Mitchell Bristow

School holidays are often described as a perk of teaching, and after more than 20 years in schools I believe that view misses what the breaks are really for.

The relational load teachers carry each day is often unseen by people outside education. In the space of ten minutes a teacher might move from a meeting with a parent, to a conversation with a colleague, to supporting a child who is dysregulated, to standing in front of a full class delivering an engaging lesson.

Education is emotional work, because parents bring emotions, students bring emotions, and staff carry their own while working hard to keep classrooms calm and positive. You could think about the job 24 hours a day and still feel there is more to do, which is exactly why it cannot be sustained without proper rest.

At St Paul's I often ask our staff where their energy level is out of ten. As we reach the end of Term 3, I want every one of them to switch off properly, spend time with the people they love and come back ready for Term 4.

The breaks between terms are not a luxury. They are how educators reset, recover and return ready to give their best to the children and communities they serve.

When I started at St Paul's in January 2025 we had roughly 360 students, and today we have just over 440, with every place for 2026 filled ahead of schedule.

I share those numbers carefully, because in a Catholic school enrolments are never just numbers. Each one is a family who decided to trust us with their child.

When I look back at what made the difference, [ASK MITCH: the two or three changes he believes mattered most, and one sentence on each.]

Underneath all of it is trust. Families want to know their child will be safe, valued and known, and in Karratha they can see a connected pathway from Kindy through to Year 12 with St Luke's College. When families trust us, we know we have done our job.

We are now in discussions about becoming a triple stream school, which brings real questions about staffing, space and how we keep the feeling of a community where every child is known. [ASK MITCH: the biggest challenge he expects from growing to three streams, in one or two sentences.]

Growth is only worth celebrating if the school still feels like a place where every child belongs, and that is the part I am most determined to protect.

Early in my career I rushed the induction of new staff, and it caused issues later on that taught me how important a clear induction really is.

[ASK MITCH: one or two sentences on what went wrong, for example a new teacher who felt lost in their first term.]

That experience changed how I lead. At St Paul's, induction begins well before any students arrive, because that is when we set expectations and explain how our school operates. We now have a detailed process covering routines, resources and everyday procedures, so new educators feel confident from their first day.

We also teach new staff the St Paul's way. We use the saying that people like us do things like this. People like us greet one another, people like us check in, and people like us go the extra mile.

In Karratha this matters even more, because many of our new staff move from Perth or interstate. We organise social events early, share meals and play sport together, and we welcome their families so they feel part of the community and not only part of the staff.

Belonging supports confidence and wellbeing, so it is my role to help new staff feel valued and the role of the whole team to welcome them.

People often ask me what a principal actually does all day, and in a regional school the honest answer is a little bit of everything.

This was a real Tuesday at St Paul's Primary School in Karratha.

[ASK MITCH: the time he arrived and the first thing he did.]

Before the bell I was [ASK MITCH: where he was, for example on the gate greeting families]. In a town like Karratha parents are not always able to be on site because of work commitments, so those few minutes with families matter.

By mid morning [ASK MITCH: a meeting, classroom visit or phone call from that day].

In the space of ten minutes I moved from a conversation with a parent, to a discussion with a colleague, to supporting a child who was having a hard day, to [ASK MITCH: the next thing that landed].

The part of the day most people would not expect was [ASK MITCH: the unglamorous or surprising task that is specific to leading in the Pilbara].

The part I would never give up was [ASK MITCH: the moment that reminded him why he does the job].

[ASK MITCH: one closing sentence on how leading a school in Karratha differs from leading one in Perth.]

Earlier this year I joined the ACPPA Board as the Western Australian director, and one of our biggest national conversations is how we prepare new teachers.

To principals and school leaders, especially in regional schools: what is the one thing you wish graduate teachers arrived knowing that university did not teach them?

I will take your answers back to the Board table.

At this time of year our Year 6 students start asking the same questions they had on their first day of Kindy: will I make friends, will I be successful, and will I be safe?

[ASK MITCH: a specific moment from this year's move to St Luke's College, such as a first visit or something a student said. No student names.]

Moments like that are why I am so proud of our partnership with St Luke's College. Our staff hand over everything they know about each student, and the team at St Luke's is ready to welcome them, support them and set them up for success from the very first day.

I have worked in primary schools, secondary schools and a Kindy to Year 12 setting. The long standing transition models have served schools well, although I believe we can do it differently and do it better.

In a town like Karratha that sense of continuity matters. Parents are not always able to be on site because of work commitments, and they need to trust that their child is safe, known and supported on a pathway that feels connected from Kindy to Year 12.

When wellbeing, safety and belonging are strong, the academic results follow, and a well planned transition is where that starts for every new high school student.

When a teacher from Perth applies for a role in Karratha, their qualifications are the first thing I check and not the thing that matters most to me.

The qualifications and accreditations have to be there, of course, along with the right experience for the role and familiarity with the programs we run.

What I really want to know is who they are outside the classroom. Do they volunteer, play sport or get involved in the arts? Those interests tell me they look after their own wellbeing, and they often become opportunities for our students.

In a regional town this matters even more, because a well rounded person settles into Karratha and into our staff with confidence. [ASK MITCH: a short, anonymous example of a teacher who moved up and thrived because of their life outside school.]

My advice to anyone thinking about teaching, in the regions or anywhere else, is to gain life experience and work with children in different settings. Volunteer at a sports club, become a swim instructor, travel, and build your character and resilience along the way.

As leaders we can teach teachers the curriculum and develop their practice. What matters most is integrity, character and a real love for young people.

Schools talk a lot about culture, and this term the clearest example of ours at St Paul's came from [ASK MITCH: the staff member or team, named with their permission].

[ASK MITCH: two or three sentences on what they did, when it happened, and who it helped.]

At St Paul's we use the saying that people like us do things like this. People like us greet one another, people like us check in, and people like us go the extra mile.

It is my role to help our staff feel valued. Moments like this remind me that the culture of a school is carried by the whole team, not by the principal.

[ASK MITCH: one sentence of thanks in his own words to the person or team.]

Ben Will and I recently recorded an episode of Principals with Principles on the common mistakes new principals make, and it made me think back to my own first years in the role.

Nobody truly understands what the role of principal is like except another principal, which is why these conversations matter. Here are three of the mistakes we discussed.

1. [ASK MITCH: mistake one, and what he would do instead]
2. [ASK MITCH: mistake two, and what he would do instead]
3. [ASK MITCH: mistake three, and what he would do instead]

[ASK MITCH: which of these he made himself, in one or two sentences.]

If you are a new or aspiring principal, my strongest advice is to find your people early. The colleagues I met through CPPA in my first years as a principal are the same people I still reach out to today when I need perspective or support.

The full episode is on Spotify and Apple Podcasts.

Two years ago this week I moved my family from Perth to Karratha to lead St Paul's Primary School, and it was a huge move for all of us.

[ASK MITCH: his honest reflection in one or two sentences, including one thing about the town or the school he did not expect.]

To any teacher or school leader weighing up a move to the Pilbara, I am always happy to have an honest conversation about it.