Relationships are the foundation of all we do at Haileybury
True wellbeing is determined by the quality of relationships we form and the security our relationships provide for us. True wellbeing at school is lived out when each student knows that they are safe, known and cared about.
As we begin the new school year at Haileybury, and as I begin my work in my role as Deputy Principal – Wellbeing, further strengthening our deep commitment to student wellbeing, it is timely to affirm that all we do together is underpinned by the development of positive relationships, both very new and reconnecting with others already formed and valued.
Haileybury is a large and complex organisation. Our size is one of our strengths, allowing the most extraordinary opportunities for our students that only scale allows. However, one of the many beauties of the Haileybury experience is that our School is made up of many smaller parts; each of the component sections of our School are developmentally designed to ensure every student is known and every student matters every day.
Within these smaller parts of the whole, relationships flourish as students are closely nurtured to know each other and to also know the adults who care for them. From the Early Learning Centre, through the Junior School, and onto our parallel education model from Middle School – Senior School, Year 9 – Year 12, students are each part of a community in which they are seen and known.
Students learn best when their brains feel safe, supported and connected. Our understanding of neuroscience confirms that if a child or young person experiences psychological or emotional threat, the brain’s stress response system activates, diverting cognitive resources away from the prefrontal cortex. This is the area of the brain responsible for reasoning, problem solving and higher order learning. ‑solving and higher‑order learning.
In contrast, when students feel safe, respected and known, the brain shifts into a state that supports curiosity, memory formation and deeper engagement. Strong relationships, predictable routines and calm, consistent expectations help create these conditions, allowing the brain to relax, to truly open and to thrive. These are the conditions we create each day for our students at Haileybury.
True wellbeing and psychological safety are not “extras” at Haileybury. They are core pillars of our School and the foundation that enables genuine, deep learning to occur. That foundation reflects our commitment to high-quality, positive and respectful relationships.
From our very youngest children in the Early Learning Centre to our Year 12 student leaders, our commitment is to know each child and value their unique strengths and talents. We do that by prioritising relationships with every student, every day.
Haileybury is a relational, deeply human organisation which holds the needs of the children and young people in the centre of all that we do. It is the strength of our relationships, combined with the skill and absolute dedication of our academic staff that enable Haileybury students to continue to achieve at the very highest levels.
As we begin the 2026 school year with this deep commitment to positive, caring relationships as the bedrock of the learning challenge of school, we do also know that relationships in-person can be very different to those online. At school, relationships grow through genuine connection, our interactions in classrooms, and the daily rhythm of Haileybury on-campus life.
Online relationships, however, can be far more complicated, and at times dangerous. They can of course also be wonderful. We know that without the cues and context we rely on in person, misunderstandings can occur more easily, interactions can feel less personal, and the pressure to compare ourselves to others can intensify, particularly during adolescence. We do also know that unfortunately some people behave very differently online to the way they would in person.
While online spaces can offer connections for young people, they also introduce challenges around tone, privacy and authenticity, making it so important to understand the differences and navigate both environments with awareness and care. That is why I am so proud of Safe Online Actions and Relationships (SOAR), the online toolkit Haileybury has developed for families. We know that it is challenging for families to navigate the digital world with your children, to set boundaries and to ensure your child is safe.
It is a significant challenge, but you are not alone. As a community, we are committed to supporting you and bringing families together to create shared commitments to help young people be safe online. I encourage you to familiarise yourself with SOAR and spend time reading, watching and exploring. SOAR is an extraordinary toolkit of resources, created for you, to support you at home.
Whether it be at school, at home, in the sports club or online, we are always moving in and out of different relationships. Naturally, some of those relationships are deeper and more meaningful than others but they are all important, just in different ways. From our morning barista to our teacher, from our own child to our boss at work, each relationship matters. At Haileybury, our commitment is that all our relationships are kind, respectful, positive and constructive. Our Magenta Principles are compellingly simple and so very important: every student matters every day; every staff member matters every day.
Together we live out these commitments by the way we communicate with others, through the positive, kind and respectful way we build relationships. That is what determines our wellbeing, knowing that at Haileybury, in person or online, we are safe, known and cared about.
Nathan Chisholm
Deputy Principal Wellbeing
