The Girls from Kowanyama
March 28, 2023
Kowanyama means ‘place of many waters’ in the Yir Yoront language. In the Barumggam language, Toowoomba means ‘the swamp’. Two places 2100km apart, but both mean home to five of our Boarders.
A group of girls gathers in Daisy Culpin Courtyard getting ready for dinner in the Dining Hall.
On the menu tonight is Butter Chicken, a favourite amongst the Boarders. ‘I love Joe’s Butter Chicken!’ says Janae Mango.
Janae, along with Tilayla and Tisharni, Josiah and Kayla and Yas Daniel- Stafford, hail from Kowanyama – 28 hours and 2100km away.
Distance means there are no visits home during the school term. And, whilst the girls each have their own stories and backgrounds, they are united in the common experience of being away from their families.
They have learned to navigate the challenges of school life and homesickness, and in doing so have forged new friendships and discovered their own strengths.
They have come to realise that this far-off place – the Fairholme Boarding House – has become their home away from home, a place where they belong.
As the term is drawing to a close, the girls are getting excited about going home.
Kayla can’t wait to sleep in her own bed, Yas is looking forward to waking up whenever she wants, Tisharni is excited to see her family and pets, while Janae and Tiayla are both planning on fishing and camping.
‘I can’t wait to eat the salty plums from home, seeing my family, just being in the bush, being able to go camping and fishing.
Just all the normal stuff from home,’ Tilayla says.
Acting Deputy Head of Boarding, Mrs Kylie Wallis, said, ‘like many of our boarders, the girls fom Kowanyama struggled with being away from home, missing the familiarity of their community and the comfort of being surrounded by family and friends.
However, over time, the girls began to form close bonds with their fellow students and the staff at the Boarding House, creating a sense of community and belonging that helped to ease their homesickness.’
Yas and Kayla shared their experiences of adjusting to Boarding School. Yas initially found missing her family and her community difficult. However, over time, she began to form great friendships, participating in activities like sport and art that helped her feel more connected to her new environment. ‘I still miss home,’ Yas says, ‘but I also love my friends here and all the things we do together.
Plus, my sister is here, so when I get really homesick, I go and hang out with her.’
Similarly, Kayla missed the landscape of her community. ‘I miss seeing the stars at night and going to the river near our community,’ she says. ‘But now I’ve made friends here, and my sister is here, so when I feel like I am missing my home, I go and see her or I go for a walk outside with my friends.’
As the term comes to an end, they are excited to return home, but also grateful for the experiences and if homesickness kicks in, the girls find busying themselves in the plethora of activities in the Boarding House helps.
Every weekend, there are craft afternoons, excursions, sporting opportunities and a host of other activities the girls can participate in.
The Fairholme Boarding House has become a place where these girls feel a sense of belonging, and they have learned to overcome homesickness by forming strong bonds with their fellow students and staff.
From Fairholme to their Kowanyama home, one thing is for sure – the girls are looking forward to seeing their family and friends these Easter holidays.
More News
Year 12 student Lilli Hamilton is a star on the rise, making a name for herself in the cricket world. From debuting for Australia to making waves in the T20 Spring Bash, and even playing for the Queensland Fire, her journey so far has been nothing short of inspiring. We caught up with Lilli to chat about her journey, juggling school and sport, and what lies ahead. When asked about the standout moments of her whirlwind summer, Lilli shared that it was hard to pick just one. “It’s been a fantastic summer of cricket,” she says. “For me, the highlights are shared between the T20 Spring Bash and my debut for the Queensland Fire. As a female player, traveling interstate and playing a sport you love is such an amazing experience. Both opportunities really helped me grow as both a person and a cricketer.” For Lilli, cricket wasn’t just a hobby—it was in the family. “My dad used to play cricket when he was at school, so I suppose it was always in my family,” she explains. “When I was 6, he saw how much I loved being outside and noticed I was fairly coordinated. He threw me a ball, and that was pretty much it—cricket has been a part of my life ever since.” From the age of 7, Lilli has been playing for both club teams and representative teams, and it’s clear that those early days set her on a path for success. With all the travel, games, and training sessions, managing school and cricket at such a high level is a challenge, but Lilli has learned to make it work. “It’s definitely a juggle at times,” she admits. “Luckily, most of the cricket season coincides with the summer holidays, so it’s a little easier. I make sure to stay really focused when I am at school and try not to let my homework and assignments pile up. When I do miss school for cricket, it can get pretty stressful, but I’m really lucky to have supportive teachers who help me catch up.” So, what does a typical week of training look like for Lilli? Well, it varies a lot depending on her commitments. “Usually, I train with my club on Tuesdays and Thursdays in Brisbane, and we play a club game on Sundays. If I have representative duties, I might train on Monday or Wednesday as well. I also sometimes fit in a personal training session on Saturdays, but it all depends on the week and the competition I’m involved in.” Given the demands of both her academic life and cricket career, we asked Lilli for some tips on managing it all. Her advice? “Don’t procrastinate. Get your work done whenever you can find the time. Also, make sure to dedicate time for yourself and don’t let school or sports consume you.” As for what’s next in the world of cricket, Lilli has some exciting events on the horizon. “We’re vying for club finals at the moment, which is really exciting,” she says. “The Queensland Fire also has a home grand final coming up, and if I get the chance to play in that, it will be pretty cool.” Looking further ahead, she has her sights set on a few key goals. “Obviously, I want to do my best in my final year of school and keep managing cricket as well,” she shares. “I’m not super goal oriented, though. I like to take each day as it comes and stay in the present, rather than get too far ahead of myself.” “I would love to pursue cricket professionally after school. But if that doesn’t work out, I’d like to go to university and work in business or politics after I graduate.” And now, with her final year of school on the horizon, she’s feeling a mix of excitement and nerves. “I’m a little nervous because Year 12 can be a pretty stressful time,” she says. “But I’m also looking forward to embracing the challenges, and I’m excited to finish. I really want to enjoy the last moments of being at school, spending time with my friends, and soaking in all those last little moments at Fairholme.” No matter where cricket or life takes Lilli, one thing is certain—she is ready to take on whatever comes next. With her combination of talent, determination, and a grounded perspective on life, there’s no doubt we’ll be seeing a lot more of her in the future.
For our Head Girl Gracie Mack her journey at Fairholme began like many others—nervous but excited. Despite having two older sisters who had walked the same path before her, the first day still came with its challenges. ‘I remember two of my classmates and I spending far too long trying to find out where the classroom DC1 was,’ Gracie recalls with a laugh. ‘We walked around the school for half the lesson because we were too scared to ask for help. Spoiler alert: it’s the Drama Centre opposite the Library!’ That first day was a whirlwind of new faces and experiences, including meeting her teachers. One encounter particularly stood out. ‘I realised I had Mrs Wallis for Humanities, which was a bit awkward because I had unknowingly told her during the Boarding tours in Moonie that history was by far my least favourite subject. Lucky she didn’t hold it against me though!’ Some of Gracie’s most treasured memories come from the traditions that make boarding life at Fairholme so special. The first weekend of the year is always a closed weekend, filled with activities designed to help boarders settle in and form new friendships. One of the standout events for Gracie was the watermelon-eating competition, where she and her friend Anna Street would eagerly devour slice after slice in a spirited attempt to win—often ending up with sticky faces in the process. ‘Holme Day in the Boarding House was another highlight, with an early morning and a lip-sync competition to determine who got to go to breakfast first.’ And of course, Christmas Dinner was a special tradition: ‘The kitchen staff cook up a feast, and the night is filled with karaoke and each year performing a funny Christmas-themed dance.’ Given her deep connection to Fairholme, it’s no surprise that Gracie was inspired to take on the role of Head Girl. She had always loved being involved in school events and saw this role as an extension of that passion. Seeing past Head Girls on stage in Assembly had always been a highlight, and she admired those who had come before her. As the opportunity approached, she realised that the role would not only allow her to give back to the school but also offer invaluable personal growth: ‘Having mentorship and growing as a leader is an irreplaceable experience. And as I continued to appreciate Fairholme for how amazing it is, being chosen to represent that felt like an incredible privilege.’ When considering the legacy she hopes to leave behind, Gracie’s focus is on kindness and encouragement: ‘I want to promote bucket-filling, not just for future leaders but for the whole school. I want to leave behind a legacy of getting involved and being a cheerleader for everyone.’ Managing the demands of Year 12 alongside her responsibilities as Head Girl requires a strategic approach to time management. Gracie believes that preparation is crucial, noting that staying ahead of deadlines before exam blocks or major events always proves beneficial. However, she acknowledges that balancing commitments isn’t always easy. ‘Understanding your own limits is key,’ she explains. ‘Knowing how busy you are helps you recognise when to step back and when you have the capacity to assist others.’ Above all, she prioritizes rest. ‘Sleep is non-negotiable for me. It’s made a huge difference over the past few years, and I plan to keep it that way.’ She is also grateful for the strong support network around her, knowing they will always encourage her to take care of herself. And as a final fun fact about our Head Girl? ‘Over the years, I have taught myself how to raise one eyebrow and move my ears,’ she shares. ‘But I still cannot, for the life of me, whistle!’
Becoming empathetic, responsible, relational and accountable... Words matter. Lessons in accountability are gifts for life. They are lessons we value here at Fairholme, where one of our five core values: respect is grown through many factors, including through the philosophy of restorative practices. It’s been the Fairholme way for more than two decades, its sited in the notion of accountability for actions, fixing problems respectfully and moving forward. It is not a quick fix because restorative practices is not something we do, it is about becoming… becoming empathetic, responsible, relational and accountable: tough lessons that take time to learn and appreciate. These lessons are bound through a worldview of “working with” rather than “power over.” For some it’s a big shift in how we see behaviour, how we see children and how we see ourselves. American psychologist, Ross Greene says that “we have forgotten that those skills on the more positive side of human nature have to be taught, have to be modelled, have to be practiced.” At a previous school I found myself meeting with a mother and son regarding the misalignment between his approach in class, his capability and his results. This was a chronically underachieving highly academically capable young man, unable to meet the expectations of the classroom. Contrastingly, he had two older sisters who had been engaged, hard-working students, high-achievers. His teachers were deeply frustrated and offended by Mark’s (not his real name) behaviour. I was told by some that this behaviour was mirrored at home. I reminded myself that such information was third hand – second hand at best. Yet, I knew from some reliable sources (their neighbours were also on staff) that things were tricky at home. I was keen to sit with his parents and the young man and plot a way forward. I was keen for a learning conversation around accountability, and importantly a respectful plan to move ahead in a better direction, with support. I was naively hopeful about the outcomes. Like all ‘perfect’ conversations that we prepare in our head, it ran in a vastly different direction. Such a different direction that more than a quarter of a century later, I can still recollect aspects of the meeting and I have remonstrated myself many times over the years about what I “could have/should have” done differently, better, more effectively. Mum arrived with Mark, no dad – it would seem that education remains, too often, the province of the mother. Things got off to an immediately bad start: Mother: I am so surprised that you have asked us in to discuss Mark’s results and his behaviour. Quite frankly, my husband and I think that this is about Mark’s teachers, not Mark. His sisters think so too. We simply don’t believe that he is the problem – your teachers are. We don’t see any of this behaviour that’s been described, at home. He is such a good kid, a perfect kid, really. Me: Thanks for that. Gosh, no problems at home? Then that is challenging – perfect behaviour at home and an inability to meet our expectations at school – in any of his classes. What do you think is happening? What can we do to get more of Mark’s home behaviour, here at school? Fortunately, memory has erased the full script of the conversation as it unfolded. Needless to say, we didn’t reach the sort of agreement or understanding I was thirsting for. And what came to pass was that this young man’s poor behaviour entered the public arena, the police arena, the legal arena on a number of occasions into the future. On hearing of this, each time, I replayed our conversation and winced, I felt a degree of responsibility for my own part in an unsuccessful conversation. I also pondered about the message Mark heard when his mother said, “His behaviour at home is perfect.” Because, in that moment he had his personal accountability snatched away. And Mark learned, through those words, that in a public forum, in the face of an authority figure, his mother would lie for him. Sometimes we do forget that “those skills on the more positive side of human nature have to be taught, have to be modelled, have to be practiced.” (Greene) Before we get too self-righteous, Greene also reminds us that “the kids we often find most difficult are the kids who need our empathy the most.” Words matter. Lessons in accountability are gifts for life. But empathy needs to be our first step, always. Dr Linda Evans | Principal REFERENCES Greene, R. (n.d.) Lives in the Balance. Accessed February 15, 2025. https://www.livesinthebalance.org Voigt, Adam (2020) Voigt, A. (2020). Restoring teaching: How working restoratively unleashes the teacher within. Adam Voigt.
More News…
Year 12 student Lilli Hamilton is a star on the rise, making a name for herself in the cricket world. From debuting for Australia to making waves in the T20 Spring Bash, and even playing for the Queensland Fire, her journey so far has been nothing short of inspiring. We caught up with Lilli to chat about her journey, juggling school and sport, and what lies ahead. When asked about the standout moments of her whirlwind summer, Lilli shared that it was hard to pick just one. “It’s been a fantastic summer of cricket,” she says. “For me, the highlights are shared between the T20 Spring Bash and my debut for the Queensland Fire. As a female player, traveling interstate and playing a sport you love is such an amazing experience. Both opportunities really helped me grow as both a person and a cricketer.” For Lilli, cricket wasn’t just a hobby—it was in the family. “My dad used to play cricket when he was at school, so I suppose it was always in my family,” she explains. “When I was 6, he saw how much I loved being outside and noticed I was fairly coordinated. He threw me a ball, and that was pretty much it—cricket has been a part of my life ever since.” From the age of 7, Lilli has been playing for both club teams and representative teams, and it’s clear that those early days set her on a path for success. With all the travel, games, and training sessions, managing school and cricket at such a high level is a challenge, but Lilli has learned to make it work. “It’s definitely a juggle at times,” she admits. “Luckily, most of the cricket season coincides with the summer holidays, so it’s a little easier. I make sure to stay really focused when I am at school and try not to let my homework and assignments pile up. When I do miss school for cricket, it can get pretty stressful, but I’m really lucky to have supportive teachers who help me catch up.” So, what does a typical week of training look like for Lilli? Well, it varies a lot depending on her commitments. “Usually, I train with my club on Tuesdays and Thursdays in Brisbane, and we play a club game on Sundays. If I have representative duties, I might train on Monday or Wednesday as well. I also sometimes fit in a personal training session on Saturdays, but it all depends on the week and the competition I’m involved in.” Given the demands of both her academic life and cricket career, we asked Lilli for some tips on managing it all. Her advice? “Don’t procrastinate. Get your work done whenever you can find the time. Also, make sure to dedicate time for yourself and don’t let school or sports consume you.” As for what’s next in the world of cricket, Lilli has some exciting events on the horizon. “We’re vying for club finals at the moment, which is really exciting,” she says. “The Queensland Fire also has a home grand final coming up, and if I get the chance to play in that, it will be pretty cool.” Looking further ahead, she has her sights set on a few key goals. “Obviously, I want to do my best in my final year of school and keep managing cricket as well,” she shares. “I’m not super goal oriented, though. I like to take each day as it comes and stay in the present, rather than get too far ahead of myself.” “I would love to pursue cricket professionally after school. But if that doesn’t work out, I’d like to go to university and work in business or politics after I graduate.” And now, with her final year of school on the horizon, she’s feeling a mix of excitement and nerves. “I’m a little nervous because Year 12 can be a pretty stressful time,” she says. “But I’m also looking forward to embracing the challenges, and I’m excited to finish. I really want to enjoy the last moments of being at school, spending time with my friends, and soaking in all those last little moments at Fairholme.” No matter where cricket or life takes Lilli, one thing is certain—she is ready to take on whatever comes next. With her combination of talent, determination, and a grounded perspective on life, there’s no doubt we’ll be seeing a lot more of her in the future.
For our Head Girl Gracie Mack her journey at Fairholme began like many others—nervous but excited. Despite having two older sisters who had walked the same path before her, the first day still came with its challenges. ‘I remember two of my classmates and I spending far too long trying to find out where the classroom DC1 was,’ Gracie recalls with a laugh. ‘We walked around the school for half the lesson because we were too scared to ask for help. Spoiler alert: it’s the Drama Centre opposite the Library!’ That first day was a whirlwind of new faces and experiences, including meeting her teachers. One encounter particularly stood out. ‘I realised I had Mrs Wallis for Humanities, which was a bit awkward because I had unknowingly told her during the Boarding tours in Moonie that history was by far my least favourite subject. Lucky she didn’t hold it against me though!’ Some of Gracie’s most treasured memories come from the traditions that make boarding life at Fairholme so special. The first weekend of the year is always a closed weekend, filled with activities designed to help boarders settle in and form new friendships. One of the standout events for Gracie was the watermelon-eating competition, where she and her friend Anna Street would eagerly devour slice after slice in a spirited attempt to win—often ending up with sticky faces in the process. ‘Holme Day in the Boarding House was another highlight, with an early morning and a lip-sync competition to determine who got to go to breakfast first.’ And of course, Christmas Dinner was a special tradition: ‘The kitchen staff cook up a feast, and the night is filled with karaoke and each year performing a funny Christmas-themed dance.’ Given her deep connection to Fairholme, it’s no surprise that Gracie was inspired to take on the role of Head Girl. She had always loved being involved in school events and saw this role as an extension of that passion. Seeing past Head Girls on stage in Assembly had always been a highlight, and she admired those who had come before her. As the opportunity approached, she realised that the role would not only allow her to give back to the school but also offer invaluable personal growth: ‘Having mentorship and growing as a leader is an irreplaceable experience. And as I continued to appreciate Fairholme for how amazing it is, being chosen to represent that felt like an incredible privilege.’ When considering the legacy she hopes to leave behind, Gracie’s focus is on kindness and encouragement: ‘I want to promote bucket-filling, not just for future leaders but for the whole school. I want to leave behind a legacy of getting involved and being a cheerleader for everyone.’ Managing the demands of Year 12 alongside her responsibilities as Head Girl requires a strategic approach to time management. Gracie believes that preparation is crucial, noting that staying ahead of deadlines before exam blocks or major events always proves beneficial. However, she acknowledges that balancing commitments isn’t always easy. ‘Understanding your own limits is key,’ she explains. ‘Knowing how busy you are helps you recognise when to step back and when you have the capacity to assist others.’ Above all, she prioritizes rest. ‘Sleep is non-negotiable for me. It’s made a huge difference over the past few years, and I plan to keep it that way.’ She is also grateful for the strong support network around her, knowing they will always encourage her to take care of herself. And as a final fun fact about our Head Girl? ‘Over the years, I have taught myself how to raise one eyebrow and move my ears,’ she shares. ‘But I still cannot, for the life of me, whistle!’
Becoming empathetic, responsible, relational and accountable... Words matter. Lessons in accountability are gifts for life. They are lessons we value here at Fairholme, where one of our five core values: respect is grown through many factors, including through the philosophy of restorative practices. It’s been the Fairholme way for more than two decades, its sited in the notion of accountability for actions, fixing problems respectfully and moving forward. It is not a quick fix because restorative practices is not something we do, it is about becoming… becoming empathetic, responsible, relational and accountable: tough lessons that take time to learn and appreciate. These lessons are bound through a worldview of “working with” rather than “power over.” For some it’s a big shift in how we see behaviour, how we see children and how we see ourselves. American psychologist, Ross Greene says that “we have forgotten that those skills on the more positive side of human nature have to be taught, have to be modelled, have to be practiced.” At a previous school I found myself meeting with a mother and son regarding the misalignment between his approach in class, his capability and his results. This was a chronically underachieving highly academically capable young man, unable to meet the expectations of the classroom. Contrastingly, he had two older sisters who had been engaged, hard-working students, high-achievers. His teachers were deeply frustrated and offended by Mark’s (not his real name) behaviour. I was told by some that this behaviour was mirrored at home. I reminded myself that such information was third hand – second hand at best. Yet, I knew from some reliable sources (their neighbours were also on staff) that things were tricky at home. I was keen to sit with his parents and the young man and plot a way forward. I was keen for a learning conversation around accountability, and importantly a respectful plan to move ahead in a better direction, with support. I was naively hopeful about the outcomes. Like all ‘perfect’ conversations that we prepare in our head, it ran in a vastly different direction. Such a different direction that more than a quarter of a century later, I can still recollect aspects of the meeting and I have remonstrated myself many times over the years about what I “could have/should have” done differently, better, more effectively. Mum arrived with Mark, no dad – it would seem that education remains, too often, the province of the mother. Things got off to an immediately bad start: Mother: I am so surprised that you have asked us in to discuss Mark’s results and his behaviour. Quite frankly, my husband and I think that this is about Mark’s teachers, not Mark. His sisters think so too. We simply don’t believe that he is the problem – your teachers are. We don’t see any of this behaviour that’s been described, at home. He is such a good kid, a perfect kid, really. Me: Thanks for that. Gosh, no problems at home? Then that is challenging – perfect behaviour at home and an inability to meet our expectations at school – in any of his classes. What do you think is happening? What can we do to get more of Mark’s home behaviour, here at school? Fortunately, memory has erased the full script of the conversation as it unfolded. Needless to say, we didn’t reach the sort of agreement or understanding I was thirsting for. And what came to pass was that this young man’s poor behaviour entered the public arena, the police arena, the legal arena on a number of occasions into the future. On hearing of this, each time, I replayed our conversation and winced, I felt a degree of responsibility for my own part in an unsuccessful conversation. I also pondered about the message Mark heard when his mother said, “His behaviour at home is perfect.” Because, in that moment he had his personal accountability snatched away. And Mark learned, through those words, that in a public forum, in the face of an authority figure, his mother would lie for him. Sometimes we do forget that “those skills on the more positive side of human nature have to be taught, have to be modelled, have to be practiced.” (Greene) Before we get too self-righteous, Greene also reminds us that “the kids we often find most difficult are the kids who need our empathy the most.” Words matter. Lessons in accountability are gifts for life. But empathy needs to be our first step, always. Dr Linda Evans | Principal REFERENCES Greene, R. (n.d.) Lives in the Balance. Accessed February 15, 2025. https://www.livesinthebalance.org Voigt, Adam (2020) Voigt, A. (2020). Restoring teaching: How working restoratively unleashes the teacher within. Adam Voigt.
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