IONA 12

As the proposed ban on Social Media and YouTube for those under 16 years approaches, it is important that we, as educators and families, take time to understand how this change may impact our young people. 

While there are still many details yet to be clarified by government, this article summarises what we currently know about how the ban will work. The conversation itself signals a growing recognition of what we already know from experience and research; that the unfiltered presence of social media in the lives of children and adolescents carries significant implications for their wellbeing.

Last year I shared with you some insights from the book The Anxious Generation by Jonathon Haidt. The author draws together an extensive body of research that points to a causal link between the rise in mental health concerns in young people and the introduction of smartphones and, in particular for girls, unrestricted access to social media platforms. 

For families who are navigating decisions around devices, there are resources available on the website linked to the book which you can access here. These include a guidance document on choosing a first phone for your child. While produced from an overseas perspective, the advice remains pertinent, offering useful prompts for conversation at home.

I also previously shared a podcast interview with Haidt, which you can access here. His reflections highlight that while technology is here to stay, we do not need to be passive in the face of its challenges; instead, through informed choices and mutual support, we can foster healthier habits and boundaries to address the mental health and wellbeing decline – but it does require a collective effort and resolve on behalf of all adults to step in and make decisions to protect the present, and the future, of our young people’s health.

My hope is that this upcoming policy change serves as an opportunity for renewed dialogue within our community. Let us continue to support one another in making wise and sometimes difficult decisions that protect the dignity and wellbeing of our students, enabling them to flourish in all aspects of their lives.

Debating competitively with the DAV as the Year 9 Division D team has helped us grow in so many ways. First and foremost, it has boosted our confidence in public speaking. What was stressful at first gradually became a comfortable and even enjoyable experience, and along the way, we discovered our individual strengths. These were recognised by adjudicators, with Sapphira being awarded Best Speaker in several debates. Sapphira recalls her surprise, “It was such a lovely shock, being new to debating, I didn’t even know that such a title could be awarded, which allowed me to be rewarded for my skills in public speaking”. As a team, we demonstrated strong critical and lateral thinking, winning most debates with our logical reasoning. Debating has also taught us the importance of teamwork, and the skills we have gained have carried over into class discussions, writing tasks, and everyday conversations. These are lifelong, valuable capabilities that we will continue to refine and that will serve us well into the future.

One of our favourite topics was, “Australia should implement a substantial tourism tax.” It was not something we would usually consider, but we found it fascinating to compare our research on Australia with international policies. This broadened our knowledge and sharpened our ability to rebut opposing arguments whilst also learning to recognise weaknesses in our own.

Debating has been an incredible opportunity, and we strongly encourage other girls to take part in the Inter-school Debating Tournament, which consists of five debates held throughout the year at St Bernard’s College. It is also a fantastic way to meet new people and connect with students from local schools such as PEGS and Lowther Hall.

We narrowly missed out on reaching the finals this year, but we are excited to continue in 2026 and are determined to become the top team in the Essendon district!

On August 11th, the Year 7 and 8 L.E.A.P (Learning Enhancement) students participated in the ‘Thriving Minds: Junior Thinkers Conference’ at Ivanhoe Grammar.

This exciting and challenging day was designed to encourage Gifted and Talented students, across Melbourne, to explore thought provoking ideas across disciplines such as Ethics, Science and Philosophy. Our students were challenged to enhance their problem solving and critical thinking skills and build confidence in expressing their views on complex big ideas and social issues.

Our students were guided through the day by Oxford University scholar, Julie Arliss. They explored sophisticated ideas and concepts such as Artificial Intelligence versus Human Consciousness and What is Time? Students then participated with other students across a variety of schools to debate whether or not Love has the ability to conquer all

Our L.E.A.P. students enjoyed a fun, challenging and truly inspiring day. 

Last Wednesday, 13 August, St Columba’s was proudly represented at the CGSAV Volleyball competition with six teams and a total of 60 students taking part. Two of our teams came away with 1st place, while our Junior C team impressively won all of their games before finishing 2nd in the grand final. We congratulate all students on their commitment and teamwork throughout the day.

On Friday 15 August, the CGSAV hosted its first ever representative cross country event, bringing together the top ten runners from the June competition to compete against other associations. Four teams in total took to the 3km course at Yarra Valley Grammar. We were thrilled to see two of our students, Saana J and Maddison C, selected to be part of this team. This experience was a valuable step in their running journeys as they prepare to compete at the upcoming National Cross Country Championships in Ballarat.

A few weeks ago, a team of sixteen Year 9 and 10 students represented St Columba’s in a friendly football match against Emmanuel College, who travelled from Perth as part of their annual football trip. This was the first time Emmanuel College brought a girls’ team alongside their boys’ teams, and we were delighted to host what we hope will be the beginning of an ongoing tradition. The match was closely contested, with our students securing the win. More importantly, the day provided a wonderful experience, as many of our players are usually opponents outside of school. Coming together in this way created a strong sense of camaraderie and sportsmanship.

Guidance for Parents of Young Women in Our Care

The tragic case of Daniel Morcombe remains one of Australia’s most powerful reminders of the importance of protecting our young people. In December 2003, 13-year-old Daniel disappeared while waiting for a bus on the Sunshine Coast. His disappearance sparked one of the nation’s largest investigations and led to the eventual conviction of his killer.

While Daniel’s story is heartbreaking, it has inspired lasting changes in how we teach children and young people to keep themselves safe. The Daniel Morcombe Foundation, established by his parents, Bruce and Denise, now works tirelessly to educate students, parents, and communities about personal safety.

In school, we see daily the unique challenges and strengths of young women as they grow in independence. As our girls enter their teenage years, they often travel alone, socialise without direct adult supervision, and connect with others through digital platforms.

While independence helps them grow in confidence and responsibility, it also requires a strong awareness of personal safety, physically, socially, and online. Girls, in particular, may face pressures or risks that require both resilience and good judgement. Our role as parents, carers, and educators is to equip them with the skills to recognise unsafe situations, respond decisively, and seek help without hesitation.

Creating a culture of safety starts with ongoing, open conversations at home. These talks should be non-judgemental, rooted in trust, and framed by our shared Gospel values of dignity, respect, and care for one another.

Key reminders for your daughter include:

Be alert in public spaces – Stay aware of surroundings, avoid distractions like both earbuds in at once, and trust instincts.
Plan your travel – Choose well-lit routes, travel with friends when possible, and let someone know your arrival time and location.
Know safe places – Identify nearby shops, parish offices, police stations, or community centres that can be approached in an emergency.
Practice online discernment – Avoid sharing personal details, think carefully before meeting online acquaintances, and report any concerning interactions.
Speak up – If something feels wrong, tell a trusted adult immediately — no matter how small it seems.

Daniel’s legacy reminds us that safety is a shared responsibility. In our faith tradition, we are called to look out for one another as brothers and sisters in Christ. This means: Encouraging our girls to care for their friends and seek help for them if needed. Modelling respectful and safe behaviour in our own lives. Partnering with the school to address concerns promptly and constructively.
By working together,  school, family, and students, we foster a community where it is normal to speak up, act with courage, and protect the dignity of every person.

For more resources, activities, and guides for families, visit the Daniel Morcombe Foundation website.

In remembering Daniel and living out the values of our Catholic faith, we strengthen our shared mission: to keep all young people safe, valued, and able to flourish.

On Wednesday, the 6th of August, two year 11 Legal Studies classes ventured off into the city to visit the courts of Melbourne and gain firsthand insight into the Victorian justice system. The day began with a visit to the Supreme Court where we met with a Justice and his associate. We met in Court room 4, one of the first court rooms made in Victoria with beautiful pink walls and golden detailing throughout. The Justice informed us about the layout of the room with us students sitting in different areas, some were located in the barristers chairs, some in the jury stands and some in the prisoner boxes. This was very interesting for us and allowed us to understand the positions of each official which would help us when viewing cases later on.

We spoke with the Justice who told us about how he came to be a lawyer and eventually a Justice through the civil law system and spoke with the associate about her pathway to becoming an associate in Melbourne after working in insolvency law throughout her earlier career. The Justice told us about many cases they had dealt with over the past few years including ones with values of over millions of dollars. We departed from courtroom 4 after some indepth discussions with the Justice and associate and made our way over to courtroom 11 to watch a case. 

We were very lucky to go on this day and be able to see the first witnesses involved in a murder trial – DPP vs. Russo. After just finishing our criminal law unit, all of us were extremely eager to watch the law unfold in front of our eyes. As the prosecution’s witness arrived we witnessed the judge grant her a privilege against self incrimination meaning any evidence she gave would not be used against her in other cases. She was also informed of her rights and gave an oath to tell the truth. The jury was then allowed into the room and we watched as the questioning began. We listened as the witness was questioned about her relationship to the victim, why she was out the house, and what exactly she saw that night. 

We then watched the cross examination between the defence attorney and the witness who asked her similar questions but ensured she gave clearer responses. The witness was dismissed and the next witness was brought in, a deputy for the police who provided a video of the crime scene. This was by far the most interesting part of the case, we were able to view videos taken by the police on that night in which we saw the remnants of the crime scene and the mess brought about the house. We got a better understanding of the structure of the house and where everything occurred, although gruesome, we were all fascinated. 

Shortly after we left the room quietly and went down to the supreme court library full of historical law books and textbooks. We even got to see the newspaper that was made 100 years ago on that day and the official documents of the sentencing of Ned Kelly. Portraits of previous chief justices covered the walls with the two most recent being women, this was powerful for us legal studies students as it showed that we could succeed in a male dominated field. 

The library also held a portrait of the longest serving librarian who spent 50 years working in the library, we also found that since its establishment only 7 librarians had worked there. We then gave back our lanyards and headed out into the city for some lunch, we were starving. 

We then headed to the magistrates court. On arrival, we were informed about what rooms we could not enter due to them being private cases or sexual assault disputes and headed up to level 3. It was here where we found out the courts were on lunch break so we would have to wait half and hour before we could enter the rooms. As we had to split into smaller groups, we discussed who would be in each group and what rooms we wanted to visit, we also discussed the earlier events of the day and our interests in the law.

 When the courts were ready, we entered the rooms and watched some more cases. The magistrates court was much faster and less formal than the supreme court dealing with smaller and less serious cases. We watched a case of a man with a learners license who drove without another driver and fell asleep at the wheel, it was clear he was remorseful and understood his actions and resulted in his license being suspended. The next case we watched was about a man who lived in his car who had received many tolls and parking fines. Although we could not watch the result of the case as it was time to go we all felt empathy for the man’s situation. 

As time was nearing 3pm we headed back to southern cross station and back home. Overall the day was extremely informing and interesting for all legal studies students and allowed us a deeper understanding of the justice system and its processes.

Earlier this term, our Year 10 students participated in Multifaith Day, a key component of their Religious Education curriculum. The day provided a unique opportunity for students to engage with different religious traditions and to see how the transcendentals of Truth, Goodness, and Beauty are expressed through sacred art, stories, rituals, and moral teaching.

The program was designed to support students’ curriculum learning and assessment, while also encouraging respectful dialogue, critical thinking, and personal reflection. It invited students to encounter lived expressions of belief and values, and to consider how these connect with their own cultural and spiritual identity.  Throughout the day, students visited a number of significant sites across Melbourne, each offering a meaningful experience of faith in action. 

At the National Gallery of Victoria, students took part in an educator-led program examining how artworks across time and culture tell stories of faith, courage, and leadership. They explored how biblical figures and other inspiring individuals demonstrated resilience and moral strength, and how art has been used to express hope, suffering, and the search for the divine.  

Students visited the Islamic Museum of Australia where they learnt about the history, art, and cultural contributions of Islam and enjoyed a hands-on creative art activity inspired by Islamic tradition. In the afternoon, they visited Our Lady of Lebanon Maronite Church for a guided tour, gaining insights into the rich iconography, rituals, and traditions of the Eastern Rite Catholic Church, and experiencing first-hand the ways in which beauty and spirituality are expressed in Christian diversity.

At the Jewish Museum, students engaged with the story of Passover, reflecting on themes of freedom, memory, and resilience. They explored Jewish rituals, history, and culture, visited a nearby synagogue, and participated in an art workshop inspired by the celebrated Jewish artist Mirka Mora. Students then participated in the ‘Connecting cultures through art’ activity, where they were able to explore both personal and cultural identity in a tangible and imaginative way.  The day was both enriching and enlightening, allowing students to experience a wide breadth of faith traditions while reflecting deeply on their own perspectives.

Student Reflections

“On the 5th of August, our Year 10 religion class went to visit the Jewish Museum for Year 10 Interfaith Day. During the day we learnt about various traditions, celebrations and the history of the Jewish faith up until today. Part way through the day, we visited the nearby synagogue, and were in awe of the Star of David symbol painted across the ceiling of the building; it was almost ethereal.

One of the many things we learnt throughout the day was the tradition of the Bat Mitzvah and Bar Mitzvah, a coming of age ceremony for Jewish boys aged 13 and girls aged 12, and how it affirms their new roles as adults within the Jewish culture. We also learnt about the different calendar and found the months our birthdays fell in, and the several annual celebrations that occur, such as Chanukah, an 8-day festival of lights for the 8 days the oil burned during the recovery of Jerusalem.

Our class took part in a fun and creative activity where we made our own plush dolls inspired by the Jewish artist Mirka Mora. It was a unique and thoroughly enjoyable experience that encouraged us to explore our creativity and gain a deeper understanding of ourselves as we crafted our own little masterpieces.

Overall, the visit to the Jewish Museum was very enlightening, and taught us all many things that we are continuing to reflect on.”

Written by Maddie W and Minami M

“On the 5th of August, the Year 10’s embarked on a journey that explored searching for the truth, living the good and enjoying the beautiful. Some of the classes travelled to the National Gallery of Victoria (NGV) where we discovered beautiful and intricate sculptures and paintings of all different eras of time that displayed both emotion and symbolism of religion. It allowed for us St Columba’s students to engage with our faith and encouraged us to find the deeper meaning of religion and life through this immersive experience.

When we arrived at this historical landmark, the eye-catching centrepieces brightened the room and we were able to walk around and complete a fun scavenger hunt to find certain artworks and sculptures. It was amazing to see all the detailed paintings that were created hundreds of years ago as it symbolises the strength and hard work that these painters had faced during this time and allowed us students to depict their journey.

After lunch, we then divided into two groups and we listened to one of the tour guides of NGV who explained to us how different perspectives can change the meaning of an artwork and how little details can help build a story. One sculpture that really stood out to me was the Carved retable of the Passion of Christ that was made during the early 1500s. This gorgeously carved altarpiece made from oil paint and polychromed wood, caught my eye because the amount of detail put into this sculpture astounded me and my peers. This artwork symbolises Jesus’ life story by including the dates of the Crucifixion, carrying the cross, the Nativity, Annunciation and Resurrection all into this altarpiece.

Since visiting the NGV, I now understand that being a person of faith in Australia means connecting with God, Jesus and our religious faith and uniting with people around us. It means feeling like you and others belong, loving everyone as your neighbour and taking care of others when they need help or guidance. A lesson that I would want to pass onto others after my experience at the NGV is making sure that you’re in a peaceful environment to think quietly to yourself and to really make a personal connection with the sculptures, paintings, furniture and clothing to get a better understanding and depiction about the stories and journeys that they have been through.

Overall, it was a great experience to be involved in. The Year 10’s appreciate the staff of the National Gallery of Victoria and our religion teachers for this unforgettable experience!”

Written by Isabella M

On the 5th of August, the Year 10 classes made their way to The Islamic Museum and continued to Our Lady of Lebanon Maronite Church. The day was filled with many insightful lessons and facts. This entailed stories about the Cronulla Beach riots surf boards which bridged the gap between the Australian and Islamic differing views. The diverse cultural symbols like the use of the iconic Australian surf board and Islamic paintings showed how far we as a nation have come since the past rivalries. 

At the Maronite Church many of the students were amazed to find out that there were many branches that sprung from the Christian faith. The tour guide informed us about the sheer number of followers of the Maronite faith as well as the diverse Saints that are worshipped by followers, this included St Charbel, St Rita and St Rafqa.

The visit helped us understand the deep importance of respect for other faiths and the need for dialogue and conversations around the similarities and differences between faiths like Islam and Catholicism (Maronite).

Other than the array of Islamic surfboards, we particularly liked the quotes mounted on the gallery walls, from the Quran. They stood out by their virtuous words and the similarities to Bible quotes and teachings. In the car park of the Maronite Church, many paintings and artefacts, such as the stations of the cross and paintings of relevant saints were ravishing in their charm and history. 

Some connections between the stories, information we learnt on the multifaith day and our school values, was the message of being kind to everyone, ALWAYS, involving everyone no matter what religion or values they believe in.  

Our final message would be that “Show proper respect to everyone: Love the brotherhood of believers, fear God, honor the king.” (1 Peter 2:17) and “Do not abuse those whom they worship besides Allah” (Quran 6:109).

Written by Gabriella M and Mary B

Wouldn’t it be amazing to become a super communicator with your children? Imagine fewer misunderstandings, less conflict, and deeper connection—all because we learned how to communicate in a way that really lands with our kids.

In a recent conversation on the Happy Families Podcast, I spoke with New York Times bestselling author and Pulitzer Prize-winning journalist Charles Duhigg, who shared a simple yet powerful framework that can help parents radically improve their conversations with their kids.

Here’s what every parent needs to know—and how to use it at home.

The Conversations Kids Remember Most
Think back to your own childhood. What conversations do you remember with your parents?
I don’t bet. But if I did, I’d put money on the fact that the ones you remember most weren’t when they gave advice or solved problems. Instead, it was when they listened. When you felt seen, heard, and valued. When you did more of the talking and felt their steady, loving presence.
Our kids don’t need us to lecture. They need us to connect.

The 3 Types of Conversations
Charles Duhigg outlines three kinds of conversations that occur in every relationship. When we don’t realise which kind we’re in, we can easily talk past each other, instead of with each other.

1. Practical Conversations: These are about solving problems. “How do I fix this?” or “What should I do next?”
2. Emotional Conversations: These are about feelings. “I’m frustrated.” “This is hard.” “I don’t feel understood.”
3. Social Conversations: These define relationships and identity. “Where do I belong?” “How do we relate to each other?”

Important: If you’re having a practical conversation and your child wants an emotional one, the connection breaks down. You can’t connect when you’re not having the same conversation.

So, How Can Parents Get It Right?

Here are three practical, easy-to-implement strategies you can start using today:
1. Ask Before You Answer
Before jumping in with advice, ask:

• “What kind of help do you need right now?”
• “Do you want me to listen, or would you like some ideas?”
• “Do you want to be heard, helped, or hugged?”

This one step changes everything. It helps you offer what your child actually needs—not what you think they need.

2. Use the W.A.I.T. Principle
W.A.I.T. = Why Am I Talking?

When emotions are running high or your child opens up, resist the urge to fill the silence with advice, correction, or stories from your own childhood. Instead, listen. Give space. Ask gentle questions. Let them do the talking.

3. Focus on Connection, Not Control
Your child will remember conversations where they felt respected and empowered. Not the ones where you had all the answers.
Try:

• “Tell me more about that.”
• “How did that make you feel?”
• “What do you think you’ll do next?”

Treating our kids as thinking, feeling individuals helps them become just that—confident, thoughtful, emotionally intelligent humans.
Great communication in families isn’t about talking more—it’s about talking better.

When we slow down, tune in, and understand the kind of conversation we’re having, we build stronger, more connected relationships. And that’s something every child needs—not just to behave better, but to feel better.
Listen more. Ask better. Connect deeper. That’s the heart of super communication.

Try this at home tonight: When your child tells you about their day, pause and ask: “Do you want me to just listen, do you want to hug, or would you like me to help?” You’ll be surprised by how much closer you feel—just by asking the right question..

It’s heartbreaking to see our kids struggling with anxiety. The statistics paint a stark picture: anxiety disorders are on the rise, affecting approximately one in seven primary school children and one in four adolescents. We see our kids burdened by fears and worries, their confidence fading, and sometimes even experiencing panic attacks. As parents, we desperately want to help but often feel lost or unsure of what to do.

Anxious: Helping Your Child Navigate a World of Worry offers a lifeline. In this presentation, Dr Justin Coulson will unpack what anxiety looks like in children and provide you with simple, practical strategies that are both clinically proven and easy to implement at home.

Empower yourself with the knowledge and tools to support your child’s emotional wellbeing and help them build resilience in the face of anxiety.

For more information, view the link here: https://happyfamiliesfamilyeducation.ac-page.com/answers-with-dr-justin-anxious-register-happy-families-schools

The Parent Engagement Committee (PEC) is seeking two volunteers to take over running the school’s Secondhand Book & Uniform Buy/Swap/Sell Facebook group.

To ensure a smooth transition, volunteers will need to come onboard by the end of Term 3 to learn the ropes before the 2026 booklists are released. A handover with the current Admins will take place from mid-September through to the end of 2025.

What’s involved?

• Ideally you’re a regular Facebook user
• Available around 4–5 hours per week (mid-October to early December)
• 1–2 hours per week for the remainder of the year
• Managing posts, approvals, and general group activity

This has been an important group that has supported families to obtain cheaper items for their child’s secondary schooling. Please be aware that this is a parent led initiative. If we are unable to find others who are willing to support this program, it will not be possible to continue this service to our families.

If you’re interested in helping support our school community in this way, please get in touch with the PEC at parents@columba.vic.edu.au.

Our Year 12 VM students are leading the way in generosity this term, raising funds for an important charity from now until the end of term. They’ve organised a variety of fun and engaging activities for the College community to enjoy.

Check out the posters below for all the details and see how you can get involved in supporting their cause.

Thursday 28 August – Year 12 Ministry Retreat

Friday 29 August – Kick Arts

Monday 1 September – Year 12 PIN

Thursday 4 September – Fathers’ Day Breakfast

Thursday 4 September – Spring Music Concert

Friday 5 September – Vinnies Winter Sleep Out