If you follow education news, you may have noticed ongoing attention on the challenges facing independent schools across Australia. Stories relating to reduced government funding, rising operating costs, workforce pressures, wellbeing and increasing regulatory requirements have become regular features in the media. Like many schools, Scotch Oakburn continues to navigate these developments thoughtfully while remaining focused on what matters most: providing an outstanding education for our students.

One of the enduring strengths of independent education is the ability to provide young people with a rich and holistic experience that extends well beyond the classroom. At Scotch Oakburn, students benefit from strong academic foundations, dedicated wellbeing support and a breadth of opportunities designed to help them discover their interests, strengths and passions.

Throughout the year, students engage in a diverse range of co-curricular experiences including sport, music, drama, outdoor education, service, leadership and academic extension programs. Our vibrant House competition system continues to foster connection, belonging and healthy school spirit, while performances, competitions and community engagement opportunities help students develop confidence, resilience, character and a sense of purpose.

As the educational landscape continues to evolve, Scotch Oakburn will continue to evolve with it. Like all schools, we must respond to changing expectations, new technologies, workforce challenges and shifting funding environments. Inevitably, some aspects of the College will look different in the years ahead as we adapt to ensure we remain sustainable, relevant and responsive to the needs of future generations.

At the same time, many of the elements that have defined a Scotch Oakburn education for generations remain as relevant today as they have ever been. Strong relationships, high-quality teaching, a deep sense of belonging, meaningful pastoral care and a broad range of opportunities beyond the classroom continue to sit at the heart of the College experience.

While public discussion about independent schools is likely to continue, our purpose remains unchanged. The challenges facing the sector are real, and we will continue to evolve in response to them. At the same time, we remain committed to the values, relationships and experiences that have shaped generations of Scotch Oakburn students, ensuring every young person is supported to flourish both at school and beyond.

Ross Patterson
Principal

The Senior Foundation Oratory 2026 was held recently and proved to be an outstanding event in the College’s public speaking calendar.

Five students participated in this year’s competition: Gomanth Anand Lokesh (Year 11), Delilah Barrett (Year 11), Grayson Edwards (Year 10), Meg Kilby (Year 12), and Calan Young (Year 12). Each student delivered a thoughtful and engaging speech, demonstrating the confidence, preparation, and communication skills that the event seeks to foster.

Mr David Morris, Ms Jenny Fraser, and Mrs Sharon Beattie served as adjudicators. Their expertise and in-depth feedback were greatly appreciated by both students and staff.

Congratulations to Meg Kilby, who was awarded the Senior Foundation Oratory Award for 2026 for her speech, ‘The belief we carry’.

Aditi Kataria 
Teacher 

Students from Years 6 -10 recently participated in the Tasmanian Mathematics Relay competition (northern heat). This competition is always a fun, fast paced event that includes quick thinking, perseverance, teamwork and mathematical problem-solving skills.

Our Year 9 team of Max Wilson, Bowen Yang-Sun, Maddie Gofton and Riwaj Koirala came first in the northern heat Year 9/10 intermediate division, and their score was so strong (a perfect score with 6 minutes to spare), they won overall for the state!

Our Year 10 team of Grayson Edwards, Olive Kwan, Zac Boden and Micah Joseph placed third in the northern heat. The Year 7 and 8 combined team of Shylee Kurukulasuriya, Zeke Yang-Sun and Oscar Chiong placed second in the northern heat. Our Year 6 of Percy Calvert, Ivy Tso, Suvani Somarantha and Sophie Lim also had a great day.

We are extremely proud of how well the students represented the College and the outstanding success and teamwork displayed.

Anna Waites, Richard Niu, Lei Sun, Anne Jones
Teachers

On Exchange in Stunning Franschhoek, South Africa

I am having an amazing time on my exchange at Bridge House School. Everything here has been so wonderful, and I have already had so many experiences that I know I will remember for a long time.

One of my most memorable experiences happened during my third weekend, when my exchange partner, Manqoba, her sister and I flew to Johannesburg to stay with her mother. While we were there, we went to a lion and animal experience. It was absolutely amazing to have the animals so close to us, and it was definitely something I could never experience in Launceston!

My exchange has also given me some experiences where I have had to step outside my comfort zone. One of the most confronting moments was when Manqoba had to leave school early for a competition and I had to navigate around the school, finding each of my classes from memory. It was a little challenging because students at Bridge House don’t have specific classrooms listed on their timetables. I had to work things out for myself and find my way around the school.

There are also some really interesting differences in the way school operates here. Each teacher has their own classroom. You go to your teacher’s classroom and they are already there waiting for you.

One thing I would definitely like to bring back to Scotch Oakburn and Launceston is school spirit. The school spirit at Bridge House, and in South African schools generally, is huge. So many people get involved, and it really seems like everyone wants to be there and be part of the community.

On my first weekend, I went to a school rugby game and was amazed to see that every student who went to school was there supporting the students playing. Everyone was cheering and getting behind their team. It was such a great atmosphere and made me realise how much school spirit can bring a community together.

I am really grateful for the opportunity to experience life at Bridge House and in South Africa. I am learning that an exchange isn’t just about seeing new places; it is about putting yourself into unfamiliar situations, meeting new people, experiencing different ways of doing things and being willing to give things a go.

I am definitely making the most of it and can’t wait to see what the rest of my exchange brings!

Izzy Scicchitano
Year 10 

What looked like an impossible task became an extraordinary achievement thanks to some of our Year 9 students.

Over two days, students from Briggs and Fox House took on the challenge of cleaning up a significant amount of rubbish, predominantly glass bottles, from the Mole Creek Karst National Park.

Much of this waste had been dumped years ago, before the area became a national park, and posed an ongoing threat to the sensitive cave systems beneath.

As can be seen from the before and after photos, when the work began, the scale of the task was daunting. Yet through determination, teamwork and a commitment to caring for the environment, our students transformed the site.

Local volunteers, who have been working on the clean-up effort for some time, shared that the amount achieved by our students in just two days would have taken them months to complete.

We are incredibly proud of our Year 9 students for embracing this meaningful service opportunity and making a lasting contribution to the protection of this unique Tasmanian environment.

As parents and carers, we all know that children and young people have difficult days. Children can be grumpy, anxious, tearful or frustrated, while teenagers may become more private, independent or emotional as they navigate adolescence.

These things can be a normal part of growing up.  So, how do we know when a child or young person might benefit from some additional support?

Look for changes 

One of the most useful things parents can do is to notice changes from their child’s usual behaviour.  You know your child best. If they seem noticeably different from their usual selves, particularly when the change continues over time or begins to interfere with everyday life, it may be worth checking in.

Some things to look out for include:

Emotional changes

• becoming unusually sad, tearful, anxious, angry or irritable
• appearing overwhelmed by things they would normally manage
• becoming increasingly fearful or worried
• expressing feelings of hopelessness, worthlessness or being a burden.

Changes in behaviour

• withdrawing from family or friends
• losing interest in activities they previously enjoyed
• becoming unusually quiet or, conversely, much more reactive or difficult to settle
• displaying behaviours that seem out of character
• becoming increasingly dependent on parents or reluctant to be away from home.

Changes in physical wellbeing

• significant changes in sleep
• changes in appetite or eating
• frequent headaches, stomach aches or feeling unwell without an obvious physical explanation
• appearing consistently tired or lacking energy.

Changes at school

• reluctance or refusal to attend school
• difficulty concentrating or completing work
• a noticeable change in academic performance
• withdrawing from peers or activities
• increased conflict with teachers or other students.

For older children and adolescents, you might also notice increased isolation, changes in friendships, changes in appearance or self-care, or a significant increase in time spent online.

It’s the pattern that matters 

Seeing one or two of these behaviours does not necessarily mean that something is wrong.

Children and young people experience ups and downs, and their behaviour can change as they develop. What is more concerning is when several changes occur together, persist over time, are becoming more intense, or begin to interfere with home life, friendships, learning or activities they normally enjoy.

Rather than asking, “Does my child have a mental health problem?”, it can be more helpful to ask: “Is my child struggling, and what might help?”

Start with a conversation 

You don’t need to have the answers before you talk to your child.  Choose a calm moment and let them know what you’ve noticed: “I’ve noticed you’ve seemed a little different lately. How have things been going?”

For younger children, talking while drawing, playing, walking or doing something together can make conversation feel less confronting.

For teenagers, sometimes simply letting them know that you’ve noticed and are available to listen can be the best starting point.

Try to listen before offering solutions. Young people are often more likely to open up when they feel that they are being heard rather than judged.

Don’t wait for things to become a crisis 

If you are concerned, it is okay to seek advice early. Support might begin with a conversation with your child’s teacher, a member of the school’s wellbeing team, your GP or another health professional. Sometimes a few conversations and some practical changes can make a significant difference. At other times, more specialised support may be helpful.

  The school’s Dash page includes a “Counselling Referral” button for Penquite students. This can be an effective starting point for student or caregivers seeking to access counselling support and wellbeing services.

When should I be particularly concerned? 

Seek professional advice if your child’s difficulties are persistent, worsening or significantly affecting their everyday life.

If a child or young person talks about wanting to die, suicide, self-harm, or not wanting to be here, take this seriously and seek immediate professional support. In an emergency, call 000. You can also contact Lifeline on 13 11 14.

Trust your instincts 

Parents sometimes wonder whether they are overreacting or whether a behaviour is simply “a phase”. It is important to remember that you don’t need to diagnose your child. Your role is to notice changes, stay connected, listen without judgement and help your child access support when they need it. Sometimes the most important thing we can say to a child is simply: “I’ve noticed things seem a bit difficult at the moment. You don’t have to manage it on your own. Let’s work out what might help.”

Kylie Wolstencroft
Director of Wellbeing – Penquite

For two weeks, Scotch Oakburn College has welcomed Mitchell Jonson and Veronica Gutierrez from Matthew Flinders Anglican College in Buderim, Queensland, as part of our Round Square Year 8 Exchange Program.

They quickly embraced life at Scotch Oakburn, throwing themselves into the experience of being students at a different school and making the most of the opportunity to meet new people and experience Launceston from a local perspective.

Reflecting on his exchange, Mitch said: “I loved my time here a lot. I got the opportunity to meet loads of new people, experience a different school from an actual student’s perspective, and live in Launceston with the Patterson family. It was an awesome time, though pretty cold!”

Perhaps the greatest measure of a successful exchange are the friendships that continue beyond it. Mitch and Veronica were delighted to leave Tasmania knowing that they had made new friends and could “confidently say that they have Tasmanian friends, which is pretty cool.”

Mitch also expressed his appreciation to the Patterson family for making him feel so welcome and encouraged others to take up the opportunity: “I definitely recommend going on exchange for anybody at all interested in it.”

Mitch and Veronica were outstanding representatives of Matthew Flinders Anglican College, throughout their time at SOC. Their enthusiasm, warmth and willingness to engage with our community embodied the spirit of Round Square and the value of learning through genuine connections across different school cultures. We look forward to seeing where their Round Square journey takes them next.

Stuart Walls
Director of Round Square 

As part of their studies on human impacts on land cover change, our Year 12 Geography students recently enjoyed a valuable field trip to Glenbourne Farm, where they were able to observe firsthand the complex relationship between land use, environmental management, and biodiversity conservation. The excursion was facilitated by Kate and Darcy from the Forest Education Foundation, Jo from Glenbourne Farm, as well as Molly from Private Forests Tasmania.

Glenbourne Farm provided an outstanding example of the many ways land can be managed sustainably. Students were given a unique opportunity to see how careful stewardship of the landscape can reverse the impacts of past land use practices, regenerate native vegetation, and support the growth of local biodiversity. Seeing these environmental processes in action helped bring classroom concepts to life and deepened students’ understanding of sustainable land management.

A particular highlight of the visit was learning about the farm’s forestry operations. Students gained insight into the role of selective logging as a sustainable forestry practice and explored how agroforestry can contribute to ongoing carbon capture through the continuous cycle of planting, growth, harvesting, and regeneration. These real-world examples helped students appreciate the importance of balancing productive land use with environmental responsibility.

The excursion also provided an excellent opportunity to develop practical Geography fieldwork skills. Students practised measuring trees, collecting field data, and creating landscape sketches, all of which are important techniques used by geographers to investigate and understand environmental change.

Blessed with beautiful weather, the day was enjoyed by all. The hands-on experiences and expert insights provided at Glenbourne Farm made for an engaging and memorable learning opportunity.

The Year 12 Geography students and staff would like to extend their sincere thanks to Jo at Glenbourne Farm for generously welcoming us onto their property, as well as Kate, Darcy and Molly for sharing their knowledge and expertise. Their contributions helped make the excursion both educational and inspiring.

Georgie Routley
Teacher

The Australian CBCA Children’s Book Week 2026 celebrated a “Symphony of Stories” and ran from 22 to 28 August. As readers, we were encouraged to imagine books and stories as a great symphony, with different characters, voices, adventures and ideas all coming together to create something wonderful. The theme of Book Week 2026 was built around the three Rs: “Read, Relax, Repeat”. It encouraged children to see reading as something enjoyable and comforting, not just something they do for school.

Read: immerse yourself in a story and discover new worlds.
Relax: enjoy books as a calming, cosy activity.
Repeat: reread favourite books, revisit beloved characters and discover something new each time.

On Thursday 27 August, Elphin Campus students celebrated Book Week. Students dressed as their favourite book characters and brought their books to share with and celebrate alongside their peers. The 2026 Literacy Captains and Mrs Gee led a fun and engaging Together@Elphin, where each Year level had the opportunity to participate in a dance-off and celebrate and share their costumes. Some characters spotted on the day included The Wiggles, Mrs Broccoli, Bottomley Potts Covered in Spots, The Bad Guys, Bananas in Pyjamas, Mickey Mouse, Alice in Wonderland and Alvin and the Chipmunks.

The 2026 conneXions Captains and I ran a Book Week competition for students from EL to Year 5. Each year, the Children’s Book Council of Australia nominates books in different categories for the Book of the Year Awards. Students from EL to Year 5 read the six shortlisted picture books and voted for their favourite. The book Once I Was a Giant by Zeno Sworder was the winning title for 2026, and two winners were drawn at Together@Elphin to receive a new copy of the book.

Keep enjoying reading, everyone!

Lucie Bartley
Teacher

A reminder that students in Years 3–12 may wear either the Winter or Summer uniform during the final two weeks of Term 3, starting Monday 21 September.

The College Shop will be closed from Monday 5 October and re-open on Friday 16 October.

Opening hours:           

Friday 16 October                    9.00 – 5.00 pm
Monday 19 October                 9.00 – 5.00 pm
Wednesday 21 October           12.30 – 5.00 pm
Friday 23 October                    12.30 – 5.00 pm

(and then continuing with regular term hours).

Scotch Oakburn College has an exciting opportunity to appoint a Sailing Coach for the 2026-2027 season. Scotch Oakburn College Sailing program has been steadily growing and we are looking for a passionate sailor to join the coaching team. Our Sailing is based at the Deviot Sailing Club an includes 10 days of sailing throughout Term 4 and Term 1, with one weekend trip to Kingston Beach Sailing Club for the State Mirror Titles in March.

The duties of the role would include helping and mentoring students to rig Scotch Oakburn Mirror Dinghy’s, teaching students how to sail and have the potential for formal coaching opportunities from the rescue boats and on shore.

If you are interested in being involved in the Scotch Oakburn College Sailing program or have any questions about the role, please email Rob Bastick – Person in Charge of Sailing at rob.bastick@soc.tas.edu.

We are pleased to provide a community news section in our news highlighting events in the wider Launceston community that may be of interest to families. Included this week:

• Launceston Swim School Holiday program
• Just Swim School Holiday program
• RoboCup Australia session for students and teachers – 19 September (hosted at Middle School, Penquite Campus)