As we speak with students about belonging, wellbeing, and their place in the world, many are also engaging with new technologies like Generative AI (GenAI). These tools are powerful and becoming increasingly present in both classroom and personal spaces. But it raises some interesting questions for all of us — as educators, as parents, and as people.

When does technology help us communicate better? And when is something human — eye contact, tone, presence — truly irreplaceable?

Simon Sinek, leadership author and speaker, offers some thought-provoking perspectives on these themes. If you're looking for something to reflect on this weekend, you might enjoy reading or watching some of his work — perhaps with a coffee and a conversation.

And if you’re looking to start a dialogue with your daughter, here are a few questions that might open up a thoughtful and empowering exchange:

Conversation Starters with Your Daughter

Our role as parents and educators is shifting — not to have all the answers, but to coach and walk alongside our young people as they navigate this evolving world with curiosity, courage, and discernment.

Let’s keep making time for those reflective conversations — because in the end, human connection remains our most powerful tool for learning and growth.

Disclaimer: Yes, GenAI helped with the writing of this update — but the reflection, the intent, and the message are entirely human. ☕🌱

Corinna Bailey
Acting Deputy Principal

This week, we celebrated One World Week—a significant part of the MSB calendar. It’s a time when we look beyond our Red Brick Wall to recognise and reflect on the lived experiences of our global community. One World Week invites us to learn about the many challenges faced across the world and to stand in solidarity with our brothers and sisters working to overcome them. This year, Reconciliation Week and Laudato Si’ Week were thoughtfully incorporated into our One World Week activities. During lunchtimes, students had the opportunity to create installations expressing our shared commitment to reconciliation and care for our common home. We also welcomed a guest speaker who shed light on the issue of fast fashion and its global impact. To conclude the week—and to celebrate all we’ve learned—a Blooket quiz was held in the Hall, bringing students together in a fun and engaging way. I encourage you to have a look at the College's social media posts.

Last Wednesday, Mrs Wells, Mrs Guerrera and I had the pleasure of accompanying a group of our Year 11 students to the Catholic Mission Youth Leaders in Action Forum at St Vincent’s College, Ashfield. The keynote address was delivered by Emilia Nicholas from the Josephite Justice Network, who inspired us all to use our voices as powerful tools for change. Throughout the evening, students engaged in a range of interactive workshops exploring key social justice issues including Interfaith Encounters, Truth-Telling, Global Poverty, Refugees, Climate Change, and Fast Fashion. It was a wonderful opportunity to connect with like-minded students and educators who share a passion for justice and advocacy and to develop our understanding of Catholic Social Teaching. Our students returned with fresh insights, meaningful connections, and a deeper understanding of how each of us can play a role in building a more just and compassionate world.

Mrs Diggins, Mrs Holstein, and one of our Year 10 Ministry classes participated in the AIM program at St Edmund’s College last Tuesday. AIM stands for Advocacy, Immersion, and Mission, and it offers students the chance to experience the values and spirit that define the St Edmund’s community. Another of our Ministry classes will have the same opportunity next week.  Bennies and Eddies share a longstanding and valued relationship. As part of this continued partnership, some of our senior students will also be supporting Eddie’s upcoming Big Night Out later this term. I encourage you to read Piper and Evelyn’s reflection on their visit below.

There is still much to look forward to this term, including our food drive for the House of Welcome and the celebration of MSB Day. I am taking three weeks long service leave before the end of term and Mrs Wells will be the Acting Dean of Mission during this time. As I look back on all that has been done and prepare for what is yet to come this term and early next term, I can’t help but reflect on how privileged we are to be part of such a vibrant and dynamic community—one that offers countless opportunities to learn, serve, and thrive as we journey together in building the Kingdom of God.

Kerry Bailey
Dean of Mission

“We were warmly welcomed by Terry, a dedicated teacher with over 36 years of service at St Edmund’s. In the College library, Terry provided a fascinating historical overview of the school’s mission, which began in 1951 as an all-boys institution for students who were blind. Over the decades, it evolved into a co-educational community catering to students with a broad range of disabilities. This journey reflects St Edmund’s unwavering commitment to accessible, holistic education grounded in dignity and care.

Throughout the day, we toured the College’s outstanding facilities, including their state-of-the-art hospitality kitchens and a mock “Woolworths” store, spaces designed to develop practical skills and offer meaningful vocational training. The newly renovated indoor swimming pool, gym, basketball court, and outdoor sports fields left a lasting impression, not just for their quality, but for their role in supporting the physical development and wellbeing of every student.

What stood out most, however, were the moments of genuine connection. During recess and lunch, we had the opportunity to interact with St Edmund’s students through sport and conversation. Whether it was a game of basketball, a shared joke, or simply listening to one another’s stories, these moments were a powerful reminder of our shared humanity.

Back in the library, we engaged in a series of advocacy activities designed to foster empathy and awareness. We took part in a braille workshop and the ‘blind experience’ activity, where students were paired to simulate the experience of navigating the campus with limited vision, guided only by a cane and a partner. These exercises challenged our perspectives and highlighted the importance of accessibility in education and public spaces.

Another highlight was joining classes in Art, Science, Physical Education, English, Religion, and Music. Being welcomed into the learning environment offered us a firsthand look at the creativity, enthusiasm, and resilience of the students, as well as the dedication of their teachers.

Our day concluded with a reflective discussion, where each of us shared key takeaways from the immersion. A clear and shared message emerged: we have a collective responsibility to challenge stereotypes, break down barriers, and promote equity in our community. This experience inspired us to become stronger advocates for social justice, particularly in creating a more inclusive society for people living with disabilities.

We extend our heartfelt thanks to the Mission Team, Mrs Doueihi, Head of Religious Education, Mrs Diggins, and all the incredible staff at St Edmund’s College for welcoming us so generously and guiding us through this meaningful experience. We return to our own school enriched, inspired, and committed to fostering a culture of compassion and inclusion.”

Mount St Benedict College will continue to connect with St Edmund’s in a variety of ways this term, with two more visits scheduled in for Mr Muscat’s and Ms Exton’s Year 10 Ministry classes. We are thankful for this genuine partnership and connection with Eddies.

Jacinta Wells
Deputy Dean of Mission

Wide reading—the practice of reading a broad range of texts across genres, cultures, time periods, and topics—is a crucial element of adolescent development. For adolescent girls in particular, wide reading plays a unique and transformative role, fostering intellectual growth, emotional maturity, self-confidence, and social awareness. As the landscape of education evolves, so too does the understanding of how reading contributes to the holistic development of young women.

But why do we want our Bennies girls to read?

1. Cognitive and Academic Benefits

Reading widely enhances vocabulary, comprehension, and critical thinking skills, all of which are foundational to academic success. A comprehensive study by Cunningham and Stanovich (1998) demonstrated that the volume of reading is a strong predictor of verbal intelligence and academic performance. For adolescent girls, who often outperform boys in reading during these years, continued engagement with a variety of texts reinforces their academic strengths and boosts their performance in subjects beyond English, including science and social studies.

Moreover, wide reading encourages higher-order thinking. Exposure to diverse writing styles, arguments, and perspectives requires readers to synthesise information, evaluate viewpoints, and construct well-informed opinions. These skills are particularly important for adolescent girls navigating increasingly complex societal expectations and preparing for future leadership roles.

2. Identity Formation and Empowerment

Adolescence is a pivotal stage in identity formation, and literature provides a mirror and a window for self-exploration. Reading stories about girls and women from different cultural, historical, and socioeconomic backgrounds allows adolescent girls to see themselves reflected in empowering ways. It also helps them envision futures not limited by gender stereotypes.

A 2018 study published in The Journal of Research in Reading found that girls who read fiction featuring strong female protagonists showed increased self-esteem and ambition. Access to a wide range of narratives can disrupt limiting cultural scripts and provide models for resilience, agency, and leadership.

Wide reading also offers safe spaces to explore issues related to gender, body image, emotional health and relationships. Books like 'I Am Malala' by Malala Yousafzai provide more than engaging plots—they initiate conversations and encourage critical thinking about justice, rights, and voice.

3. Empathy and Social Awareness

Empathy—the ability to understand and share the feelings of others—is both a cognitive and emotional skill, that can be developed through reading. Research by Kidd and Castano (2013), published in Science, found that reading literary fiction improves theory of mind, the capacity to understand others’ mental states. For adolescent girls, this emotional intelligence can translate into more positive social interactions, leadership potential, and healthier relationships.

Wide reading exposes girls to experiences different from their own, fostering empathy for people across lines of race, religion, geography, and socioeconomic status. By reading about refugees, historical injustices, or neurodiverse characters, girls can develop a greater understanding of the world—a critical asset in a globally connected society and a strong link to the College value of Pax.

4. Resilience and Mental Wellbeing

Reading also has a therapeutic dimension. Bibliotherapy—the use of books for mental health support—can help adolescent girls navigate stress, anxiety, and identity confusion. Fictional narratives provide a form of emotional rehearsal, allowing readers to vicariously experience and resolve conflict.

A 2020 report by the National Literacy Trust (UK) found that children and teens who read daily were more likely to report greater levels of happiness and lower stress. Wide reading, particularly of both fiction and nonfiction, allows girls to explore difficult issues in a safe context, process complex emotions, and find hope in the journeys of characters who endure and overcome.

So what can we do as parents and educators to encourage our girls to read?

• Work with our girls to provide reading lists that include voices from different genders, cultures, and perspectives.

• Encourage choice by allowing the girls to explore books that interest them without judgment.

• Discuss books and reading at home and school to deepen understanding and connection.

• Support access to books through school libraries, digital platforms, and audio books for those long car rides. Most shires have access to catalogues such as https://auth.storyboxhub.com/login .

Wide reading is not just a goal for us as parents and educators; it is a developmental necessity. For adolescent girls, the benefits of broad reading extend far beyond the page, it influences how they think, feel, relate, and aspire. By encouraging wide reading, we equip young women with the tools and emotional resilience to navigate adolescence with confidence, compassion, and a strong sense of self.

So, I look forward to seeing our wonderful Library get even more buy in from our girls in the coming weeks, months and years!

Sheri Upasiri
Dean of Wellbeing

The performance combined powerful drumming with storytelling, movement, and cultural explanation. As Crystal reflected, “It wasn’t just about the sound, it was also about the movement, discipline, and teamwork.” For many students, the passion and coordination of the performers stood out. “You could really tell their passion about sharing the Japanese culture and the history behind each song,” wrote Mikhaella.

Audience participation was a highlight, with students clapping, singing, and even joining the drummers on stage. Olivia summed it up best: “We all got to interact as we could clap or sing during certain parts and some of us were lucky enough to play on the drums. This was a very exciting and inclusive way for us to learn and experience the Japanese culture!”

Students were also inspired by the performers’ skills and enthusiasm. “The drummers were in sync… it was very impressive,” said Chloe, while Adriel added, “It was inspirational to see how well they were able to perform.”

The incursion gave students a hands-on connection to their language learning, reinforcing vocabulary and cultural knowledge in an authentic and memorable way. As Zara Xie noted, “Watching the performances made me realise just how much effort is required and deepened my appreciation for Taiko drummers.”

This exciting event was a reminder of the richness and relevance of learning languages. By experiencing culture through music, students gain a deeper understanding of the people and practices behind the language they are studying.

Arigatou gozaimasu to Watanabe-sensei and to the Languages Faculty for making this possible!

James Warren
Head of Department - Languages