In many ways, respect begins the same way for every student — whether they are in the primary years or approaching the end of their schooling. At our school, respect is modelled by staff and embedded in the way teachers interact with students and with one another – essential considering the many and varied reasons for enrolment.
In our primary classes, where team teaching occurs, students see this modelling in action. The way teachers collaborate, listen and support each other sets the tone for how students are expected to engage with their peers and learning.
In an online environment, respect can also be communicated through subtle cues. Tone of voice, facial expressions and body language all play a role in creating a supportive learning space, even through a screen. For senior students, many of these respectful behaviours are already well established. Earlier in schooling, they are often taught explicitly through consistent guidance and the integration of social and emotional learning into everyday lessons. Over time, these behaviours become more embedded, helping students participate thoughtfully and respectfully in shared learning environments.
Teachers also play an important role in guiding respectful participation. In online classrooms, this may mean gently supporting students to ensure everyone can contribute. For example, if one student is dominating a discussion — sometimes due to enthusiasm or neurodivergence — teachers guide the conversation so that every voice can be heard. These small interventions help maintain a balanced and respectful space where students learn to listen to others as well as share their own ideas.
Teaching senior students online also requires a level of trust. When cameras are off, teachers cannot always see what students are doing, and assumptions must often be generous. Rather than calling students out, teachers focus on building a culture of encouragement and positive engagement. Simple interactions — a student greeting their teacher or thanking them at the end of a lesson — become meaningful signs of mutual respect within the classroom.
Underlying this approach is a deep understanding of students as individuals. Many students arrive with varied educational experiences, and teachers take care to understand each student’s background and needs. Respect, in this context, is not simply about behaviour — it is about creating an environment where students feel understood, supported and able to re-engage with learning.
Perhaps most striking is the gratitude students often express in return. Teachers regularly hear students acknowledging their lessons or expressing appreciation for the support they receive. These moments reflect a culture where respect is shared — not just taught but experienced by everyone in the learning community.
As we celebrate respect, we encourage families to remind their child to complete the Attitudes to School Survey so their perspectives can help shape a respectful and supportive senior school environment. Take the survey. Students are reminded to refer to the ‘2026 AtoSS’ email that included their unique survey student ID and log-in information. (These are different to VSV log-in credentials.) Please contact your Learning Advisor if you have any questions.
Thank you to Lynda Marcon for her valuable insights and collaboration on this article, informed by her experience across both primary and secondary school settings.