise how the Duty of Care training from ABSA, either in workshop format or using the workbooks, is not only still relevant but also so important. The free Induction Course offered online gives every staff member the opportunity to understand their Duty of Care before they begin their work journey. Whilst it is exciting to note that over 500 people have undertaken this free course this year, the fact also remains that there are 400 to 500 people who have started working in boarding who have not.

The level two and three workshops provide all staff with the opportunity to delve more deeply into the key aspects of Duty of Care in a boarding setting, and really provide people with the opportunity to learn, not only from the material present but also from all those attending. the first six months of this year saw over 370 people attend a workshop, but what is happening to the other working in boarding who have had no formal training in this key area of responsibility?

Conclusion

Learning about duty of care is of paramount importance for anyone working in a boarding school. It is the foundation upon which the safety, well-being, and development of students are built. By understanding and implementing the principles of duty of care, boarding school staff can create a supportive, safe, and nurturing environment where teenagers can thrive. This responsibility extends beyond mere legal compliance; it is about genuinely caring for each student and ensuring that they have the best possible experience during their time at school. As such, ongoing education and awareness of duty of care should be a top priority for all boarding school professionals - have you undertaken this certificate?

 A SENSE OF CONNECTION

I often ponder what a wonderful industry we work in - how we develop so many connections with wonderful people, both young and old, and how we are privileged to be able to learn so much from them all.

And with the start of a new year we see over 1,000 new staff join the Australian Boarding scene, with nearly a quarter of our boarding places gaining new leadership, with young staff venturing into their first world of work, with older staff taking a turn in their careers - isn’t it an exciting journey we are all on.

Our work at ABSA takes us to many places - most recently across the country to Alice Springs, Dubbo, Perth and Quorn to connect with and support the wonderful work of the Isolated Children’s Parents’ Association, the parents of the children who represent over 75% of our boarders. The passion to see their children receive equal access to education never fails to amaze, but also reminds us how important our work can be in the boarding house - being that place away from home which provides support, guidance, understand, a listening ear, opportunity and stability to list just a few.

People who work in boarding are a special breed and looking after other people’s children is a special responsibility. Too often we don’t salute and recognise you all for the amazing work you do. Just recently we were asked what are the most important characteristics to look for in potential boarding staff and my answer began with ‘the need to like working with children’. How amusing, when you look at the myriad of responsibilities upon the shoulders of boarding staff that the most important criteria might be a desire to work with children!

So this Easter, as I sit here finalising this first edition of Lights Out I hope that all of you working in boarding can celebrate the incredible work you do. Boarding Staff day on Friday May 17, as part of National Boarding Week, is one special day we are hoping to get boarders, their families, and all other school staff to publicly honour your wonderful service. We encourage you to look at the Accredited Boarding Practitioner program we offer to help all boarding staff be recognised for their service and professional standing - the application process is easy and the awarding of this professional recognition most worthwhile.

Enjoy your opportunities to guide and support the young people in your care - they will remember you well in their future.

Richard