For A New Beginning

February 4, 2021

Though your destination is not clear - You can trust the promise of this opening;

Though your destination is not clear

You can trust the promise of this opening;

Unfurl yourself into the grace of beginning

That is one with your life’s desire.

Awaken your spirit to adventure

Hold nothing back, learn to find ease in risk

Soon you will be home in a new rhythm.

John O’Donohue, ‘For a New Beginning’




And thus, as a College we begin again – 2021 awaits us with its empty canvas, and its multi-coloured palette beckoning the first paint stroke. Usually, I enjoy a good beginning – be that a book, a film, the first sip of a morning coffee or … a new school year. There is nothing like the energy that circulates at a first-term start, nothing. Personally, I tend to cultivate my own feelings of excitement by over-planning and over-organising for what lies ahead, lest anxiety take its uninvited foothold. While I enjoy imagining the year ahead, I admit to a bubbling nervousness too – one that sweeps through my thinking and often begins unhelpfully with the words – What if? A persistent question this year being: What if 2021 follows the COVID pattern of 2020? We often erroneously interpret the new year’s energy as being singularly excitement and passion for the possibilities ahead. For many it is. Yet, we also know that for others, the anxiety of beginning often feels overwhelming. Stress. Expectation. Disappointment. Separation. There are other feelings that lurk in the heady promise of a new beginning – they too are important to acknowledge and manage and reframe.


If you were to draw a continuum with excitement at one end and fear counterpoised at the other, you would capture the feelings inherent in substantial beginnings. We all sit on that metaphoric continuum whenever we approach significant starts – the names of the feelings can vary, but the underpinning adrenalin rush exists for us all.


As commencement becomes imminent, we may find ourselves moving from one end of the continuum to the other, rapidly.

The Junior School girl who donned her uniform two weeks before the first day of school and wore a tartan ribbon every day throughout the holidays may refuse to budge from the back seat of the car on day one. The Boarder who has professed her readiness to begin at Fairholme, for years, and who packed her bags meticulously in December, is devastated when her parents leave. Suddenly the excitement evaporates, and fear takes its place. Conversely, the child you anticipate will not manage a beginning with ease, does. Yes, we all do beginnings differently, and differently in different situations, too.


As parents, we too can be confronted by our own sense of loss when our holiday rhythm or life rhythm is abruptly recalibrated through the intervention of school. Those same feelings of stress, expectation, disappointment and separation can emerge within us. On my son’s first day at school, I was busying myself by putting his books in his tidy tray when I felt an uninvited and unexpected wash of sadness – the rude awareness that this was my youngest child’s beginning and thus the conclusion of a phase of parenting I had enjoyed. Reality bit hard with the sharpest of teeth. Fortunately, my own stab of sadness didn’t seem to affect him at all. Whilst I tried to maintain a semblance of control by placing his school life in order, he turned to me and said, ‘You can go now, if you like. I’m ready.’ Five-year-old Mitchell was better prepared for a new beginning than his mother was.


On Thursday, at our Commencement Assembly, Tatum Stewart (Senior, 2019) spoke about beginnings. Insightfully, Tatum observed that ‘beginnings more often than not bestow immense anxiety, uncertainty, and even restlessness.’ As an accomplished National Hockey player, Tatum understands the value of preparation; and she also knows the surge of adrenalin that inevitably hovers before a big game, and that it can be called exhilaration or named as anxiety: our choice. In sporting contexts, too, the sliding continuum of fear versus excitement also exists, and how we brand our adrenalin rushes, matters. The branding and the words we use all colour the canvas and dictate the outcome. In a lovely reflection on her first game of Hockey – as a three year old – Tatum described her father dragging her by the hand, onto the field. He promised her that if she hated it, she didn’t have to play, again. But she took the field and, to be cliched, she hasn’t looked back.

Yes, every time we begin again, whatever the circumstance, we simply have to take the field. Spectating, standing tremulously on the sideline or refusing to participate limit our opportunities and truncate our potential. Anxious or excited – we simply have to step up and take to the field. We have to. In the words of poet, John O’Donohue, we have to promise the beginning, hold nothing back, and learn to take ease in risk, because when we do so, we will find ourselves at ho[l]me in a new rhythm, a rhythm that unfurls its unexplored possibilities.


At Fairholme, let us all take to the field with determination in 2021.


Dr Linda Evans | Principal


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Chasing Dreams and Balancing It All

By Sarah Richardson • February 28, 2025
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.

Journey to Leadership

By Sarah Richardson • February 28, 2025
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!’

Lessons in Accountability

By Sarah Richardson • February 28, 2025
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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