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These key findings were triangulated from a national survey of 1,002 young people aged 12 to 18 and 15 in-depth interviews, and a participatory workshop with 21 young people aged 16 to 19. The research investigated young Australians’ hopes and aspirations for the long- and short-term future, addressing the following key research questions:

• How hopeful are young people?

• What future possibilities do young people hope for?

• What enhances and undermines young people’s sense of hope?

• What do young people need to foster hopefulness?

There are no surprises in the key findings, but it is important to have Australian research to inform practice.

Key Finding 1: Hope is critical for young people’s wellbeing and resilience.

Key Finding 2: Young people are cautiously optimistic about the future.

Key Finding 3: Young people crave stability. Their ideal future is secure, peaceful, beautifully ordinary and achievable.

Key Finding 4: Young people want to live in a society that is just, kind, supportive and inclusive.

Key Finding 5: Young people hope for urgent climate action and environmental protection.

Key Finding 6: Technology use and development are both a source of optimism and anxiety for young people.

Key Finding 7: Social relationships, community groups and hobbies bolster hope in young people.

Key Finding 8: Young people feel disillusioned with and disconnected from politics. They want government to take action and include them in decision-making.

The bottom line of the report on page. 108 is that young people are cautiously optimistic about the future and the concluding section offers recommendations for governments, policymakers, educators, researchers, businesses and civil society organisations to strengthen young people’s hope and agency to build resilient futures.

Ros Curtis AM

The school is required to provide the department with the following information about each student at the school:

• names and residential addresses of the student’s parent(s) and/or guardian(s)
• student residential address (excluding student names)
• whether the student is a primary or secondary student (education level)
• whether the student is boarding or a day student (boarding status).

The school collects the above information by generating a unique and unidentifiable student reference number (SRN) for each student record. The school only uses the SRN for this collection. The SRN cannot be used for any other purpose. The number only indicates to the department that each record provided is for one student.

For more information, please refer to the attached Collection Notice (PDF 224KB).      

For any queries, please contact Ryan Stevens, Assistant Director of Corporate Services  RStevens@ssa.qld.edu.au.

Nicole Devlin

Outside the chapel, students have placed drawings and post-it notes naming what they are grateful for. In the primary school, classes are spending time filling gratitude jars, and in On Being Human classes in the secondary school students are filling in 40 days of moments of gratitude. At assembly, the Year 12 leaders have been sharing things that they are particularly grateful for. This week they included being grateful that their parents working hard for their education, for our healthcare system, for celebrating with friends, and access to good education. Noticing what we are grateful for shifts our perspective and expands our minds and hearts. There is much happening in the life of the school and amid the busyness, gratitude helps us remember the important things in life and energises us for the fulfilment of our to-do lists.

Prayer Space began this week. Come by on Open Day and check out this term’s St Margaret’s Prayer Space, taking us on a journey into our school story, values and motto - Per Volar Sunata.

This week, letters were distributed to families regarding our upcoming Admission to Holy Communion Service with Churchie (12 May) and our annual Confirmation Service with Bishop Sarah Plowman (14 May). Please don’t hesitate to contact me if you have any questions: jdow@stmargarets.qld.edu.au.

Rev’d Jazz Dow

For our senior girls, boarding is often described through the small but meaningful moments that shape their days. One Year 12 student told me that joy is found “through all the little things, like a simple smile from a sister or a chat with a house mum.” That sentiment is one I hear often. It is the quiet, comforting presence of others that makes this place feel like a home, not just a place to stay.

Many of our oldest boarders also talk about growth, how boarding has given them opportunities to step outside their comfort zone, face challenges with courage, and discover their own independence while knowing they are supported every step of the way. For them, boarding has become a second home, one that has helped shape friendships, resilience, and a strong sense of belonging.

Our Year 11 students capture beautifully the dual nature of boarding. One described it as a place that is both inclusive and empowering. A community where girls from every year level connect, support each other, and build a sisterhood that is genuine and lasting. They often speak about gratitude for the “family” they’ve found here, and about how boarding has helped them learn who they are alongside others who truly care.

The Year 10s bring a wonderful energy to the house. They talk about the excitement of boarding, the fun, the unpredictability, and the shared experiences that quickly become treasured stories. One described the warmth of everyone gathering together during a 1am fire alarm; another spoke about how boarding teaches them to forgive, to support each other on the tired days, and to laugh through the little frustrations that come with living so closely together. For them, boarding is both a life lesson and a joyful adventure.

Our Year 9s often speak of the comfort they find here. They describe boarding as a place where they are surrounded by people who listen, understand, and stay by their side, especially when homesickness hits. They see boarding as living with people who feel like close friends or family, a place where fun and companionship shape memories they know will stay with them well beyond their school years.

The Year 8s often joke about the unique rhythm of mornings in the boarding house. Many of them laugh about the difference between waking up at home and “waking up to the blowers,” which has quickly become a shared inside joke. It’s a light‑hearted reminder that even in the chaos, there’s a sense of togetherness, and no matter how the day starts, they face it side by side.

Then there are our youngest boarders, who bring a contagious enthusiasm into the house each day. Many of our Year 7s describe boarding as “one big sleepover,” filled with friends, laughter, and new experiences around every corner. They talk about learning independence, discovering respect, taking risks, and finding joy in both the routines and the unexpected moments of boarding life. They remind us that boarding is not only fun, but also the beginning of learning who they are and what they value.

Despite the wide range of ages and experiences spoken about, the same themes appear again and again: sisterhood, opportunity, independence, kindness, and the simple joy of living and growing together. The girls talk about building friendships that will “last forever,” about the closeness between all year levels, and about the confidence they gain from being part of a community that lifts them up.

As Coordinator of Student Wellbeing and Activities, I could not be more proud of the culture our boarders continue to shape. They remind us that boarding isn’t defined by the building itself, it’s defined by the people inside it. It’s the shared meals, the late‑night conversations, the laughter echoing down hallways, and the reassurance that someone is always nearby.

Boarding is a home - a lively, welcoming, supportive home where each girl is seen, valued, and encouraged to become the very best version of herself. And as our students so beautifully express, it is a home that stays with them long after their boarding years have passed.

Kelli Boucaut

Extension Forms

On each of the Years 7-11 Year Level POD pages, there is a link to the extension application form. This form needs to be filled out for any extension requests for assignments as well as for missed exams. Please note that in Years 7-9, requests for an extension must be accompanied by a parent letter or a medical certificate. In Years 10-12, requests for an extension must be accompanied by a medical certificate or, if absent for commitments such as Representative Sport, formal documentation outlining these dates.

When an exam is unexpectedly missed, the procedure in Years 7-11 is for the student to complete this exam in the library in lesson 2A/B on the day of their return to school. In the event that the student has been absent for a period of time and has multiple exams to catch up on, this schedule will be managed by the Academic Studies Office: Dean of Studies (Years 7-9) and Dean of Academics (Years 10-11).

All adjustments to Year 12 assessment are managed by the Dean of Academics so students should email me or book in a time to meet.

Special Provisions or Access Arrangements and Reasonable Adjustments

Students with disability, a medical condition or other circumstances may require reasonable adjustments to assessment conditions. Special provision involves making reasonable adjustments, such as providing alternative arrangements for seating, equipment or time. If your daughter requires special provisions, Margot Johnston, the Learning Enhancement Coordinator, will have communicated with you about a learning plan. If you have any questions about these provisions, please contact us prior to exams.

Caitlin McCluskey

“Always, always, always submit a full draft!” – Audrey Kerle, ’25.

At St Margaret’s, we provide general guidelines for the amount of time students should dedicate to homework:

However, research consistently highlights that effective homework is not just about how much time is spent, but how students engage with the tasks (Hattie, 2009). Below are key strategies to maximise the impact of homework:

1. Plan Your Homework Sessions

Homework typically consists of two main components:

• Immediate class tasks
• Exam revision and assignment work

Research shows that students who plan their study sessions in advance tend to achieve better learning outcomes (Zimmerman & Schunk, 2011). Taking a few minutes at the start of each session to set realistic goals can significantly enhance productivity. Alongside completing daily tasks, students should schedule time to progressively work on revision and assignments to avoid last-minute stress.

2. Use Spaced Practice for Revision

Rather than dedicating long, intensive sessions to a single subject, research supports ‘spaced practice’ – where students distribute their study across multiple days – to improve memory retention and long-term understanding (Roediger & Butler, 2011). Students should aim to revisit key concepts regularly throughout the term rather than cramming the night before an exam.

3. Set Assignment Checkpoints

Breaking assignments into smaller, manageable milestones helps students stay on track and reduces the stress of looming deadlines. Studies suggest that students who break work into smaller steps and set deadlines for each stage demonstrate better time management and higher academic performance (Boekaerts & Corno, 2005). Seeking feedback from teachers along the way also reinforces understanding and improvement.

4. Seek Guidance, But Stay in Control

Support from parents and siblings has been shown to positively impact student learning (Xu & Corno, 2022). However, it is essential that this support remains a guiding force rather than taking over the thinking process. Homework plays a crucial role in developing academic resilience and independent learning skills, and over-reliance on external help can diminish these benefits (Pomerantz et al., 2007).

By focusing on structured, meaningful study habits rather than just the number of hours spent, students can make their homework sessions more productive and effective.

References

• Boekaerts, M., & Corno, L. (2005). Self-regulation in the classroom: A perspective on assessment and intervention. Applied Psychology, 54(2), 199-231.
• Cooper, H., Robinson, J. C., & Patall, E. A. (2006). Does homework improve academic achievement? A synthesis of research, 1987–2003. Review of Educational Research, 76(1), 1-62.
• Hattie, J. (2009). Visible learning: A synthesis of over 800 meta-analyses relating to achievement. Routledge.
• Pomerantz, E. M., Moorman, E. A., & Litwack, S. D. (2007). The how, whom, and why of parents' involvement in children's academic lives: More is not always better. Review of Educational Research, 77(3), 373-410.
• Roediger, H. L., & Butler, A. C. (2011). The critical role of retrieval practice in long-term retention. Trends in Cognitive Sciences, 15(1), 20-27.
• Xu, J., & Corno, L. (2022). Family support and student engagement in homework: A comprehensive review. Educational Psychology Review, 34, 1243–1268.
• Zimmerman, B. J., & Schunk, D. H. (2011). Self-regulated learning and academic achievement: Theoretical perspectives. Routledge.

Chris Dunn

In today’s dynamic world, students encounter academic pressures, social changes, and personal challenges. Teaching resilience equips them with tools to manage setbacks, maintain emotional well-being, and persevere toward their goals. Research affirms that resilience is a learned skill, strengthened through supportive relationships, positive self-talk, and a growth mindset (Brewer et al., 2019). When students view obstacles as opportunities for growth, they build confidence and independence.

As Jamais Cascio reminds us:

“Resilience is all about being able to overcome the unexpected. Sustainability is about survival. The goal of resilience is to thrive.” (Cascio, 2009).

Practical strategies for fostering resilience include encouraging students to set realistic goals, celebrate progress, and seek help when needed. At St Margaret’s, our pastoral care programs and mentoring initiatives aim to create a safe environment where students feel empowered to take risks and learn from mistakes.

By prioritising resilience, we prepare our students not just to succeed academically, but to flourish in life - confident, capable, and compassionate, no matter what challenges come their way.

Nikki Townsend

References

Brewer, M. L., van Kessel, G., Sanderson, B., Naumann, F., Lane, M., Reubenson, A., & Carter, A. (2019). Resilience in higher education students: A scoping review. Higher Education Research & Development, 38(6), 1105–1120. https://doi.org/10.1080/07294360.2019.1626810 [psycnet.apa.org]

Cascio, J. (2009). The next big thing: Resilience. Foreign Policy. Retrieved from http://www.openthefuture.com/media/FP-cascio.pdf

One of the key factors in fostering a lifelong love of reading is offering children the freedom to choose the books they read. There is clear evidence that when children have access to books, they’ve selected themselves, they are more likely to read more often and with greater enthusiasm. This is why we encourage students to choose books from the library that interest them and support their learning journey.

Developing a love for books is a key focus of our library lessons, where students are introduced to new books, explore the work of various authors, and engage in book discussions. Such learning experiences also encourages students to borrow books. Research consistently shows a strong link between regular book borrowing and improved reading performance.

For our younger students, we encourage reading together with an adult. This not only models fluent reading but also promotes deeper understanding through shared discussions. For students in Years 3-6, our Accelerated Reader (AR) program plays a crucial role in supporting their reading journey. It helps track progress and ensures that students are choosing books that match their reading level, which is essential for developing fluency, comprehension, and a love of reading. This week we celebrated millionaire readers with a Mad Hatter’s Tea Party, acknowledging the students who have read one million words. I look forward to celebrating with more millionaire readers throughout the year.

To reinforce what students, learn at school, it’s essential that students read regularly at home. Encouraging your child to read each night, and reading aloud to them, is one of the best ways to develop their fluency, expression, and love for books. As they explore new stories, take the time to discuss the content together, ask questions, and share your thoughts. These conversations will help deepen their understanding and strengthen their connection to the text. Your example as a reader plays a crucial role in reinforcing the importance of reading for pleasure.

By working together, we can help our students become confident, lifelong readers.

Angela Drysdale

On February 19, 2026, Roblox announced its inaugural Global Parent Council consisting of eighty parents from thirty-two countries, who meet quarterly to "share insights and perspectives" and "advise on products, policies, and partnerships." Their press release used words like committed, empowered, co-creating, safe. If you are a parent who has been worried about Roblox, this announcement is designed to make you feel heard.

Behavioural data from children still fuels monetisation. Social mechanics still enable predators to migrate children to unmoderated platforms. AI training pipelines still rely on content created by minors. And nearly sixty percent of Roblox's users, the majority of their customers, are under sixteen. A quarterly listening session with eighty parents, with no statutory authority, no independent oversight, no power to compel design changes, and no access to internal data, is not governance.

In Australia, also in February 2026, Communications Minister Anika Wells wrote directly to Roblox demanding an urgent meeting over reports of children being groomed by predators and exposed to explicit content. She asked the Classification Board to review whether Roblox's PG rating, last assessed in 2018, still made sense. Days later, eSafety Commissioner Julie Inman Grant announced her office would no longer just monitor Roblox's safety commitments — they would directly test them. If found in breach of Australia's Online Safety Act, Roblox faces fines of up to A$49.5 million.

Roblox is not a game. It is an ecosystem — a digital world with its own economy, social networks, and communication systems. And the architecture of that ecosystem has specific features that generate risk. The established pattern, documented in lawsuit after lawsuit, is for predators to identify a child on Roblox and migrate them to an unmoderated platform like Discord or Snapchat. Roblox does not hard-block this migration for users under eighteen. The workarounds are well known and well documented in court filings.

The Robux economy uses design patterns — limited-time offers, artificial scarcity, social pressure — that mirror gambling mechanics. Multiple lawsuits allege these are deliberately designed to exploit children's developmental vulnerabilities. With over 150 million daily active users, the ratio of harmful interactions to moderation capacity is structurally insufficient. The platform added sixty million daily users between late 2024 and late 2025. Moderation did not scale proportionally. It rarely does.

Many young people have positive experiences on the platform. But the company's public messaging about safety and the structural reality are two very different things, and this announcement is designed to close that gap in your mind without closing it in practice.

The risk is not primarily in the games. It is in the communication systems and the ease with which a child can be contacted by a stranger pretending to be another child. If your child has Roblox and Discord or Snapchat on the same device, the pathway from initial contact to unmoderated private communication is disturbingly short.

Use the parental controls, but understand they are not sufficient. And talk to your child — not once, but regularly — about what it means when someone they meet in a game asks them to move to another app. Tell them it is the same risk as getting in a car with a stranger.

Annette Box

Open Day Times

The St Margaret’s Music Department is excited to be presenting music performances at the upcoming Open Day to be held on Saturday 7 March. Performance times are listed below:

Circular Drive Stage

9:30am             Sculthorpe String Quartet                                

9:45am             Amati Strings                           

10:00am           Chamber Strings                                              

10:15am           Stradivari Strings                      

10:30am           Exultate                                                           

10:45am           Chorale                                                                       

11:45am           Stage Band

12:00pm           Highly Strung                                       

12:10pm           Tuesday Rock Band                                          

12:20pm           Monday Rock Band

Eton Hall

9:30am             Elayne Jones Percussion Ensemble                    

9:45am             Sister Helen Wind Symphony                                       

10:00am           Jackson Wind Ensemble                                    

10:15am           Chaseley Concert Band                       

10:30am           Belle Voci                                                        

10:45am           Encorah                                              

11:45am           Speech & Drama Performances                                                

12:00pm           Serenata

12:15pm           Volare 

Canopy Café

11:00am           Brass Ensemble                                                           

11:10am           Saxophone Ensemble   

11:20am           Flute Ensemble                        

11:30am           Clarinet Ensemble

11:40am           Beath String Quartet    

Primary Atrium

10:00am           Tutti Strings

Music Support Group 

Thank you to the Music Support Group for providing a wonderful lunch for all the students and staff at the Music Day Camp held last weekend! This was a huge undertaking and very much appreciated by all those who attended.

The next three meeting dates for Term 1 and Term 2 are listed below.  All primary and secondary parents are welcome. Meetings will be held in the Canopy Café.

Term 1, Week 8 - Tuesday 17 March, 5pm

Term 2, Week 2 - Tuesday 28 April, 5pm

Term 2, Week 7 - Tuesday 2 June, 5pm

Brad King

Thank you to our swimming captains who have been a great example for all Year 12 sports captains and set a high standard to follow for the rest of the year. They have encouraged our swimmers and kept spirits high at trainings and practice meets and I am sure that all St Margaret’s swimmers will be swimming hard for these captains as well as our whole community this week. I hope to be reporting some good news stories in relation to this event in next week’s eNews!

I wish to congratulate both our AFL Senior teams and Cricket teams who are already halfway through the QG season! We have seen some hard-fought games which have included both wins and losses and I am sure high spirits and successes both on and off the respective fields and pitches will continue. I particularly would like to acknowledge our cricket teams who have faced some tough competition with some schools having international players, but our teams have taken on the competition and should be proud of their contributions to St Margaret’s sport.

There are currently two opportunities to show your support for St Margaret’s sport.

This week we have launched the Swimming Support Group Beach Raffle with two fantastic prize packs available to win. These packs include items for the whole family whilst holidaying at the beach and recovering from the hustle and bustle of Term 1. Tickets are $10 each and winners will be drawn on Friday, 20 March 2026. Purchase here: .

We are also running a pasta drive to benefit the following sports: Cross Country, Touch Football, Athletics, Hockey, Dance, Tennis, Volleyball, Artistic Gymnastics and Rhythmic Gymnastics. On ordering you can direct which sport you would like your order to support. To order, please click here: . Orders Close on Monday, 16 March.

The sport team is happy to recognise the outstanding achievements and representation of students participating at a national level, outside of the school sport pathway. I look forward to continuing to hear from our community regarding such outstanding achievement. Please directly contact Ms Williams via awilliams@stmargarets.qld.edu.au.

For the latest sport news and information please check out the following Secondary School Sport POD Pages:

• Basketball (Autumn Sport) - (
• Soccer (Autumn Sport) - (
• Touch Football (Autumn Sport) - (
• Cross Country -
• Artistic Gymnastic –
• Cricket -
• AFL (Yr 10,11&12)) -
• Club Water Polo -
• Club Netball -

Anne Louise Williams

2026 Past Student Award recipients

Distinguished Past Student

Catherine's research provides tools, such as new formulae and algorithms, that shed light on fundamental mathematical objects such as networks

Young Past Student of Distinction

Natalie has been recognised for her leadership in sports management across grassroots sports, major events, professional team management, and international events.

Spirit of Service Past Student Award

Maggie supports babies, children, and young people who are critically unwell or receiving palliative care, using music to aid neurological engagement, activate neural pathways, and promote developmental recovery. 

Event Details

Date:                    Wednesday 25 March 2026
Time:                    Pre-dinner drinks and canapes at 6.30pm
                              Dinner at 7.00pm (including Awards presentation)
Venue:                  Arts Centre Foyer, St Margaret's AGS
Price:                     $99 adult, $69 student.
Tickets:                 Please purchase your tickets .

For enquiries please contact the Development and Community Office on (07) 3862 0768 or email developmentandcommunity@stmargarets.qld.edu.au.

Ignite passion and inspire performance: Join the Campaign for the performing Arts at St Margaret’s

Thank you to all in our community who have donated to support the new performing Arts Precinct here at St Margaret’s. It is greatly appreciated, and we are so pleased that you have decided to be a part of this milestone in our school’s history.

The new performing Arts Precinct will include a purpose-built Blackbox Theatre, Recital Hall, dedicated rehearsal spaces, music rooms, and teaching studios, all designed to deliver a world-class learning environment for our primary and secondary students and to support excellence in the performing Arts. Our students have talent, passion and imagination, and we are setting out to create a facility to match their potential.

Every contribution will make a meaningful difference and is an investment in student potential, enhanced cognitive capacity, and in the social and emotional wellbeing of our young women.

You can learn more about the project and the Campaign to support this incredible project by visiting our . 

So far, thanks to the generosity of our community, including past students, parents and staff, we have raised more than $2.7 million of our $3 million goal.

If you would like more information about this project or to speak with someone about your donation, please contact me by calling (07) 3862 0884 or email foundation@stmargarets.qld.edu.au.

Thank you for your support.

Join us for a PWN Breakfast in 2026

We look forward to hosting several exceptional leaders as guest speakers and panellists in 2026.

Whie tickets have sold out for our first event, we encourage you to join the waitlist, or secure your ticket or corporate table for our upcoming events:

• PWN 1: Friday 27 March, with guest speaker, Clare Stewart, CEO, Youngcare; previously the first female Mayor of Noosa Sold out – Join the waitlist
• PWN 2: Thursday 14 May with guest speaker, Peta Bistany (née Dee) (’86), Specialist Advisor, International Sports Expansion (London); Board Member, Great Ormond Street Hospital
• PWN 3: Wednesday 26 August, Panel - Urban Transformation and Business Opportunitiesahead of 2032
• PWN 4: Thursday 29 October with guest speaker, Chelsey Drake, Chair, Allens | Member, Australian Government Takeovers Panel

To purchase tickets or a corporate table:

We thank our series sponsors, Major Sponsor: Pitcher Partners. Supporting Sponsors: Wolff Coffee Roasters, Clear Insurance, Resource Innovations, and The Bathhouse Albion.

Sponsorship opportunities are available for the PWN Series. If your company is looking for an opportunity to support and empower women in business and education, connect with Brisbane’s corporate community, host clients or staff for professional development and hear from inspiring leaders in a variety of industries, please contact the Development and Community Office via (07) 3862 0822 or developmentandcommunity@stmargarets.qld.edu.au. 

Parents & Friends Association AGM and Welcome Evening

You are invited to the Parents and Friends' Association Annual General Meeting and Welcome Evening on Tuesday 17 March 2026.

This evening is a wonderful opportunity to connect with fellow parents over light refreshments, hear about the year ahead, and take part in the election of the P&F Executive and Committee. Principal Ros Curtis AM will provide an update on the St Margaret's Strategic and Master Plans. 

Date: Tuesday 17 March 2026
Time: 6.30pm to 8.00pm (followed by light refreshments)
Location: Arts Centre Foyer, St Margaret's 

RSVP:

There is also an option to join this meeting remotely via Microsoft Teams for those unable to attend the meeting in person.

Online Business Directory

St Margaret's is known for being a strong, connected and supportive community. 

As a community we are stronger together and we encourage you to support those who support our school. If you are looking for an experienced property service provider, healthcare professional, legal advice or property service - check out St Margaret’s Online Business Directory for all of these service providers and much more.

Lara Pickering