In the Media: The Value of Experiential Learning for Girls

We are proud to share that Education Review recently featured an insightful article by our very own Director of Innovation and Partnerships, Melissa Etherton.

The piece, How one girls’ school approaches Experiential Learning, explores how Loreto Toorak consciously embeds real-world experiences into the fabric of our students’ lives. By moving beyond the traditional classroom, we provide our students with meaningful platforms to test their strengths, engage deeply with complex ideas, and develop the voice and agency required to shape the world around them. 

"There is a particular kind of confidence that grows when young women are invited to test their strengths in the world beyond the classroom," Melissa writes. This sentiment is central to our educational philosophy.

The article highlights the transformative nature of our academic enrichment partnerships. From our ongoing collaborations with Monash University, Deakin University, and the Australian Catholic University, to our annual immersion program to Cape York, these experiences demonstrate that academic achievement, personal growth, and authentic engagement are deeply interconnected.

At Loreto Toorak, we believe that education extends far beyond the four walls of a classroom. By offering students opportunities to sit alongside university professors, pitch ideas for social impact, or engage in deep listening on Country with Traditional Owners, we ensure our students are not just spectators, but active participants in their own learning journey. These moments turn ability into something lived and visible, helping our students recognise the courage and resourcefulness they possess.

Our partnership with Monash University’s Head of Design, Professor Gene Bawden, perfectly illustrates the impact of this approach. Professor Bawden notes,

 "Their capacity to collaborate and creatively address some of the world's most daunting challenges has, year after year, been astounding." He further adds, "Their outcomes are always unique, thoughtful, creative, human centred and – importantly – viable; equivalent to (and sometimes better) than those of our university students. They are truly skilled design thinkers."

As Melissa notes in the article, schools that invest in these experiences as a core part of a modern education empower graduates who possess the strength and confidence to contribute to society with verity, compassion, and leadership. We are committed to continuing this work, ensuring that our students walk out into the world with purpose and a true sense of responsibility.

Read the full article on Education Review here.

This article first appeared in Education Review.