There’s a hole, metaphorically and literally in the school. Literally, an open space now exists where, only a few short months ago stood a rather tired Performing Arts building we called Keenan. Extending a little further up the hill also stood a gathering area that, in oh so Eddies fashion, was called Siberia. Why? Because in the deep dark annals of history, in exactly that spot, we had demountable classrooms that were colder than an icy abyss in winter and hotter than a firestorm in summer — just like their geographic namesake.
Today the rhythmic thump, thump of rock breakers has given way to the steady somewhat quieter hum of earthmoving and cement pumping machinery. The pulse of progress echoes across our grounds. Old facilities make way for a major construction project, a vision transforming into reality.
Each day brings visible change — dirt moves, levels change and steel reo “trees” grow from the ground announcing where future support columns will stand. Concrete is poured and with each pour new spaces take shape that will next year be filled with learning, laughter and growth.
In a nod to our Ipswich story, beneath the surface, the journey has held more than just architectural milestones. During excavation, workers surprisingly (or perhaps not, given it’s Ipswich) uncovered a coal seam. As a reminder of geological history, this shiny black layer stands out in the cut and fill of the building site. Even more astonishing were the excavated rocks. As an enthusiastic former Science teacher, I “nerded” out at finding they contained fossils — impressive fragments of ancient life that once thrived where learning spaces will one day stand.
These unexpected finds have added a layer of wonder to the project. While construction crews adapt and continue their work with precision and care, the discoveries will hopefully prompt conversations about Science, History, our deep connection with past and the future, our vision for what’s to come.
On the other hand, metaphorically, there’s a lunch area where only a week ago sat Year 12 students that’s now as empty as the milk bottle my sons will happily return to our fridge. In fact, we’re missing two year levels from The Hill. Years 11 and 12 men need only attend for scheduled assessment. Year 11s enter exam block while Year 12s, in particular, those who are working towards an ATAR move into mock exams (“the mocks”). Feedback from these will ready them for the challenge of external assessments. For young men who transition into an apprenticeship or to full time work, they finalise their competencies in gaining crucial certificates.
Just as our building team creates the foundation for future classrooms and learning spaces, our Years11 and 12 students solidify the foundation for their future beyond our place at the top of Mary Street. Despite the surprises that sometimes arise, their progress remains steady. As foundations, both literal and metaphorical are laid, we watch and support with anticipation and excitement — knowing that something remarkable is being built, future classrooms, Art rooms, Drama and Music rooms and importantly future strong, kind and gentle Eddies Men.
Social Media and Disturbing footage
There have been several clips circulating on social media platforms lately. The content is graphic and disturbing. As adults the events depicted can be extremely confronting. For young people who are not as emotionally mature they can have significant psychological impact. The material online can feel immediate and personal with reactions including shock, curiosity, confusion or distress. In these moments, calm and supportive guidance from trusted adults is especially important.
Kirra Pendergast is an expert in Global Digital Trust and Safety. She offers the following as suggested ways to help children who may have seen or heard about this content.
- Create space for open conversation: Gently ask what they’ve seen or heard, and how it made them feel. Let them express themselves freely. Focus on listening rather than correcting.
- Reassure them: Use simple language to explain what happened. Remind them that while the video is being widely shared, it doesn’t mean their own environment is unsafe.
- Discourage repeated viewing and sharing: Watching the footage multiple times can intensify emotional responses. Encourage them to step away from it and avoid spreading it further.
- Validate their emotions: There’s no single “correct” way to feel. Whether they’re upset, angry, curious or indifferent, all reactions are valid.
- Be a steady presence: Children look to adults for cues. Stay calm, answer their questions honestly, and remind them they can always come to you for support.
If a young person continues to feel unsettled, encourage them to speak with a teacher, school wellbeing staff or a trusted health professional.
While moments like this are challenging, they also offer a chance to help children build resilience — learning to think critically about online content, manage emotional response and protect their wellbeing.
