Cor Unum Winter Edition 2026

Cor Unum

GENERATIONS OF STUARTHOLME WOMEN

“We were taught to be good people,” she said. “To be bold … and to have an opinion.”

“Cor unum et anima una in corde Jesu” One heart and one mind in the heart of Jesus

CONTRIBUTORS

Many thanks to everyone who contributed stories and photos to make this edition possible.

DESIGN: Look Education www.lookeducation.com.au

If you are interested in submitting content for the next edition, please email marketing@stuartholme.com

For more than a century, generations of Stuartholme women have passed through the School, creating a strong sense of unity and tradition. In 2026, Stuartholme had the pleasure of connecting with one such family, whose story began in 1922. Read more on pages 30–31.

Photo by FotoFox capturing a moment between Jane Doneley (née Follent) and her daughter Eliza Trinks (née Doneley), as cousins — Saffron, Sylvia, and Christabel Clowes, and Harriet van der Westhuizen — look on, reflecting on their shared family history.

The Cor Unum publication highlights the stories of our current and past students. Material in

A MESSAGE FROM The Principal

As a Sacred Heart community, we often speak about the formation of the whole person through the heart, the intellect, and the spirit. It is work that unfolds quietly over time through relationships, opportunities, challenge, reflection, and belonging. In many ways, this Winter edition of Cor Unum captures that formation in action.

This year, our Sacred Heart Focus Goal invites us to reflect on personal growth in an atmosphere of wise freedom. It is a goal that recognises that growth is never accidental. Rather, it is nurtured intentionally within communities that encourage young people to come to know themselves deeply, to act with courage and compassion, and to understand the responsibility that comes with freedom.

Our student theme for 2026, The Universe Within Her, beautifully expresses this vision. Every young woman carries within her immense potential, gifts, questions, hopes, and possibilities waiting to be discovered and developed. A Sacred Heart education seeks not simply to fill students with knowledge, but to cultivate the conditions where this inner universe can flourish with confidence, purpose, and heart.

Throughout this edition, you will see countless examples of this growth taking shape across our community.

You will read stories of academic excellence and intellectual curiosity, where students are challenged to think deeply and pursue personal excellence. You will see young women embracing opportunities in sport, culture, technology, and leadership with courage and determination. You will witness the richness of our boarding community, the generosity of service initiatives such as Give Back Fridays and the Ponytail Project+, and the ways our students are learning to use their gifts in service of others.

Importantly, you will also see the strength of the relationships that underpin life at Stuartholme. Whether through our Opening Mass,

Picnic on the Green, Mother’s Day celebrations, alumnae gatherings, or the everyday encounters that shape school life, we are reminded that a Sacred Heart education is deeply relational. We grow because we are known, accompanied, and encouraged within a community united in Cor Unum

As an International School of the Sacred Heart, we are also reminded that this formation extends far beyond the gates of Toowong. Across Australia and throughout the world, our students are connected to a global Sacred Heart network that calls them to engage with the world with openness, empathy, and a desire to make a meaningful difference.

At a time when the world can feel increasingly complex and uncertain, the mission of Sacred Heart education remains profoundly relevant. Our task is not simply to prepare students for achievement, but to form young women who understand what it means to live with integrity, to lead with humanity, and to act with wisdom and compassion.

As Mother Janet Erskine Stuart so wisely reminds us, a Sacred Heart education is not intended to send young people out “small and finished, but seriously begun on a wide basis.” It is this spirit that continues to shape the life of Stuartholme today.

Throughout this Winter edition of Cor Unum, I invite you to celebrate the many stories, achievements, and moments of connection that reveal the extraordinary universe within our students and community.

Yours in Cor Unum,

Daniel Crump Principal

learning for the Heart and Mind

STUARTHOLME WELLBEING FOR LEARNING AND ENGAGEMENT FRAMEWORK

At the heart of a Sacred Heart education is the formation of young women who thrive, academically, spiritually and emotionally. Stuartholme Educators understand that without safe, inclusive and connected environments, deep learning cannot take place.

The Wellbeing for Learning and Engagement Framework works in companion with the School’s Pedagogical Framework and Graduate Vision, forming a cohesive and intentional model for student development.

PEDAGOGICAL FRAMEWORK

WELLBEING FOR LEARNING AND ENGAGEMENT FRAMEWORK GRADUATE VISION

Where the Pedagogical Framework guides how learning is designed and delivered, and the Graduate Vision articulates the attributes students are supported to grow into, the Wellbeing Framework shapes the environment in which this growth occurs. Together, these three elements form an integrated approach, ensuring that learning is not only intellectually rigorous, but also deeply human, relational and purposeful.

Dean of Student Wellbeing, Mrs Elizabeth Foxover shares, “In many ways, this work is grounded in a simple but powerful truth, ‘Without a strong, beating heart, the brain cannot function. Without safe, inclusive and connected environments, deep learning cannot take place.’ At Stuartholme, this understanding continues to guide our commitment to creating environments where every student feels safe, connected and supported to truly thrive.”

Underpinned by contemporary research and collaboration with Sue Chandler, founder of Transformative Schools, a leading expert in relational practices and the charism of the Sacred Heart, the framework emphasises relationships, culture and intentional processes. It recognises that wellbeing is not an isolated program or responsibility, but the foundation of all learning and engagement.

The framework builds:

• Agency, empowering students to actively shape their learning and wellbeing experiences

• Belonging, fostering a deep sense of connection within the school community

• Resilience, supporting students to navigate challenge with confidence and care

• Relational safety, ensuring every student feels seen, valued and respected Importantly, students are positioned as co-creators of their wellbeing. Their voices are included in conversations and decisions that affect them, reinforcing dignity and ensuring that support is done with students, not to them.

The Wellbeing for Learning and Engagement Framework is brought to life through four interconnected “chambers”.

People Partner Ships PRograms

PRactices

EREDVOICE RELATIONAL PRACTICE SPACESFOR B E L GNIGNO

People: Nurturing strong, respectful relationships across the entire school community

Programs: Designing intentional initiatives that support wellbeing, learning and growth

Partnerships: Strengthening collaboration with students, families and the wider community

Practices:

Embedding consistent, evidence informed approaches in everyday interactions

Together, these elements ensure wellbeing is understood as core business across the School, rather than the responsibility of a small specialist team. They guide how the community interacts, ensuring practices are authentic, sustainable and deeply relational.

At every level, the framework enlivens the Graduate Vision through cultural formation, ensuring students are supported to grow not only as learners, but as compassionate and capable young women.

The Stuartholme Wellbeing for Learning and Engagement Framework represents a shared commitment to place wellbeing at the centre of all that the School does. It is a commitment to connection, dignity and growth, and to forming young women who are not only well educated, but deeply grounded, engaged and ready to make a meaningful difference in the world.

CHARISM IN ACTION

the Academic Journey

Shaping Scholars to Step Up into Senior and Succeed Beyond the Gates of Stuartholme

What is the strongest predictor of success in the senior years? Increasingly, research suggests that the students who thrive are those who have developed agency: the capacity to take ownership of their learning.

At Stuartholme, the emphasis on student agency is deliberate. The Organisation for Economic Co-operation and Development (OECD, 2019) identifies student agency as one of the most important capabilities young people will require to thrive in an increasingly complex and uncertain world. Within the OECD Learning Compass 2030, student agency is defined as a learner’s capacity to “set a goal, reflect and act responsibly to effect change” (OECD, 2019). Importantly, agency extends beyond simple choice or independence. It involves developing the knowledge, skills and dispositions required to make informed decisions, take responsibility for those decisions, and influence the world positively around them.

Research suggests that student agency is closely linked to engagement, motivation, and long-term success. Students who understand themselves as active participants in their learning are more likely to demonstrate persistence, resilience, and adaptability when faced with challenge. Grainger et al. (2019) found that student agency is strengthened when learners are provided with authentic opportunities to make decisions, solve problems, and take responsibility for their learning. Pendergast (2009) emphasises the critical role of student engagement, belonging, and student voice during the middle years and the transition into senior learning. Together, these findings suggest that students who are empowered to take ownership of their learning are better positioned to thrive academically.

At Stuartholme, we intentionally develop student agency at all stages of schooling across Years 5 to 12. The transition into senior learning is a particularly critical shift, with students initiating and directing decisions about their futures. Rather than viewing subject selection as a procedural exercise, we see it as an opportunity for students to engage in authentic decision-making conversations about their future with their parents and teachers. Students prepare for this throughout Year 10 via elective units of study to inform their subject choices for senior. This includes a range of foundational programs in Mathematics, novel elective studies in English, and units in Science that enhance skills for senior assessment. Our holistic careers program also offers students opportunities to understand their personalised careers profile and connect with professionals from a range of industries to expand their knowledge about the world of study and work. Prior to SET Planning, students and their parents participate in a Senior Pathways Planning workshop, which emphasises a co-agency approach as students

access their own learning data to engage their parents in discussions and make decisions about their subject choices for Years 11 and 12.

Stuartholme’s approach to building student agency is underpinned by the belief that excellence is not defined by a single pathway. While many of our students aspire to highly competitive university programs, others are drawn towards vocational options, entrepreneurship, service professions, or emerging fields. Our role is not to prescribe a destination, but to empower students with the knowledge, confidence, and self-awareness to be ‘seriously begun’. By offering breadth, flexibility, and personalised guidance, we seek to ensure that every student can construct a pathway that is both ambitious and authentically aligned to her strengths and aspirations. The success of our approach is reflected in the range of post-school destinations of our graduates. In 2025 alone, our scholars received 90 offers for single degrees and 46 for double degrees, with the majority of our graduates moving into the study areas of Medicine & Health, Law & Humanities, and Economics & Business. Almost 20% of last year’s graduates chose to pursue further study in Engineering, Building, Architecture, Science, and Mathematics. These post-school pathways are reflected in the sustained growth we have seen in students choosing to study Mathematics and Science in Years 11 and 12. In 2025, we had a record number of students studying Physics and, this year, we have the most Specialist Mathematics students in the school’s history, with nearly one quarter of our Year 11 students studying the subject in 2026.

While our students’ strong academic outcomes remain an important measure of success, our graduates also leave with something equally valuable—the strategies to make informed decisions, the resilience to pursue ambitious goals, and the adaptability to thrive in a rapidly changing world. The words of our Wisdom Women guide us every step of the way as we educate both the hearts and minds of our young women to possess the agency to shape the world with confidence, courage, and compassion.

References

Organisation for Economic Co-operation and Development. (2019). Student agency for 2030. OECD Future of Education and Skills 2030.

Grainger, P., Steffler, R., de Villiers Scheepers, M. J., Thiele, C., & Dole, S. (2019). Student negotiated learning, student agency and General Capabilities in the 21st Century: The DeLorean Project. The Australian Educational Researcher, 46(3), 425–447. https://doi.org/10.1007/s13384-018-0287-6

Pendergast, D. (2009). The success of middle years initiatives. In T. C. de Jong & D. M. Mowbray (Eds.), Middle schooling in Australia: Exemplary practice, philosophy and pedagogy (pp. 33–46). Australian Curriculum Studies Association. Reeve, J., & Tseng, C.-M. (2011). Agency as a fourth aspect of students’ engagement during learning activities. Contemporary Educational Psychology, 36(4), 257–267. https://doi.org/10.1016/j.cedpsych.2011.05.002

Scholars Assembly

On Friday 20 February, Stuartholme proudly welcomed back more than 30 members of the Class of 2025 for the annual Scholars Assembly, celebrating the young women whose dedication and perseverance culminated in an ATAR of 90 or above. This significant achievement reflects not only academic ability, but also sustained commitment, resilience and intellectual curiosity. Their success highlights that excellence is built over time through consistent effort and a genuine love of learning.

Stuartholme Dux, Elizabeth Rosanowski, reflected on the impact of her education, sharing:

“To receive a Stuartholme education is to be met with a world of openness, empathy and encouragement, not only to achieve, but to act with purpose. We are taught to believe we are worthy of opportunity, and because of that, this gift can sometimes feel ordinary. Yet meeting new people and entering new environments has reminded me just how rare this sense of unity and intentional formation truly is.”

We warmly congratulate our scholars on their exceptional achievements and extend our sincere thanks to the teachers, families and peers whose support played an integral role in their journey.

STUARTHOLME CELEBRATES AN OF NATIONAL RECOGNITION Exceptional yeaR

Stuartholme School is proudly celebrating an exceptional year of national recognition in 2026, with its programs, educators and leadership acknowledged across multiple prestigious categories. These collective achievements affirm Stuartholme’s position as a leading voice in girls’ education, defined by a commitment to excellence, innovation and a deeply relational approach to learning.

In this landmark year, Stuartholme was named an Excellence Awardee by The Educator in three major national categories: Principal of the Year (Non-Government), Boarding School of the Year, and Best Professional Learning Program. Further strengthening this achievement, Stuartholme was named a 5-Star Employer of Choice and as an Excellence Awardee in the Australian HR Awards, while earlycareer teacher Miss Meg Muir received the Rising Star Award for 2026.

Together, these honours reflect the strength of Stuartholme’s aligned, whole-school approach, where leadership, professional growth and student experience work in deliberate and meaningful connection.

At the centre of this success is Principal Mr Daniel Crump, whose leadership is characterised by authenticity, visibility and a deep connection to the daily life of the School. Remaining actively engaged in the classroom as a Music teacher, Mr Crump ensures his leadership is grounded in the lived experience of students and staff alike.

Mr Crump’s impact on the Australian education sector lies in demonstrating how values-based schools can expand access, innovate pedagogically and strengthen academic performance simultaneously. His leadership reflects a contemporary model of education that is both aspirational and inclusive, ensuring that excellence is accessible while maintaining a strong commitment to student wellbeing and community.

With a background as a professional conductor and his continued work in music education, Mr Crump brings a distinctive perspective to educational leadership, advocating strongly for the role of arts education in developing creativity, empathy and cultural literacy.“Our strength lies in the alignment of our people and our purpose,” Mr Crump said. “When leadership, teaching and student wellbeing are truly connected, meaningful and lasting outcomes follow.”

This clarity of purpose is evident across the School. Stuartholme’s boarding community, now home to more than 140 students, has been recognised nationally for its strong culture of connection, belonging and personal growth, alongside academic achievement. It reflects a model where students feel known, supported and empowered.

The School’s Professional Learning Program was acknowledged for its strategic and embedded approach, supporting staff across all roles to grow, collaborate, and contribute to a high-performing culture. This recognition is complemented by Stuartholme being named a 5-Star Employer of Choice by The Educator and an Excellence Awardee in the Australian HR Awards in the Employer of Choice – Public and Not-for-Profit Sector category. Together, these honours highlight the School’s outstanding workplace culture across both the education sector and the broader industry, as well as its sustained investment in people, leadership, and wellbeing.

Together, these honours reflect the strength of Stuartholme’s aligned, whole-school approach, where leadership, professional growth and student experience work in deliberate and meaningful connection.

Equally significant is the recognition of emerging educator Miss Meg Muir, whose Rising Star Award highlights the strength of teaching and mentorship within the School. Now in her third year, Miss Muir demonstrates outstanding capability across Health and Physical Education, Science and Digital Technologies, alongside a deeply relational and structured approach to learning.

Through her work as both a classroom teacher and in pastoral roles, including as a boarding academic tutor and Teacher Mentor Group teacher, she fosters confidence, independence and a strong sense of belonging in her students.

From influential leadership to innovative programs and the development of outstanding young educators, Stuartholme’s success is grounded in its mission to empower young women to lead with courage, confidence and compassion.

Global Citizenship at stuartholme

Connecting Students to the World Through Sacred Heart Education

At Stuartholme School, global citizenship is an integral part of a Sacred Heart education. As a member of a worldwide network of approximately 155 schools affiliated with the Society of the Sacred Heart, Stuartholme offers students meaningful opportunities to engage with diverse cultures, perspectives and communities. These experiences are designed to broaden understanding, foster empathy and develop a truly global outlook.

Through international exchanges, curriculum immersion tours and global partnerships, students are encouraged to step beyond their immediate environment and engage with the wider world. These opportunities support personal growth, independence and open-mindedness, equipping students with the confidence to navigate an increasingly interconnected society.

A key focus of these experiences is to develop informed, globally aware young women. Through travel, exchange and cultural immersion, students learn to appreciate difference, challenge assumptions and build meaningful connections with others. These opportunities also foster independence and resilience, as students adapt to new environments and communicate across cultures.

International Sacred Heart Exchange Program

Stuartholme’s connection to international Sacred Heart schools provides students with a unique opportunity to experience a truly global education. As part of this network, students build relationships across cultures while engaging with the shared values that unite Sacred Heart schools worldwide.

The Year 10 Sacred Heart International Exchange Program exemplifies this connection. Built on a reciprocal model, students are matched with a peer from another country. Families host an international student and, in turn, their daughter is welcomed into her exchange partner’s home overseas. During this three to four

week experience, students attend school, participate in daily life and gain authentic insight into another culture.

Reflecting on her experience in France, Hannah shared:

“My favourite moment was spending time with other exchange students from Sacred Heart schools around the world, as well as the French friends I made. Just enjoy it and take it all in.”

These exchanges allow students to experience firsthand how Sacred Heart values are lived across different communities, strengthening both cultural understanding and a sense of global belonging.

Building Connections across Australia and New Zealand

Closer to home, Stuartholme is a proud member of the Australia–New Zealand Network of Sacred Heart Schools (ANZNet). Through partnerships with schools such as Kincoppal – Rose Bay (Sydney), Sacré Cœur (Melbourne) and Baradene College (Auckland), students in Years 8 and 9 are offered exchange opportunities that deepen their connection to the Sacred Heart mission.

The ANZNet Exchange Program focuses on building community and shared understanding. Students are immersed in the daily life of another school, participating in classes, prayer, assemblies and liturgies. These experiences highlight the diverse ways each school expresses the five Goals of Sacred Heart education, while reinforcing a shared identity across the network.

Curriculum Immersion Tours

Language and cultural immersion play a key role in developing global awareness. At Stuartholme, students studying French and Chinese are provided with opportunities to extend their learning through alternating yearly international travel experiences that bring language and culture to life.

During the 2025 China Tour, students were immersed in a rich cultural journey across Beijing, Harbin and Xuexiang. From climbing the Great Wall to experiencing the winter landscapes of northern China, students engaged deeply with the language, traditions and daily life of the country. These experiences strengthened their communication skills and deepened their understanding of China’s history and cultural heritage.

Similarly, the 2024 French Immersion Tour offered students an authentic experience. Students spent two weeks in northern France at La Croix Blanche International in Bondues, a Sacred Heart sister school, where they were paired with local students and welcomed into family homes. Attending classes and experiencing daily life as a French student provided a level of cultural understanding that extended far beyond the classroom.

The tour also included visits to significant cultural and historical sites, including Notre Dame Cathedral, the Louvre, the Palace of Versailles and the Eiffel Tower. A visit to Joigny in Burgundy, the birthplace of Saint Madeleine Sophie Barat, further strengthened students’ connection to the Sacred Heart.

going globaL STUARTHOLME

In 2026, Stuartholme School proudly strengthened its international presence through a series of global visits and alumnae reunions. Spanning Asia, the United States and Europe, these gatherings celebrated the strength of the Stuartholme sisterhood and its place within the worldwide Sacred Heart network.

These global visits provide valuable opportunities for prospective families, current families and alumnae to connect with the School and its leadership. Principal Mr Daniel Crump has visited key international locations including Hong Kong, Taipei, Seoul and New York, reinforcing relationships with Sacred Heart schools across the region and strengthening the School’s global community.

At Stuartholme, global engagement is not only about providing memorable experiences, but about shaping informed, compassionate and capable young women. By connecting students to a global network and providing authentic opportunities for cultural exchange, the School ensures students are well-prepared to engage with the complexities of the modern world.

Through these experiences, students develop a deeper understanding of global perspectives, a strong sense of connection and the confidence to contribute meaningfully as global citizens.

LEARNING THAT LEADS TO ACTION

Give Back friday

A Stuartholme education is grounded in the Sacred Heart Goals, one of which calls us to develop “a social awareness which impels to action.” In the Junior School, Give Back Friday was created as a practical expression of this goal, providing students with meaningful opportunities to turn their learning into purposeful action.

When the Junior School was established, a guiding principle was that every unit of work should connect learning to the real world. This ensures students are not only developing knowledge and skills, but also forming informed perspectives, discovering their passions, and recognising their capacity to contribute to positive change. This approach reflects a Sacred Heart education that encourages students to be attentive to the world around them and responsive to the needs of others.

Contemporary research supports the importance of authentic learning. The Authentic Connected Engaged (ACE) framework highlights that students demonstrate higher engagement and deeper learning when curriculum is connected to realworld contexts. When learning is purposeful and relevant, students are more motivated, develop stronger problemsolving skills, and are better able to transfer their understanding beyond the classroom (Holmes et al., 2023).

cause, and participate in a mock election that results in real fundraising for community organisations.

Across the Junior School, this is evident in a range of learning experiences. Year 5 students participate in a Sustainability Summit, advocating for environmental action, while their government unit sees students form political parties aligned to charities, campaign for their

Give Back Friday emerged as a natural extension of this philosophy. Friday afternoons can be a challenging time to maintain student energy and engagement. Rather than viewing this as a limitation, staff saw an opportunity to create meaningful learning experiences that connected directly to service and action. Once a fortnight on a Friday, students participate in projects that they have selected themselves, giving them ownership and a genuine sense of purpose. These include baking muffins for people experiencing homelessness through Rosies, creating toys for animals at the RSPCA, visiting aged care residents to build connection, and sewing cuddle hearts for children in hospital.

What makes Give Back Friday particularly powerful is the level of student agency. Students select causes that matter to them and are supported to take meaningful action. In doing so, they begin to understand that Sacred Heart education is grounded in relationship, recognising the dignity of every person and the importance of our connection to one another. Learning becomes not just something that happens in the classroom, but something that connects them to the wider community.

At its heart, Give Back Friday reflects the vision of Sacred Heart education: developing young people who are reflective, socially aware, and willing to act when they see a need. It reminds our students that learning is not simply about acquiring knowledge — it is about using that knowledge, their talents, and their voice to contribute to a more just and compassionate world.

References Holmes, K., Berger, N., Mackenzie, E., Carroll, K., & Attard, C. (2023). Learning connected beyond the classroom: Introducing the Authentic Connected Engaged (ACE) Framework for educators.

Girls in Technology

Introducing Samantha Martinuzzi, Leader of Learning – Technologies

Technology in girls’ education is a driver of innovation, critical thinking and future readiness. As digital transformation continues to reshape industries, it is essential that young women are equipped with the confidence, skills and mindset to actively participate in and influence this evolving landscape. Education plays a vital role in ensuring students are not only users of technology, but capable creators, problem-solvers and informed decision-makers.

At Stuartholme School, technology is embedded as a dynamic and authentic learning experience. Students are encouraged to engage with emerging technologies, collaborate, solve complex challenges and develop resilience through experimentation. The focus extends beyond technical proficiency to deeper understanding, ethical use and creative application.

Leading this space is Mrs Samantha Martinuzzi, Stuartholme’s Leader of Learning – Technologies, whose passion centres on transforming how students experience the digital world.

“I am particularly passionate about helping students move from being consumers of technology to creators,” Mrs Martinuzzi explains. “Whether they are coding a game, laser cutting a prototype, creating digital artwork, or using AI to support their learning, it’s important that students see technology as something they can actively shape and use as a tool to bring their ideas to life.”

Mrs Martinuzzi’s background in Creative Arts informs her approach, particularly her interest in the intersection between creativity and technology. She believes this connection is key to engaging students and broadening participation in technology-related fields.

“My goal is to ensure students experience technology as a tool for innovation, problem-solving, creativity and self-expression,” she says. “When students are given opportunities to experiment, take risks and solve real-world problems, they often discover talents and interests they didn’t know they had.”

Within an all-girls environment, this work is especially significant. Creating opportunities for girls to build confidence and see themselves reflected in technology pathways is essential to shifting perceptions and increasing participation.

“To me, ‘Girls in Tech’ is about opportunity, confidence and representation,” Mrs Martinuzzi reflects. “Technology influences almost every future career, so girls should feel empowered not just

to use it, but to contribute to shaping it. Their ideas and perspectives are important.”

At Stuartholme, this philosophy is reflected in hands-on learning experiences that connect directly to real-world contexts. Students engage in coding, robotics, digital design, 3D printing, laser cutting and interdisciplinary projects that encourage creativity and innovation. Participation in initiatives such as the ‘It Takes a Spark’ STEM Conference provides exposure to industry professionals and emerging career pathways.

Alongside technical skills, there is a strong emphasis on digital citizenship and ethical technology use.

“Students need to understand both how technology works and how to use it responsibly, productively and safely,” Mrs Martinuzzi says. “It is also important that they develop transferable skills such as creativity, communication, critical thinking and adaptability.”

This holistic approach ensures that every student graduates with the confidence to engage with technology in a purposeful way, regardless of her future pathway.

For students beginning their journey, Mrs Martinuzzi encourages curiosity and a willingness to explore.

“Technology is far broader than many people realise. It can intersect in many exciting ways with art, design, storytelling, science and more. The most important qualities are curiosity, persistence and a willingness to experiment,” she says.

Quoting a phrase displayed in her classroom, she reminds students: “Every artist was first an amateur.”

Through purposeful leadership and a commitment to authentic learning, Stuartholme is preparing students to engage confidently with the future of technology and to see themselves as capable contributors to it.

a future-focused Journey

CAREERS EDUCATION AT STUARTHOLME

At Stuartholme School, careers education is not defined by a single moment or decision. It is a carefully designed journey that supports each student to grow in confidence, self-understanding and purpose. Under the leadership of Careers Counsellor Mr Tom Lillyman, the program sits across the student experience, connecting learning, wellbeing, community and future pathways.

The program draws on established frameworks and responds to the needs of Stuartholme students, equipping young women to navigate a changing world with clarity and confidence. Mr Lillyman’s philosophy places the student at the centre of the process, supporting each young woman to explore her interests, recognise her strengths and consider pathways that align with her values.

Reflecting on this approach, Mr Lillyman shares, “Our role is not to tell students what they should become, but to help them understand who they are and give them the confidence to make informed decisions about their future.”

The Careers Program at Stuartholme is guided by the Gatsby Benchmarks for Good Career Guidance, which set a clear standard for effective careers education. These benchmarks provide structure while allowing the flexibility to respond to the context of a girls’ school and the aspirations of its students.

The program continues to evolve. Each year, students in

Years 10 to 12 are surveyed to understand their interests and questions about the future. This feedback informs ongoing refinement and helps ensure the program remains relevant and responsive.

Career thinking begins early, and at Stuartholme this is recognised from the Junior School years. Students are introduced to a range of pathways through classroom learning and exposure to female and male role models. These early experiences encourage students to think broadly about their futures and challenge assumptions about what is possible.

In the secondary years, the focus shifts to helping students better understand themselves and the world of work.

In Year 9, students explore how work is changing, what influences career decisions, and how to begin developing practical skills such as resumes and applications. They also complete an initial career profile to reflect on their interests and strengths.

In Year 10, this work deepens. Students complete a more detailed profile and are supported to interpret the results in a meaningful way. Rather than directing students towards specific pathways, the process helps them build confidence in making their own informed choices.

Students are also introduced to senior pathways, including the Queensland Certificate of Education, ATAR pathways, vocational education and training, and other post-school options. The aim is to ensure students understand their choices and feel prepared to make decisions.

A key strength of the program is its focus on real-world connection. Students take part in workshops, careers expos and alumnae-led sessions that bring different pathways into focus. Alumnae share their experiences openly, including the challenges and changes along the way, helping students understand that careers are rarely straightforward.

In the senior years, initiatives such as the Work Wisdom Event connect students with parents, alumnae and professionals

across a variety of fields including medicine, law, marketing, communications, engineering, construction and IT. These connections often lead to mentoring, work experience and further conversations beyond the classroom.

Support for students continues after graduation. Recognising that the transition beyond school can be challenging, Mr Lillyman maintains connections with alumnae and provides ongoing guidance, including inviting alumnae back to speak with students about their university journey or careers beyond Stuartholme.

At its core, the Careers Program reflects Stuartholme’s commitment to supporting each student as an individual. The focus is on helping young women make informed decisions, explore their interests and approach the future with confidence. Through this approach, students are supported not only in planning for life beyond school, but in taking their next steps with a clear sense of direction.

the Stuartholme villagE

The strength of the Stuartholme community lies in the deep sense of connection and belonging shared by students, families, staff and alumnae. The network of relationships fostered is something distinctive, shaped by genuine care, shared values and a spirit of welcome that extends beyond the school gates.

While each event is unique in its expression, together they represent something deeper. The Stuartholme Village is not defined by a single moment, but by the ongoing connections formed between people. It is a community where individuals are known and valued, where support is ever-present, and where relationships endure long after students leave the school.

It is this sense of belonging that remains one of Stuartholme’s greatest strengths, shaping not only the student experience, but the lifelong connection to the School.

OPENING MASS

Throughout the year, the Village comes to life through moments that bring the community together in both celebration and reflection. Opening Mass marks the beginning of the school year, a time to gather in faith, recognise student achievement and commission the Year 12 cohort as they step into leadership. It is a moment that sets the tone for the year ahead, grounded in purpose and shared commitment.

OPEN DAY

This spirit continues beyond the School through events such as Open Day, where prospective families are welcomed into the heart of Stuartholme. Guided by students, staff and families, visitors experience firsthand the warmth and energy of a community that is both proud of its traditions and forward-looking in its approach.

POS MOTHER’S DAY LUNCH

Similarly, the Parents of Stuartholme Mother’s Day Lunch offers a meaningful opportunity to honour and celebrate the women who nurture and support the Stuartholme community. Bringing together boarding and day families alike, the event reflects a shared sense of belonging, captured in the theme “Many Homes, One Holme.”

PICNIC ON THE GREEN

Connection is further strengthened through social gatherings such as Picnic on the Green, where families, alumnae and friends come together in a relaxed setting. These occasions create space for conversation, laughter and connection, reinforcing the relationships that sit at the centre of school life.

Emma Aire DIRECTOR OF SPORT

Through an athlete’s lens

FOSTERING FUTURE ATHLETES

Opportunities for students across the sporting landscape have never been greater. For parents navigating endless fixtures, talent pathways and representative teams, it can quickly become overwhelming. The pressure for children to ‘keep up’ can feel like a minefield, particularly when choosing the right school.

So how do you know what to look for? And how do you know when enough is too much?

I grew up as a sport-obsessed kid in Bundaberg. I played everything, from hockey, volleyball, netball, swimming, nippers and cross country. I put my hand up for it all. I wasn’t the standout. I didn’t make regional teams, not even a district relay. I was, by most measures, an average all-rounder.

That changed when I discovered Rowing in Year 8. In Bundaberg, it was a relatively unknown sport, so quietly and without much attention, I went undefeated through five years of Head of River Championships. I made my first Queensland team in Year 12 and went on to represent my state for ten years. I won medals at the Under 23 World Rowing Championships, competed at World Cups, and was selected as an Olympic reserve for London before injury brought my athletic career to a close.

But even then, I never gave up playing team sport. It wasn’t until Year 11, when training demands intensified, that I began to specialise in rowing.

What made the difference in my journey was not early success or pressure to specialise. It was the environment around me. I was supported by key school staff who encouraged me to keep sport enjoyable, helped me balance training with academic commitments, and understood the value of rest. That experience shapes my philosophy today.

As parents, it is worth pausing to ask: What kind of athlete do I want my child to become?

Is it one defined purely by performance and results? Or one who is confident, resilient, connected, and still loves sport long after school finishes?

At Stuartholme, we believe in the latter.

Our sport program is designed to empower every girl to find her place, chase her potential, and experience the joy of participation. Whether a student is trying rugby for the first time, enjoying midweek volleyball with friends, or competing on the national stage, she is equally valued.

Sport at Stuartholme is about building confidence and fostering a lifelong relationship with physical activity. It is about creating an environment where girls feel they belong. With over 80% participation in Semester One, it is clear that our students do.

We intentionally design our program to nurture growth, courage and connection. Younger students quickly learn that success is not defined by winning alone, but by commitment, effort and being part of something bigger than themselves.

This approach is strongly supported by the Australian Sports Commission, which highlights that positive sporting environments, inclusive experiences and a sense of belonging are critical to ongoing participation in sport and physical activity (Australian Sports Commission, 2026).

Research also shows that enjoyment, social connection and overall satisfaction with the sporting experience are key factors in whether young people continue participating (Australian Sports Commission, 2026).

There is also growing evidence that early sport specialisation can contribute to burnout and reduced long-term engagement, with experts recommending that young people participate in a variety of sports to maximise lifelong enjoyment and involvement (Australian Sports Commission, 2026).

So how do you know what to look for? And how do you know when enough is too much?

At Stuartholme, our coaches and coordinators guide students on a journey to explore widely in their early years, before gradually identifying passions and setting more ambitious goals in the Senior School.

Through our involvement in the Catholic Schoolgirls Secondary Sports Association (CaSSSA), students are offered a different sport each term. Our teams are not limited to just A and B squads. We create as many opportunities as possible so that every girl who wants to participate can.

Because participation matters. Just as importantly, so does the quality of the experience. Our coaches are positive role models who foster enjoyment, resilience and emotional support. They create environments where students are free to be themselves, take risks, learn from setbacks and celebrate growth.

The benefits of sport extend far beyond the field or court. Participation contributes to physical and mental wellbeing, builds social connection, and creates a strong sense of belonging within a community (Australian Sports Commission, 2026).

These benefits are seen in the friendships built on bus rides, the encouragement shared from the sidelines, and the resilience developed through both success and disappointment.

Sport is not an extra at Stuartholme. It is an integral part of shaping the whole person.

Of course, I hope we see a few Olympians emerge from our program, perhaps even lining up in Brisbane 2032. But just as importantly, I hope to see our graduates still playing sport at university, joining a social team in their twenties, or one day enrolling their own daughters to experience the same joy of participation at Stuartholme.

Because ultimately, success in sport is not just about how far you go. It is about how long you stay.

Reference

Australian Sports Commission. (2026). Participation in sport. Clearinghouse for Sport. https://www.ausport.gov.au/clearinghouse/evidence/participation

A SPOTLIGHT ON

our Athletes

Stuartholme athletes continue to excel on both national and international stages, demonstrating outstanding athletic ability. From representing Queensland to competing on the world stage, these students balance the demands of training and competition with their academic journeys.

HAYLEY WILCOX

Competed in the Softball Queensland U16 Girls Team (Silver Medal), Softball Queensland U18 Women’s Team (Silver Medal), and was selected in the Queensland School Sport 18 Years Representative Team (Silver Medal). These achievements have culminated in her selection into the Australian 2026 U18 Women’s Squad – Australian Pathway Program.

“I step up to my sport because it is a fun and exciting game, and I love being part of a team where I have made many great friends. Softball is a strategic sport that requires quick thinking, anticipation, and the ability to adapt to each play.

Often called a game of errors, it builds resilience and the ability to refocus on what comes next. I love the challenge of pitching and working with my catcher and teammates to secure outs.

Softball has given me incredible opportunities and experiences both on and off the diamond, in Australia and overseas, including America and Japan.”

ALLEGRA GONZALEZ MUNOZ

Competed in the Artistic Swimming National Championships and Oceania Championships, receiving two Oceania medals (international) and three national medals, and was awarded the Team Spirit Award. Allegra will attend the National Youth Camp at the AIS.

“I step up to my sport because progress comes from effort, and I’m ready to push my limits and become the best version of myself.”

JAYDE JAMES

Selected to compete in the International Cross Country Tour, to be held across the United States from September to October.

“I step up to my sport because running shapes who I am, and I am inspired by my mum, who has always been my biggest supporter.”

HARRIETTE O’DWYER

Selected as Coxswain for the Australian U19 B Team for the Boys Coxed Four, Girls Coxed Four, and Mixed VIII, competing in the United States in July.

“I step up to my sport because I thrive on the responsibility of leading a crew and helping my teammates perform at their best. Representing Australia is an opportunity to challenge myself, inspire others, and pursue excellence.”

STELLA FRY

Selected as part of the Softball Queensland Development Team, travelling to Japan in August 2026.

“I step up to my sport because it challenges me to be the best version of myself both on and off the field.”

AMELIA EDMONDS

Selected to compete in the Water Polo World Championships as part of the Australian U16 Water Polo Team, to be held in Croatia in July.

“I step up to my sport because I discovered a love for the sport at eight years old in the Stuartholme Development Squad and have been committed ever since. It’s given me the chance to play with friends, contribute through coaching, and grow in leadership and teamwork. Supported by the School and driven by a genuine passion for the game, I’ve been able to balance my studies and pursue opportunities like selection in the Australian U16 team.”

AMELIAEDMONDS

HARRIETTE O’DWYER

JAYDE

Beyond the Boarding Gates

Through a series of structured opportunities, Beyond the Boarding Gates brings together staff expertise and lived experience from alumnae and industry leading experts. Sessions explore topics such as managing independence, navigating study and employment, maintaining personal wellbeing, and developing resilience and balance in the years beyond school.

The Stuartholme Boarding Program is designed to nurture confident, resilient young women who are well prepared for life beyond school. Beyond the Boarding Gates is a purposeful transition program for Year 12 boarders, supporting them as they prepare to step beyond the security of boarding and into adulthood. The program focuses on equipping students with essential life skills, informed perspective and confidence, as they move from school and boarding life into further study, work and independent living. Recognising that this transition can be both exciting and challenging, Beyond the Boarding Gates provides guidance, reassurance and real world insight during a pivotal stage in each student’s journey.

Through a series of structured opportunities, Beyond the Boarding Gates brings together staff expertise and lived experience from alumnae and industry leading experts. Sessions explore topics such as managing independence, navigating study and employment, maintaining personal wellbeing, and developing resilience and balance in the years beyond school.

Leader of Boarding Life (Years 10–12), Melissa Robinson explains the importance of the program, “The transition beyond the Stuartholme School gates can be a daunting adventure, particularly for our young women who have grown within the surrounds and security of boarding life. Many of our boarders come from rural, regional and international communities and are transitioning into environments far from home. Beyond the Boarding Gates provides them with the opportunity to gain perspective and reassurance from those who have walked this path before them. Hearing first hand experiences from our alumnae helps our students approach this next chapter with greater confidence and a sense of preparedness.”

As part of the program, Year 12 boarders participated in a Beyond the Boarding Gates alumnae panel, featuring Kiara Borrowdale, Emma Reed, Eve Tully, Stella Berge, Eve Hallman and Charlotte Jesberg from the Class of 2024.

Stella shared, “For me, boarding at Stuartholme truly transformed me and helped shape me into the person I am today. Being involved in the Beyond the Gates program is truly rewarding because it gives me the opportunity to give back to a school and boarding community that gave me so much. I love being able to support students as they prepare for life beyond boarding, sharing my experiences and helping them navigate the opportunities and challenges that come with this next stage of their lives. It is a great way to stay connected to the community and hopefully make a positive difference in someone else’s journey, just as others did for me.”

The alumnae shared candid reflections on completing Year 12, planning life after school and navigating the early years beyond boarding. Their insights into managing university and work commitments, maintaining focus, prioritising wellbeing, and allowing time for rest and self reflection offered valuable perspective and reassurance for students preparing to take their next steps.

Year 12 boarding student and Grenoble House Vice Captain, Shirley shared, “The Beyond the Boarding Gates Program is such a valuable initiative, as it allows us Year 12 boarders to hear first-hand experiences from alumnae and distinguished guest speakers about life after school and boarding. Their advice and insights into university, work, and independent living help us better understand what lies ahead, preparing us as we begin our transition beyond the gates of Stuartholme.”

Beyond the Boarding Gates exemplifies Stuartholme’s commitment to nurturing each student beyond academic achievement. Through connection, mentorship and practical preparation, the program supports boarders to leave school with confidence, resilience and a strong sense of belonging.

A distinctive Sense of Home

CELEBRATING NATIONAL BOARDING WEEK

National Boarding Week invites schools across Australia to celebrate the richness and diversity of boarding life. It recognises the experiences of students who journey from rural, remote and international communities, alongside those who live closer to home, to form vibrant and connected boarding communities. At Stuartholme School, however, these experiences are not confined to one week but instead reflect a distinctive boarding experienced lived and shared every day.

The 2026 theme, “Echoes of Home,” turns focus to the people who shape the Stuartholme boarding experience — the students who bring it to life, the families who entrust their daughters to it, and the staff who support each girl with care and commitment.

Dean of Boarding Mrs Jane Morris reflected during National Boarding Week, “The beauty of Boarding is found in the stories our girls bring with them. Each arrives with her own experiences, traditions and journey, and when we take the time to listen and learn from one another, something truly special happens. Stories connect us, understanding grows, and curiosity invites us to know each other more deeply. Our community is woven through shared moments of laughter, respect and connection, with every girl an essential part of the story we continue to create together.”

For Stuartholme boarders, “home” exists in more than one place. It lives in the communities they come from and in the Boarding House they call their second home. Each term, families travel a combined 217,385 kilometres to return their daughters to school, reflecting both their commitment to education and their trust in the boarding experience.

In turn, the girls bring their stories, traditions and perspectives, enriching the life of the Boarding House and shaping a community

grounded in diversity and shared understanding. This convergence of journeys underpins the unique spirit of Stuartholme — a sisterhood like no other.

Boarding is built on people and expressed through the rhythm of daily life, from shared routines and quiet encouragement to moments of laughter that become lasting memories. At Stuartholme, the strength of the experience lies in the relationships that sustain it.

National Boarding Week provides an opportunity to highlight these everyday experiences. Through stories, reflections and acts of gratitude, boarders have shared what boarding means to them. As part of the “Echoes of Home” theme, students created personalised posters and wrote letters acknowledging the families and communities who support them from afar.

The week reflected the energy of boarding life, with inter-house activities, a sausage and Milo stall, and a country dance-off bringing students together in celebration.

Equally significant are the quieter moments. A visit from Sister Rita offered Year 7 students a meaningful connection to the traditions of boarding, grounding them in a legacy of faith, connection and belonging.

Across the Boarding House, leadership and care are evident in both large and small ways — from student leadership to everyday acts of kindness. These moments, whether a shared meal or a word of encouragement, define the boarding experience.

While National Boarding Week shines a light on these moments, at Stuartholme they are part of daily life. Together, they create a community where every girl feels a genuine sense of belonging, purpose and home.

Out & About WHERE TO NEXT?

Stuartholme School values staying connected with its community, regularly visiting rural and regional areas to engage with families and alumnae.

SEE WHERE WE ARE HEADING NEXT!

Goondiwindi Boarding Schools Expo Pop up Wednesday 22 July

Moree Family Function & Boarding Schools Expo Thursday 23 July

Tamworth Boarding Schools Expo Friday 24 - Saturday 25 July

ICPA Federal Conference - Gold Coast Wednesday 29 - Thursday 30 July

Goondiwindi Sports Day Saturday 10 October

Roma Families Function Saturday 17 October

Charleville Boarding Schools Expo Sunday 18 - Monday 19 October

Mt Isa Sports for Bush Kids Monday 30 NovemberWednesday 2 December

SCAN THE QR CODE TO FIND OUT MORE

ALL THE WORLD’S A STAGE FOR

Anamari Goicoechea

(CLASS OF 2002)

Anamari Goicoechea has always loved a stage.

So much so that while boarding at Stuartholme, she convinced the School to allow herself and six Year 9 students to audition for ‘Red Faces’, the talent competition on former Australian TV program Hey Hey It’s Saturday

“We created a petition, made posters and generally wore everyone down until they agreed to let us go” she laughed.

The group travelled to Channel 9’s studios armed with a choreographed Backstreet Boys routine and plenty of confidence. “We got gonged almost immediately… I still stand by the choreography though.”

While the performance may not have gone to plan, the determination to throw herself into opportunities never really left.

At school, Anamari was drawn to Art and Drama and spent much of her time involved in committees, events and anything that brought people together.

One of her favourite memories was sneaking into the Chapel with her friends after supper and using the lectern to rehearse their Oscar acceptance speeches.

“I’d like to thank the Academy…”

She credits her Art and Drama teachers who encouraged her creativity.

“Mr Rogers was incredibly kind, and Mrs Statham was a force of nature. At the time I thought she was terrifying, but she certainly left a lasting impression.”

More than two decades later, her career has taken her far beyond those imagined acceptance speeches.

After leaving school, Anamari built a career across the arts, events and entertainment industries, working with festivals,

At school, Anamari was drawn to Art and Drama and spent much of her time involved in committees, events and anything that brought people together.

productions and major events throughout Australia and internationally.

Her work has taken her from the festival circuits of Sydney, Melbourne, Perth and Baltimore in the United States, to projects in London, Prague and Saudi Arabia. Along the way she has worked for television productions including Survivor, The Amazing Race and My Kitchen Rules, as well as some of Australia’s leading arts and cultural organisations.

Today she is Creative Director of the North Australian Festival of Arts (NAFA), leading programming and artist engagement for one of North Queensland’s largest arts festivals.

Each year, the festival presents more than 50 events across a threeweek program, bringing together local, national and international artists in a celebration of arts, culture and community.

“No two days are ever the same, and that’s exactly what I need,” she said.

“I’ve always loved creating experiences and bringing ideas to life.

One day you’re talking to artists, the next you’re solving logistical problems, and the next you’re jumping on a plane to see a show that might be right for the festival.”

Earlier this year, Anamari was selected to participate in the prestigious Festival Managers Atelier in San Sebastián, Spain, joining festival leaders from around the world to explore the future of international festivals and cultural exchange.

“After years of packing suitcases and working everywhere else, it felt like the right time to come home and build something meaningful in North Queensland.”

Looking back, she can see how much of that journey began during her years at Stuartholme.

“I think being a boarder taught me independence and resilience. Living away from home from such a young age means you learn pretty quickly how to look after yourself.”

While her career has taken her around the world, it is the friendships formed at school that remain some of the most important relationships in her life.

More than twenty years later, many of Anamari’s closest friends are still the girls she met in Year 8.

“Some of my closest friends are still the gal pals I met when I was thirteen,” she said.

“Some I speak to every week, others I only see at our annual Christmas lunch, but either way it’s like no time has passed.”

Those friendships began in the Boarding House and have lasted more than twenty years.

“When you’ve known people since you were thirteen, you’ve been there for the births, deaths, marriages and everything in between. There’s a lot of history there.”

One of Anamari’s earliest boarding house memories is meeting her friend Danni on the very first day of school.

“I remember day one in the dorms. Danni was putting up a Leonardo DiCaprio poster while I was putting Brad Pitt’s face on my wall.”

Although she now leads one of North Queensland’s largest arts festivals, Anamari is quick to point out that she doesn’t feel like she’s reached the finish line.

“There’s a long way to go and plenty more I want to do.”

As for Brad Pitt? Getting him to Townsville might be a stretch, but there’s nothing she can’t do.

By

Danyelle Britz (Class of 1993)

International women’s Day

ALUMNAE INTERNATIONAL WOMEN’S DAY BREAKFAST

Welcoming guest speaker Emma Thienpont (née Holland, Class of 2000).

The Stuartholme community, including alumnae, parents, staff and friends, gathered to celebrate the annual Alumnae International Women’s Day Breakfast.

The event featured guest speaker Emma Thienpont (née Holland, Class of 2000), former Cor Unum Captain and a boarder from the Sunshine Coast. Emma shared her inspiring journey from Stuartholme to an international career in the wine industry, shaped by curiosity, resilience and a willingness to embrace opportunity.

After graduating, Emma completed a Bachelor of Science and Arts at The University of Queensland, followed by a Graduate Diploma of Oenology at the University of Adelaide. Her career soon took her overseas, with experience across Australia, Europe and the United States, including harvests in Napa Valley and roles spanning France and Italy.

A pivotal opportunity saw Emma based in London with Sainsbury’s, managing wine quality and production across Europe. This role laid the foundation for her eventual move to Bordeaux, where she now lives in Saint-Émilion with her husband and their three sons.

Emma is Co-Founder and Director of International First Growths, an agency representing international wineries seeking distribution through La Place de Bordeaux, connecting producers from across the globe with an established network of merchants.

Throughout her address, Emma reflected on the importance of confidence, curiosity and remaining open to opportunity, values fostered during her time at Stuartholme. Her story highlighted the diverse pathways available to alumnae and the enduring impact of a Sacred Heart education.

International Women’s Day Fun Run

Stuartholme School proudly continues to support and participate in the Mater Chicks in Pink Fun Run, uniting for a cause that touches many in our community. Together, our students and families contributed to vital breast cancer research and the delivery of essential support services.

Our Boarding Community played a leading role in the day, bringing camaraderie and spirit to every stage of the event, with their participation generously supported by National Storage.

WiseDinneRwomen

At Stuartholme, the strength of our Sacred Heart network continues to shape the experiences and opportunities available to both our students and alumnae. These connections extend well beyond the School, forming a community that supports and inspires young women at every stage of their journey.

It was with great pleasure that Stuartholme representatives attended the Wise Women Dinner at Duchesne College, held in celebration of International Women’s Day. Principal Mr Daniel Crump, Dean of Student Wellbeing Mrs Elizabeth Foxover, and members of the Cor Unum Committee joined in an evening that honoured the aspirations and achievements of young women within the Sacred Heart tradition.

For the Stuartholme community, it was particularly meaningful to reconnect with alumnae who are flourishing in this next chapter of their lives. Seeing our graduates step into the future with assurance and a strong sense of identity affirms that the formation they receive at Stuartholme provides a lasting foundation, one that continues to guide them as they grow, contribute and lead within the wider world.

Four GenerationS OF STUARTHOLME WOMEN

Much has changed over 104 years at Stuartholme — yet for one family, so much has remained the same.

Earlier this term, three generations of women — a grandmother, her daughters and her granddaughters — gathered in the Australia Room to reflect on their shared connection to the School. It was a special morning tea made even more meaningful by the knowledge that the walls around them held more than a century of their family’s memories.

Their story at Stuartholme began in 1922.

Mary Ellen (Molly) Allen, the family matriarch, was the 26th student to enrol. A bright young girl from a Queensland station property, Molly arrived at just eight years old, only two years after Stuartholme first opened.

Her mother, a firm believer in Catholic education for girls and herself educated by the Dominican Sisters in Maitland, chose Stuartholme for its shared values. The reputation of the rscJ for their broad educational philosophy and worldwide connections strongly appealed to Molly’s parents. Molly’s younger sister, Peg, soon followed.

Molly was a trailblazer. After graduating, she remained on site as a boarder while studying at the University of Queensland, later completing a Bachelor of Arts and becoming the first Stuartholme student to earn a university degree.

Many family members have since been educated at Stuartholme, including Molly’s daughter, Sybil O’Keeffe (née Doneley, 1963–1966), a pharmacist, and her daughters Mary and Frances. One of Molly’s nieces, celebrated Australian artist, filmmaker and writer Davida Allen (Stuartholme 1962–1968), also attended the School, as did Davida’s daughter, Jo.

A few years before Sybil began at Stuartholme, Jane Doneley (née Follent, 1960–1965) arrived — later marrying Sybil’s brother, Tyson, and raising two more generations of Stuartholme women. Jane’s sisters, Sally and Martha, also boarded at Stuartholme, Jane sharing a room with Sally for at least a year which they both loved! The three were together at school in Jane’s final year.

It was Jane — affectionately referred to here as Mrs Doneley and Narni by her granddaughters — who sat surrounded by her daughters and granddaughters to share the family’s story.

When asked about her years at Stuartholme, Mrs Doneley, who served as Head Girl in her senior year, became emotional. It was clear that, for these women, Stuartholme was more than a school; it helped shape who they are.

Even now, Mrs Doneley still cannot bring herself to walk down the middle of the hallways.

“That’s where the nuns walked,” she explained. “We had to keep to the sides — and curtsey as they passed.”

Her granddaughters burst into laughter.

“And it’s so loud now,” she added with a smile. “We had to walk in silence.”

Arriving as an 11-year-old boarder from Tweed Heads, Mrs Doneley vividly remembers her first night. She stayed in the junior boarding house, Joigny — the old timber building erected by American soldiers during WWII. Her roommates told stories about the end of the world, and she struggled to plait her hair quickly enough before early Mass and breakfast.

At the time, there were 150 boarders and only 10 day students in the entire school, with very few lay teachers. Mrs Doneley fondly recalled the rscJ community she knew — Reverend Mother Percy Dove, Mother Macrae, Mother Lentaigne, Mother Spruson and Mother Parker…

“One of the Mistresses General — who we would now call the Principal — was Mother Macrae, and she had a very commanding presence. She wasn’t approachable like Mr Crump,” Mrs Doneley said.

“He is really nice and knows everyone’s name,” said Harriet.

“He talks with us, and that makes us feel welcome,” added Christabel.

Life at Stuartholme was structured and steeped in tradition. Students walked in two lines between classes while the nuns, dressed in habits with white wimples, led the way using a clicker to signal when to stop and start. Bells dictated when girls could speak and when silence was required during meals.

Lunch was the main meal of the day, often a roast. There were only two sporting houses — red and gold — and students played French cricket and cache. On feast days they drank “School Spirit”, which they thought was very special but later discovered was simply red cordial.

“We had different coloured checked uniforms in summer — the blue dress was our town or formal dress. We wore a watermelonpink cardigan and matching hat band. In winter we wore a greenand-white houndstooth check suit with cream viyella blouses, a brown twin set and brown beret,” Mrs Doneley recalled.

“Our education was broad. We studied the required curriculum, but also subjects like art history, logic and ethics. The entire school took part in spectacular theatrical performances on the hill.”

While sitting in the Australia Room, Mrs Doneley told her daughters and granddaughters, “This was the Chapel, and the stage was the altar.”

If only the walls could talk.

She also recalled that the current chapel was under construction during her years at the School. Sir Henry Abel Smith, then Governor of Queensland, often visited to see the progress of the iconic building and its stained-glass window.

It was lovely to watch the youngest generation respond to Narni’s stories about her school experience and the friendships she formed in the same place they now attend. Many of those friendships have endured, with Mrs Doneley recently reconnecting with classmates at their 60-year reunion.

After leaving Stuartholme, Mrs Doneley studied Physiotherapy at the University of Queensland and maintained a strong connection to the School. Over the years, she has served on the Education SubCommittee, the Stuartholme Foundation, as Alumnae President and Treasurer, and on the School Board, mostly during her daughters’ years at Stuartholme.

Her daughters — Sarah van der Westhuizen, anaesthetist (1987–1991), Sheila Clowes, architect (1990–1994), and Eliza Trinks, anaesthetist (1995–1999) — each shared memories of their own school days.

They recalled catching trains and buses before walking up the hill to school, forming friendships across year levels along the way. While Stuartholme evolved over time, they agreed it continued to offer a strong sense of community, shared values and belonging.

Slightly removed from the city commotion, the campus provided a feeling of security and focus.

Sarah said the philosophy of “wise freedom” remains as strong today as it was during her years at the School.

“We were taught to be good people,” she said. “To be bold … and to have an opinion.”

Sheila and Eliza agreed.

Sheila said “We felt secure here above the clouds, and we were encouraged to find our own pathways — to try things and make mistakes.”

Now, a new generation is creating its own memories.

Saffron Clowes (Year 10), Harriet van der Westhuizen (Year 9), Sylvia Clowes (Year 8) and Christabel Clowes (Year 5) are each experiencing Stuartholme in their own way while remaining deeply tied to their family’s legacy.

“It’s really nice hearing about Narni’s time here,” said Saffron.

Today’s Stuartholme is certainly louder, busier and more dynamic. The corridors are filled with enthusiastic conversations and hundreds of girls moving between classes — a far cry from the ordered quiet of the past.

Yet, as Sheila reflected, the School’s growth has been carefully considered.

“Even though the campus has been built across different eras and

captures Jane Doneley (née Follent) and her daughters Sheila Clowes (née Donelly), Sarah van der Westhuizen (née Doneley), Eliza Trinks (née Doneley) and her granddaughters Saffron Clowes, Sylvia Clowes, Christabel Clowes, Harriet van der Westhuizen.

architectural styles, Stuartholme remains remarkably cohesive — united by enduring brick detailing, thoughtful design, and a shared commitment to learning and nature.”

Whether arriving in 1922, 1960, 1987 or, like Christabel, beginning this year, that first step at Stuartholme brings a lifetime of friendships, opportunity, shared experiences and Sacred Heart values.

Sylvia echoed the same sentiment.

“I really like the history of our school and sharing that with my grandmother.”

Mrs Doneley reflected that the spirit of Cor Unum has always fostered a strong sense of belonging — not only to Stuartholme, but also to Sacred Heart schools across Australia, New Zealand and the wider world.

“Our goals of education and the wisdom of Saint Madeleine Sophie unite all Sacred Heart schools,” she said. We maintain this school tradition through the Stuartholme Alumnae Sacré Coeur Association (SSCA), Australian Sacré Coeur Association (ASCA), and Association Mondiale des Anciennes et Anciens du Sacré Coeur (AMASC), which is the World Association of Sacred Heart Alumnae.

Today’s students continue to benefit from those global connections through exchanges with Sacred Heart schools in France, Japan, New Zealand and interstate.

For this remarkable family, while much has changed over the past 104 years, the sense of belonging that defines Stuartholme has endured across every generation.

By Danyelle Britz (Class of 1993)

Photo

1923 Mary Ellen (Molly) Allen

Reunion Weekend

Celebrating the Bonds of Sisterhood

More than 200 alumnae and guests returned to Stuartholme across Saturday and Sunday for the second annual Reunion Weekend, marking milestone years for the Classes of 2021, 2016, 2006, 1996, 1986, 1976 and 1966.

The weekend offered an opportunity to reflect on the years since graduation while honouring the enduring spirit of sisterhood at the heart of a Stuartholme education.

On Saturday, alumnae from the Classes of 2021 through to 1976 returned to campus for guided tours led by current boarding students. Celebrations continued on the lawn with prosecco, where conversations flowed, memories were shared, and friendships were rekindled as each year group gathered.

On Sunday, alumnae, boarders, staff, and members of the Stuartholme and Duchesne communities came together for the annual Alumnae Mass and Morning Tea. The Mass featured performances by the Alumnae Choir and Stuartholme Choir.

Following the Mass, the Class of 1966 gathered for a high tea in the Board Room. In this setting, classmates shared memories and reflected on their time together.

Reunion Weekend remains an important reminder that while time and distance may separate alumnae, their connection to Stuartholme and to one another endures.

Thank you to all who attended, and to the Stuartholme Sacré Coeur Committee for their support in delivering the weekend.

THE WOMEN WHO GUIDE THE Stuartholme SacréAlumnaeCoeur Association

Stuartholme School is fortunate to be supported by a dedicated group of alumnae who generously give their time to guide and strengthen our community through the Alumnae Sacré Coeur Association.

The Alumnae Committee plays a vital role in nurturing lifelong connections, leading key events and fostering meaningful engagement across the Stuartholme Sisterhood. We are delighted to introduce the newly elected committee following the 2026 Annual General Meeting:

President: Stephanie Bird (née Lewis, Class of 2002)

Vice President: Megan Read (née Crowley, Class of 1982)

Treasurer: Jane Waldburger (née Moran, Class of 2002)

Secretary: Paige Heather (Class of 1988)

General Committee: Kate Bellhouse (Class of 1988), Marjorie Daley (née McDonald, Class of 1994), Sophie Ladbrook (Class of 2024), Tarma Shacklady (née Thurgood, Class of 2002), Sadie Rossi (née Clarke, Class of 1983), and Charli Woodard (Class of 2025)

We warmly congratulate this passionate group of alumnae and thank them for their commitment to strengthening and celebrating our cherished Sisterhood.

We also extend our sincere thanks to Patrice Bilbe (née Dodd, Class of 2006) and Angelique Tracey (née Adams, Class of 2006) for their outstanding service as President and Vice President from 2023 to 2026. Their leadership, generosity and genuine commitment have made a lasting contribution to the growth of a strong and inclusive alumnae community.

Empowering

THE NEXT GENERATION OF DONORS

In an increasingly interconnected and rapidly evolving world, the nature of philanthropy is changing. Over the past two decades, significant social, economic, and technological developments have reshaped how younger generations engage with giving. Today’s emerging donors (Millennials and Generation Z) are not only participating in philanthropy but actively redefining it.

Research from the Indiana University Lilly Family School of Philanthropy highlights that younger donors are more likely to support issues rather than specific organisations, viewing themselves as active agents of social change (Indiana University Lilly Family School of Philanthropy 2025). Rather than simply making financial contributions, they seek to be informed, engaged, and connected to the outcomes of their giving.

This generation approaches philanthropy through a distinctly digital lens. Online platforms such as crowdfunding and peer-to-peer fundraising have become central to their engagement, offering transparency, immediacy, and a strong sense of personal connection.

For many young people, giving is deeply values-driven. Issues such as social justice, environmental sustainability, and climate action strongly influence their philanthropic priorities. Their constant global connectivity fosters a heightened awareness of issues such as poverty, natural disasters, and international conflict, along with a desire to contribute to meaningful solutions.

At the same time, research indicates that Gen Z is already highly engaged in supporting causes, with the majority contributing through donations, volunteering, or advocacy (Blackbaud Institute 2024). This demonstrates that the next generation is not waiting until later in life to make an impact, they are acting now.

...research indicates that Gen Z is already highly engaged in supporting causes, with the majority contributing through donations, volunteering, or advocacy...

Looking ahead, the future of philanthropy is likely to become more technology-driven, with a strong emphasis on transparency, accountability, and measurable impact. Younger donors increasingly expect clear evidence of how their contributions are used and the difference they make. Emerging tools such as data analytics and artificial intelligence are enabling organisations to personalise engagement and strengthen relationships with younger supporters (Association of Fundraising Professionals 2025).

This shift also coincides with a broader transformation in the global philanthropic landscape, as a significant intergenerational transfer of wealth takes place. Over the coming decades, millions of dollars are expected to pass to younger generations, creating new opportunities and an increased responsibility to shape the future of giving (CCS Fundraising 2024).

At its heart, this evolution represents an important opportunity. The next generation of donors brings fresh perspectives, innovation, and a deep commitment to creating positive change. By nurturing this spirit of generosity and engagement from a young age, we can foster lifelong connections to giving.

At Stuartholme, where our values are grounded in community, compassion, and service, nurturing this mindset is vital. By empowering young people to understand the impact of giving and encouraging them to engage with causes that matter to them, we are not only supporting philanthropy today but also helping to shape its future.

References

Blackbaud Institute 2024, Gen Z at the Table: A Special Edition of the Next Generation of Giving, Blackbaud Institute. Available at: https://www.blackbaud.com/newsroom/article/new-report-illuminates-gen-z-philanthropic-giving-behavior

Indiana University Lilly Family School of Philanthropy 2025, Next Generation Donors’ Charitable Giving Interests and Approaches, Indiana University. Available at: https://philanthropy.indianapolis.iu.edu/news-events/news/_news/2025/next-generation-donorscharitable-giving-interests-approaches.html

Association of Fundraising Professionals 2025, 5 Fundraising Trends for 2025, AFP Global. Available at: https://afpglobal.org/5fundraising-trends-2025

CCS Fundraising 2024, Finding, Engaging, and Retaining the Next Donor Generation, CCS Fundraising Insights. Available at: https://www.ccsfundraising.com/insights/engaging-the-next-generation-of-philanthropists/

values-driven Fundraising ACTION THROUGH

The Ponytail Project, run in partnership with the Cancer Council, has been a longstanding Year 12 tradition at Stuartholme School for the past six years. Over that time, students have raised more than $500,000 to help fund vital cancer research and essential support services for people undergoing cancer treatment. This year alone, the Class of 2026 raised $89,093.

In 2026, the project took on an even deeper focus. Guided by the Sacred Heart goal, ‘Personal growth in an atmosphere of wise freedom’, students were encouraged to reflect on their own values and discern how they could respond meaningfully to the needs of others.

Year 12 student Sophia, a brave participant and the highest fundraiser in Australia for the Ponytail Project, raising $7,007, shared, “Taking part in the Ponytail Project has been an incredibly meaningful experience for me. Cancer has affected my family in a very personal way, and this was my way of honouring my loved ones while supporting others going through treatment. Donating my hair felt like a small act that could make a real difference, helping someone feel more confident while also raising awareness and vital funds for cancer research.”

On the day, Year 12 students ran a range of fundraising stalls, with all proceeds directed to selected charities. Each cause reflects issues close to the hearts of the cohort, including health, wellbeing, social justice, and access to opportunity.

Ava, who supported Christian Blind Mission (CBM) Australia, said the expanded approach allowed students to act on issues they feel personally connected to.

“I believe that no matter where you come from, everyone deserves access to proper medical care and support. Human dignity is a human right, and unfortunately, too many people are going without. Every child deserves the opportunity to play sport, go to school, and live a fulfilled life. No one should have to go without, and I believe it is my responsibility, as someone who has all these opportunities, to support as many people as I can.”

Through the donation of their hair and their collective fundraising efforts, the Class of 2026 hopes to pass on opportunity, dignity, and hope to those facing challenging circumstances, while living out the Sacred Heart values of compassion, courage, and service.

Giving The Gift OF GREAT EDUCATION

Education has the power to change lives, and at Stuartholme we see this truth lived out every day. Through the generosity of our community, young women are given the opportunity to experience a Sacred Heart education that forms them intellectually, socially and spiritually, equipping them to lead lives of purpose and compassion.

In 2026, Stuartholme is proud to introduce its Annual Appeal, a vital initiative supporting the School’s Bursary Program. At the heart of this program is the belief that a Stuartholme education should remain accessible to all young women, regardless of their financial circumstances. A key part of this work is the McDonald Family Bursary, which supports boarding students from rural and regional areas to access a Stuartholme education.

Through the Annual Appeal, we invite our community to scan the QR code and play a part in shaping the future of these students by empowering them with the gift of a great education and opening doors to lifelong opportunity.

Scan the QR code to support the 2026 Annual Appeal.

*All donations over $2 are tax-deductible.

Weddings & Baptisms AT

STUARTHOLME SCHOOL

Stuartholme is proud to support alumnae in celebrating life’s most meaningful milestones, offering weddings and baptisms within the Stuartholme Chapel. These occasions reflect a deep and enduring connection to the School’s faith tradition, allowing alumnae to return to a place that holds significant personal and spiritual meaning.

WEDDINGS

Ally Russell (née Vasta, Class of 2014) and Will Russell, 18 April 2026.

For Ally, her wedding day at Stuartholme was the realisation of a lifelong dream, deeply woven into family tradition and her own cherished memories of school life.

“It was all wonderful, the vows, first kiss and walking back out together, but my favourite moment was slipping into the Australian Room for a quiet 10 minutes together. It gave us a chance to take everything in before the celebrations continued,” Ally shared.

Ally first met Will in high school as her best friend Charlotte Russell’s (Class of 2014) older brother. With Charlotte and her sister Phoebe (Class of 2017) both part of the Stuartholme community, the School already held a special connection for Will. A decade later, Ally and Will reconnected at a family celebration, a reminder that some stories simply take time to unfold.

Stuartholme has long been at the heart of Ally’s family. Inspired by her grandmother Janet Leighton’s love of Sacred Heart education at Kincoppal-Rose Bay, generations have followed in her footsteps. Her mother, Deborah Vasta (née Leighton, Class of 1985), attended Stuartholme and later served on the School Board. Ally’s connection is shared with her sister Raphaelle (Class of 2011) and her cousins Celeste Lauren (née Farmer, Class of 2010), Amelia Vasta (Class of 2011), Astrid Farmer (Class of 2013), Lucy Vasta (Class of 2013) and Eloise Vasta (Class of 2016), all part of the alumnae community.

“I always imagined getting married at Stuartholme,” Ally said. “My parents were married here 35 years earlier (20 April 1991), and we watch their wedding video every year. Even as a student altar server in the Chapel, I would picture that moment, and somehow, it became reality.”

BAPTISMS

Stuartholme continues to welcome alumnae families as they celebrate baptisms within the Sacred Heart tradition.

Laura Lacey (née Knight, Class of 2014) and her husband Connor baptised their daughter Freya on 16 May 2026.

Kate Conway (née Kelly, Class of 2013) and her husband James baptised their daughter Maeve on 1 February 2026.

To enquire about hosting a wedding or baptism at Stuartholme, please contact events@stuartholme.com

MARK YOUR CALENDARS

Key

Thursday 6 and Friday 7 August

Year 12

Senior Production and Art Show

Sunday 9 August

Winter Music Concert

Thursday 13 August

Open Morning

Saturday 15 August

Stuartholme Art Show Opening Night

Sunday 16 August

Stuartholme Art Show Free Community Day

Thursday 3 September

Year 7 2027 Orientation Day and Boarder Sleepover

2027 Parent Information Evening

Friday 4 September

Year 5 2027 Orientation Day

Dates

Friday 18 September

Years 9-12 Parent Daughter Breakfast

Senior Alumnae Lunch

Wednesday 30 September

Spring Camp

Friday 9 October

Annual Sports Awards Breakfast

Saturday 10 October

Goondiwindi Sports Day - Come & Try Water Polo and Rowing

Wednesday 14 October

Celebration of Excellence

Saturday 31 October

Alumnae Remembrance Mass and Morning Tea

Thursday 26 November

Christmas Carols

stuartholme Open Morning

Discover what lies ahead at Stuartholme School and explore our rich academic, co-curricular and faith offerings.

Thursday 13 August, 9.00am to 11.00am

What Will You Experience?

Join us and discover what makes a Stuartholme education unique:

- An address from our Principal

- Insight into our academic and co-curricular programs and opportunities

- A student-led tour of our beautiful campus

- Conversations with students about their Stuartholme journey

- An introduction to our Sacred Heart educational philosophy

- Exploration of our state-of-the-art facilities

- Opportunities to meet our Leadership Team and dedicated staff

- Morning tea with the Principal and Leadership Team

- Time to ask questions and connect with our welcoming community