Real stories from women educating in a boys’ school

This year, Trinity is holding four events spread across each term for a new Professional Growth initiative designed to focus on the experience of women educators in boys’ schools. 

The first event – a panel discussion over breakfast – took place in March where six female Trinity staff members joined Dr Kimberley Pressick-Kilborn to discuss their unique experiences educating in a boys’ school, what they’ve found to be helpful, and how they believe Trinity – and other boys’ schools – can continue their culture of inclusivity. 

Many of the panel participants have spent time educating in other environments – co-educational programs or girls’ schools – prior to coming to Trinity. Their reflections began by honing in on the immediate differences they noticed when teaching boys. 

Ms Nadene O’Neill (Year 3 Teacher, Preparatory School) says that after coming from a girls’ school, she could see how boys approached their teachers differently, particularly when that teacher is a woman.

“Girls push you to be better, but boys sit back, they want you to prove yourself first, connect with them … do something and then they’ll join you on the journey,” she said. “It’s that first pull you have to have to make them feel connected and comfortable and ready to learn.” 

With a background in teaching students with additional needs, Ms Hannah Gauci (Kindergarten Teacher, Junior School) says that she has found that what works for students with additional needs generally works for everyone. From taking a break to stretch or do push-ups for a student who has Sensory Processing Disorder, to having the day’s lessons mapped out visually, she says the boys respond well to adaptations that keep them on their toes, have clear expectations, and make them feel in control of their learning. 

Ms Heidi Broadbent (Mathematics Teacher and Senior School Housemaster) noted that while generalisations of boys being noisy and needing to move around a lot were accurate, they equally needed quiet, safe spaces to recalibrate or to approach teachers for guidance, something she facilitated in her time at Trinity’s Boarding House by ensuring she was available – often bringing her knitting or a puzzle into a common area so that boys had an opportunity to approach. 

And that safe space extends into the School says Ms Laura Bray (Administrative Assistant, Academic Office), who knows the power of Co-curricular participation in building a rapport with students. 

“Students need a safe space,” she says. “I’ve seen them in some very vulnerable moments on Cadet camps. That experience with them out in the field has really been so valuable.” 

Working in the Academic Office, she says that students aren’t always there for great reasons but as “one of the first faces students see” in the office, she knows that their existing relationship built in Cadets can help students to feel more comfortable. 

She says that being involved in Cadets has given her an opportunity to “find some common ground with the boys”. 

“It’s really challenged them to see me in a different way and that has helped me in my role. They see that I get out and do the same things as them. I think seeing me out driving big trucks at Cadets has really helped me.” 

Getting students on side is a challenge that Ms Emelia Moraitis (Economics Teacher, Senior School) has also tackled. 

“I came to Trinity as a 22 year old and I was teaching 17-year-old boys. It was really, really hard,” she recalls. “It was hard for me, but it was also probably difficult for them. 

“Sometimes, based on their experiences, boys might view females — especially mother figures who often set rules — as harsh, strict, or mean. At the same time, when they encounter the softer, more nurturing side of women, they may mistakenly believe they can get away with anything.”

Ms Moraitis reflected that Trinity offers the opportunity for boys to understand that there is a middle ground: women are complex, with a range of personalities and characteristics. 

“Helping them to learn that has just been a joy in my life. Probably the best part about being a teacher in a boys’ school has been teaching boys how to develop productive and respectful relationships with women.

“Sometimes that means they make mistakes, they get in trouble, they say the wrong thing and boundaries have to be put in place, but sometimes that means we can have some of the most amazing conversations and just talk about life.” 

Ms Elizabeth Murphy (PDHPE Teacher and Middle School Housemaster) says that while there are plenty of generalisations out there about boys – and particularly boys in boys’ schools – she has found that their kindness and respect has always won out. 

“It’s not that they’ve been taught that here, it’s not unique to Trinity Grammar School,” she says. “Boys just really respect you and they’re very kind people – given the opportunity, they show that.” 

Working as a PDHPE teacher, Ms Murphy recognises that she’s in a role that has historically been given to men in boys’ schools but she says that placing women in these roles is important to start new conversations and to create a more inclusive future. 

Ms Moraitis agrees, saying that flexibility is another huge part of the inclusivity conversation. At present, she works four days a week at Trinity, spending the other day with her young family. 

“Having that experience allows me to stay here. Otherwise I might have needed to look somewhere else,” she says. “Trinity has been really accommodating in that sense, I just hope that those opportunities continue, to ensure that we keep having young females, who are starting families, staying at the School and doing all the good work that we’re doing.” 

In the final moments of the panel discussion, Ms O’Neill shared her hopes for the future of women in boys’ learning spaces. 

“Hopefully, over time, we’ll just be ‘people’ in a boys’ school, but I’m glad to be a part of this conversation that will get us there. It’s about inclusivity for everyone and having a balance of all different types of people.” 

This Professional Growth Initiative will continue throughout 2025. Term 3’s breakfast event will be another panel discussing ‘Women Leading in Boys’ Schools’, with Term 2 and 4 hosting discussion circles at each campus prompted by readings, podcasts, and other research-informed stimulus.