With a new school year now underway, much of the focus is understandably on operational readiness like staffing, structures and schedules. Yet school leaders know the success of Term 1 is shaped just as much by the emotional and relational conditions established in the opening weeks of the school year.
While logistics and compliance dominate the first staff meetings of the year, the most effective school leaders are also tuning into something far less tangible but arguably more powerful – the culture they’re setting. From the first bell, the tone leaders establish can shape not just staff morale and student engagement, but the entire trajectory of the year ahead.
Seasoned principals understand that the opening weeks offer a rare window to foster clarity, connection and a shared sense of purpose across their school community. It’s a time to lead with presence, model relational trust, and ensure that everyone – students, staff and families – feels seen and supported as they settle into the new school rhythm.
Below, The Educator speaks to Strathcona Girls Grammar Principal, Lorna Beegan, about how early decisions can lay the groundwork for both wellbeing and learning, setting the tone for a connected, confident and purposeful school year.
TE: Why do you see belonging and connection as strategic priorities, especially when setting the tone early in the school year?
Each January, we underestimate just how much the return to school asks of young people. For some, it’s a welcome return to routine; for others, excitement is tempered by apprehension or uncertainty. In that context, belonging and connection are not peripheral concerns, but rather they should be strategic priorities.
The early weeks of the school year are when students decide whether school feels safe, predictable, worthy of commitment and responsive to their learning needs. Students who reconnect early with peers, teachers, clubs and shared activities are far more likely to find their footing. When relationships are prioritised, engagement follows. Research shows that social connection activates the brain’s reward systems, lowers stress, and creates the conditions for focused and sustained learning.
For educators, this means designing for connection rather than leaving it to chance. Belonging is not an optional extra; it is foundational. When students feel part of something bigger and know there is a supportive community behind them, they approach the year with greater confidence, optimism and readiness to learn.
TE: How do early leadership decisions shape student engagement, behaviour and learning outcomes for the rest of the year?
The early weeks of the school year send powerful signals. Leadership decisions made at this point, about routines, expectations and priorities all shape how students engage, behave, and learn long after term one has passed.
When leaders prioritise clarity, rhythm and emotional safety early on, students are better able to self-regulate, engage and take learning risks. Acknowledging mixed emotions helps young people feel seen rather than managed and gives them language to process and regulate.
Strong early leadership recognises that uncertainty is not a personal failure, but a natural part of learning and growth. When this is embedded from the outset, positive behaviours and engagement are far more likely to be sustained across the year.
TE: What role do school culture, communication and clear expectations play in helping both staff and students settle confidently into the year?
In periods of transition, such as the start of a new school year, culture and communication do much of the heavy lifting. Clear expectations, shared language and consistent messaging provide stability for both students and staff, particularly at the start of the year.
Acknowledging uncertainty and mixed emotions keeps communication open and constructive. When people feel heard rather than managed, trust grows. Simple practices like naming expectations, inviting questions, offering some choice and encouraging help-seeking establish a culture where learning can flourish.
Asking for help is one of the most powerful actions a student can take. It signals confidence and strengthens the relational fabric of a school. When culture is strong, and communication is clear, staff and students alike are better able to settle, align and move forward together.
TE: How do you strike a balance between building early academic momentum and protecting wellbeing in a way that’s sustainable, not reactive?
A strong start to the year is not about accelerating performance; it’s about creating conditions for sustained learning. Wellbeing and academic momentum are not competing priorities; they are deeply interconnected.
When students feel grounded, connected and supported, they are more able to rise to academic challenges. Establishing predictable routines, allowing time for reconnection and resisting the urge to overload students early all contribute to more durable progress. Relationships come first; achievement follows.
For school leaders, this balance requires intentional restraint. By recognising that learning is as much emotional as it is intellectual, we move away from reactive approaches and toward sustainable practice. The result is students who are more willing to take informed risks, seek support and persist, not just in the opening weeks, but throughout the year and long after they leave school.