Australia’s Top 100 Private Schools: Meet the student leaders from Victoria’s best-ranking colleges
The captains of elite Victorian private schools ranked in the nation’s top 100 have shared their aspirations for the future – and they’re ready to reshape the state.
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They’re young minds with big dreams.
Meet the 2025 leaders from Victoria’s top private schools, who hope to leave a lasting legacy at their colleges while studying to become the doctors, artists, scientists, builders and business leaders of the future.
HAILEYBURY
Timothy Dang – Boys’ school captain
Nia Suri – Girls’ school captain
Reason for taking up role
Timothy: After attending Haileybury for 12 years, it would be an understatement to say I care about the place. And I knew I’d regret it if I didn’t at least try to do something bigger than myself, for the people around me.
Nia: As someone who has been at Haileybury since ELC, I’ve always admired the sense of community and continuous growth that we have here. Being school captain has given me the opportunity to further foster this, and work to grow our community outward.
Responsibilities
Timothy: There’s the formal and representative side: leading assemblies, supporting key events, and speaking on behalf of the student body. But honestly, that’s just a tiny fraction of what the role truly demands. At its core, the role is about standing with the students, and being someone they trust to lead with conviction and care.
Nia: I have taken up the responsibility of heading our Social Justice portfolio. My team and I have already rallied school support for various initiatives, such as The Biggest Playdate, Indigenous Literacy Fund, Salvation Army and the Australian Animal Protection Society, just in our first semester.
How it feels to be school captain
Timothy: It feels very humbling. A lot of my mates talk about it like a position of superiority, but I see it as one of service. You’re not just leading, you are also learning from the people around you.
Nia: I find the closest explanation would be ‘gratitude’. I am so grateful that I was elected by my peers to take on this experience. It is with great awe that I interact with our school community, and I am so thankful that I have the opportunity to celebrate each and every one of our successes.
How the role helps you grow
Timothy: You grow by being challenged, and this role has delivered plenty of that in the best way. It has taught me to make things happen rather than waiting for things to happen. I’ve had to back my judgment and set the tone when no one else would.
Nia: I have had the honour to connect with so many new people through my role. This has helped me grow as a person, as I’ve been a part of learning experiences that I would not have been exposed to, had it not been for this role. I also find that I have gained a new-found appreciation of the power of words.
Post-school goals
Timothy: I plan on studying a mix of economics and politics. I’ve always been fascinated by how big ideas translate into systems, and how those systems shape the way people live. But I don’t want to pretend I have it all mapped out. I want to stay curious, learn from the best, and surround myself with people who bring out the best in me.
Nia: After school, I would love to engage in the political and educational fields. I will be continuing my connection to working at Haileybury, which has been my second home for 13 years, and would also love to have a national and international impact on the lives of people.
PRESBYTERIAN LADIES’ COLLEGE
Vinudi Epitawela – school captain
Zara Verghese – vice-captain
Reason for taking up role
Vinudi: PLC has been my home away from home for my entire schooling career and this community has endlessly supported me and allowed me to thrive. I wanted to take up this role to strengthen and foster this sense of belonging.
Zara: I chose to run for a leadership position because immersing myself in new opportunities has always extended me in ways I could never have imagined. I saw it as a unique opportunity to champion the importance of pursuing a holistic education, striking a balance between academic learning and extracurriculars to my peers.
Responsibilities
Vinudi: We run the Student Leadership Team (SLT) and work together to organise events not only within our cohort but throughout the school and wider community. We also act as a communication point between students and senior staff whom we meet with weekly to provide them with an insight on the overall wellbeing of the students as well as communicate greater initiatives.
Zara: As vice-captain, I act as a conduit between the student body and staff. What has been most memorable is the many celebratory events I have been privileged to partake in with PLC celebrating its 150th Anniversary this year. For instance, I was invited to open a time capsule from 1956 which gave me insight into my school’s rich history.
How it feels to be school captain
Vinudi: It is an amazing feeling to be so positively received by students, staff and the wider community and their warm expressions as well as words of encouragement always mean a lot to me.
Zara: I feel honoured to have been selected for my captaincy. However, in many ways I also feel much the same; having this position has not affected my friendships or changed the essence of who I am. It has been a highly rewarding experience, which has enabled me to learn more about my school and feel more connected with my peers.
How the role helps you grow
Vinudi: As a leader, I am surrounded by so many different people with different ideas and personalities; each person is just as worthy and makes valuable contributions. I’ve become more assured in my abilities and am able to transfer this notion to others as a reminder to back themselves.
Zara: With my personal goal to inspire others and knowing that there are eyes on me, it can be easy to want to maintain a perception of perfection. However, this leadership role has highlighted the value of being my authentic self and leaning on the support of those around me, I have learnt to embrace my imperfections as innately human.
Post school goals
Vinudi: Post-school, I aspire to work in the medical field. It is certainly one of my dreams to become a doctor and the chance to help people not only physically, but mentally and emotionally everyday would be such an honour. Netball has been such a huge part of my life and I would love to continue playing socially through my tertiary education and even career.
Zara: I have a keen interest in the sciences and see myself doing something in that realm. In particular, my work experience with the Skin Health Institute of Melbourne (a skin cancer centre) has sparked my interest in oncology. However I plan to approach my tertiary education in the same way as I approach my school life: being open to taking on new opportunities and exploring different fields.
ST LEONARD’S COLLEGE
Amelie Taylor – co-captain
John Goodwin – co-captain
Reason for taking up role
Amelie: Ever since I was little, I’ve had passion for helping others and wanting to make a difference. I have been lucky enough to witness the impact this can make through my mum and her personal drive to make a difference in our community. So, when I was given the opportunity to be a school captain, I knew it would give me the ability to help make an impact.
John: I’ve always naturally leaned into leadership positions ever since my first role as a House Captain in Year 5. I find these opportunities really fulfilling, advocating for my peers and turning their ideas into reality. It pushes me to grow while making a genuine difference in my community. It also allows me opportunities to meet many people and make new connections.
Responsibilities
Amelie: As school captains, one of our major responsibilities has been creating and hosting a leadership conference for school captains across the state. Alongside the deputy captains we organised a daylong conference with the theme of ‘Dare to…’, challenging other leaders to step outside their comfort zones in the way they lead their schools this year.
John: As school captain I am responsible for interacting with students and teachers from across the College, whether that’s co-ordinating meetings, planning events, or running assemblies. A big part of the job is making sure student voices actually get heard and turned into action. It’s about being that link between what students want and making it happen.
How it feels to be school captain
Amelie: It still feels so surreal. It was such an honour to even be considered for the role, let alone to have received it. I always enjoy the different responsibilities that come with the role, and I feel the skills I am learning in my role will stay with me beyond graduating.
John: I feel incredibly honoured to be school captain, but it does come with its pressures. However, I feel this pushes me to be a better version of myself and manage my time effectively. When you see an event come together or a student concern get addressed because of your work, that’s the best feeling.
How the role helps you grow
Amelie: I feel the role has definitely helped me grow as a person. It’s taught me to be more organised by learning to balance a busy schedule. It has also improved my social and networking skills, as we have had the opportunity to connect with so many new people both in school and the wider community.
John: I think my communication and organisational skills have improved the most. My public speaking has significantly improved. I’ve learned how to effectively plan, orchestrate and manage people for events, and time management has become central especially this year in Year 12. It’s given me real-world skills like problem-solving under pressure, and understanding how events work.
Post school goals
Amelie: Honestly, I’m still trying to figure it out! I’d love to go to university and work in a career I’m passionate about, but I’d also like to be able to travel and explore the world. So, as of right now my plan is to keep an open mind and embrace the opportunities that come my way.
John: I’m still deciding between Commerce and Engineering at Melbourne or Monash; I want to keep my options as open as possible. Either way, I want to study abroad for a semester if I can, ideally somewhere in Europe, although I need to save up some money first. And fingers crossed, I get to the World Cup next winter with some friends or family, that would be the dream way to celebrate finishing school.
BRIGHTON GRAMMAR SCHOOL
Charlie Sabin – captain
Hamish Featherston – co-vice-captain
Reason for taking up role
Charlie: I personally value lifting up those around me to have the best possible year we can at school, and the promise of School Captain was a wonderful means for me to cultivate this passion. While it was daunting to take on such a responsibility, the prospects of giving back to this school that I care for so deeply, and of learning more about who I am in the process, encouraged me to challenge myself in this way.
Hamish: I took up the role of Vice-captain because of my deep passion and love for Brighton Grammar. To show that affection, I believed the best way to give back to the School was through service and leadership. I was also greatly inspired by the school captains who walked the same halls before me.
Responsibilities
Charlie: One of the most compelling and deceptively challenging parts of being specifically the Brighton Grammar School Captain is leading and developing this Legacy Project. Its success or collapse has a great impact on the culture of our school. Alongside this, I plan and chair our Prefect meetings, act as a voice for the students and for the teachers and develop the connections between the school and its alumni.
Hamish: Around school, I have a range of responsibilities. Most notably, I attend meetings that directly correspond to my portfolio. These include weekly Prefect meetings, weekly Chantology meetings, and fortnightly meetings with the Urwin Centre, where I mentor and assist younger students on their leadership journey. I’m also involved in driving what Brighton Grammar’s calls the ‘Legacy Project,’ an initiative which is developed by each year 12 cohort.
How it feels to be school captain
Charlie: It is a wonderful honour to be School Captain, to have developed respect from those around me, and most importantly to have developed a respect for myself; this has taught me the values of kindness, of empathy, and of hard work. It was both exciting and crucially daunting to take on a role that has such a social impact on those around me, yet, I have always loved challenge, and through this I have really learnt what it means to be me.
Hamish: I feel a tremendous sense of honour and gratitude that both my peers and the school staff see me as a strong leader. I also carry an overwhelming sense of pride having earned a leadership role that I have always striven for, especially knowing that I am representing a school that holds such a special place in my heart.
How the role helps you grow
Charlie: A trust in myself as a person is something that I have developed within this role, only by navigating the unknown with a firm attitude of ‘I’ll face whatever comes my way’. As Captains, we must balance our responsibilities with classes, and with sport, and with friendships, and with our own time, and so this role has also taught me crucial strategies to manage stress.
Hamish: One of the most valuable lessons has been the importance of effective communication with others. Working closely with a group of 19 prefects has strengthened my ability to talk openly with others people, and with constant interaction with staff, I have really come to understand the importance of being transparent as well as listening with intent and care. Additionally, my role has taught me the importance of surrounding myself with people who uplift and support me.
Post school goals
Charlie: I hope to continue to develop my wonderful network of friends, mentors and collaborators, and to tackle big problems, from both a mathematical and a psychological perspective. I will challenge myself to make the most of, and most importantly to enjoy, any opportunities that come my way, to tackle the ups and downs with positivity and optimism.
Hamish: In terms of my future studies I hope to attend Trinity College at Melbourne University. This idea was inspired by as my dad, someone who means a great deal to me, who went to Newman College, also at Melbourne University, and speaks very highly of his experience. I’ve also always wanted to travel, particularly to England, where I hope to play cricket for a local club.
LAURISTON GIRLS’ SCHOOL
Annabel Wu – school captain
Annabel Reith – school captain
Reason for taking up role
Annabel W: I applied for School Captain due to my deep appreciation for the opportunities I’ve had to grow and develop at Lauriston. I felt that the role would not only be an invaluable learning experience, but most importantly, allow me to support other members of our community to thrive in their own way.
Annabel R: I applied for School Captain because I genuinely enjoy school life and wanted to share that enthusiasm with my peers and the wider Lauriston community. I believe that strong relationships help people reach their full potential – both personally and academically. Past school leaders inspired me through their support and guidance, and I wanted to pay that forward by helping others thrive in the same way.
Responsibilities
Annabel W: My responsibilities include attending Lauriston events and prefect meetings, being representative of the student body, and leading initiatives that reflect our school values. Above all, I believe that the most important part of my role is to form meaningful relationships with all members of our school community, being someone that people can lean on and talk to for support.
Annabel R: As School Captain, I aim to embody Lauriston’s values in everything I do. I work to build strong relationships across year levels, attend prefect meetings, support school events, and lead initiatives that help make Lauriston a positive and inclusive place. My goal is to help create an environment where all students feel engaged, supported, and able to flourish.
How it feels to be school captain
Annabel W: It feels incredibly special to be School Captain— I am honoured and grateful to represent Lauriston, a school which has helped me to shape my values while equipping me with skills to navigate challenges I may face in the future. I feel passionately about my role and hope to bring new initiatives to the table.
Annabel R: It’s an honour to be trusted with this role. I’m aware that younger students look up to me, and I take seriously the responsibility to lead with positivity, kindness, and authenticity. It’s been incredibly rewarding to grow through this role — to form strong relationships and to feel part of something bigger than myself.
How the role helps you grow
Annabel W: My role as School Captain has constantly pushed me to step up — whether it’s building confidence in public speaking, learning to collaborate effectively with others, or taking initiative to turn ideas into actions. Moreover, the role has encouraged me to reflect on myself regularly, ensuring that I stay grounded in my values and lead with intention.
Annabel R: Being School Captain has helped me gain confidence and feel comfortable expressing myself. It’s shown me how powerful small actions — like a smile, encouragement, or helping run an assembly — can be in lifting others. This role has helped me understand the importance of service and kindness in leadership, and that impact doesn’t always have to be loud to be meaningful.
Post school goals
Annabel W: Post-school, I hope to study abroad to gain more independence and experience. At this stage, my aspiration is to work with an international organisation where I can continue connecting with others, communicating ideas, and in my own way, contribute meaningfully to the world around me.
Annabel R: I’m still exploring exactly what I want to do after school, but I hope to find purpose and fulfilment in whatever path I choose. More than anything, I want to be a kind, curious person who contributes to making the world a better place — wherever that may lead me.
KOROWA ANGLICAN GIRLS’ SCHOOL
Tessa Plant – school captain
Emily Bell – school captain
Reason for taking up role
Tessa: I wanted other students to feel as comfortable approaching me as I did when approaching our school leaders when I was younger, allowing people to bring forward their ideas. I wanted them to feel confident knowing that I would listen and initiate the change they wanted to see.
Emily: I have always seen myself as someone who perseveres in the face of challenges, and I knew that this quality would assist me to be unrelenting when pushing for initiatives and creating change. I recognise that change doesn’t come easily, nor quickly, but I wanted to demonstrate to others that it is possible to achieve, using my dedication to making things happen to inspire others to do the same.
Responsibilities
Tessa: The role involves leading our SRC team, co-ordinating year-level and school-wide initiatives, and building connections with other school leaders to foster relations between our separate school communities.
Emily: I like to think of my role as the bridge between the students and the staff. Through demonstrating my willingness to listen, to work with others and being a passionate and friendly student who loves her peers, I believe that I am not only a role model, but also a friend who listens to and respects every member of the school community.
How it feels to be school captain
Tessa: It feels that I am trusted.
Emily: From my induction, I did not feel like a ‘school captain’ straight away. I admit that I got in my head about whether I was worthy of this role, and I believe this is a sentiment many people – particularly women in leadership roles – relate to. But through my position, I have grown to understand that people didn’t elect me to be school captain because they didn’t think I could do the role; they elected me because they wanted and believed in me – as myself.
How the role helps you grow
Tessa: It has allowed me to understand what being a leader means- its responsibilities and challenges. It has also shown me that leadership needs to be flexible and accommodating and can be complex and messy. It’s about listening more and talking less.
Emily: This role has shown me that I do not need to be the leaders that have come before me, and that people want to see someone leading with authenticity rather than superiority.
Post school goals
Tessa: I hope to continue growing as a leader through university and into the workplace, leveraging the support and building on the skills I have gained in school to apply them in the real world.
Emily: I understand that I am very fortunate to be able to hold my position in such a well-respected school with so many opportunities, but I know that there are so many people who do not have the same resources. I want to take what I learn in my role and school to help bridge inequalities in society with the empathy and communication skills this role has helped me to develop.
RUYTON GIRLS’ SCHOOL
Julia and Lucy – Year 12 Co-Captains
Reason for taking up role
Julia: When I was preparing for my School Captain interview, I did some research. I asked my closest friends at Ruyton, most of whom arrived in Year 9, what drew them to the school. They said it was our School motto ‘We Believe in Girls’ which attracted them. I thought this was really powerful. It made me realise that I wanted to be a leader so that I could champion my peers and show girls that being believed in isn’t a privilege; it’s a human right.
Lucy: Leadership was never a destination I deliberately sought. Rather, it unfolded gradually, in the background of the choices I’ve made since Year 7. To me, authentic leadership is not performative – it is deeply grounded in meaningful relationships and an awareness of others’ perspectives.
Responsibilities
Julia: My primary responsibility is embodying the essence of a ‘Ruyton Girl.’ To me, this means being the person my school has taught me to be – respectful, supportive and kind. It’s holding the door open, literally and figuratively, for others. My responsibility now is to give back to the school community. To help raise others the way the school has raised me.
Lucy: At Ruyton, we are members of a community that values connection beyond the surface. We know one another not just by name, but in the everyday moments that shape our character – as co-captains, we strive for a depth of connection that lies beyond standing onstage at ceremonial gatherings or speaking at assemblies. As such, our role does not only encompass visibility – it is anchored in meaningful presence.
How it feels to be school captain
Julia: It is comforting to know that my peers place their faith in me to represent them. It is also an honour to represent a school with such a rich history and legacy. Being a School Captain feels to me like I am part of a greater legacy which extends beyond the gates of our school – a legacy of empowerment.
Lucy: It’s hard not to sound cliche, because it is impossible not to acknowledge that it is a privilege to represent not only your school, but their trust. Being elected by your peers, for your peers is a responsibility that carries an unmistakeable weight. This is both an honour and a pressure, but of a good kind – the kind that keeps you accountable and ensures a continual process of self-checking on whether you think you are doing enough, and enough of the right things.
How the role helps you grow
Julia: Michelle Obama once said: ‘Life is practice. Every day you’re practising who you’re becoming.’ That phrase stuck with me. Coming into the Co-Captain role, I wanted to be known as a leader who is dependable and passionate. But earning trust is not automatic – it is a process which takes practice, and this role gives me that practice every day.
Lucy: My collaboration skills have developed enormously through my experience as a co-captain. I’ve become more conscious of how my decisions have a broader impact, not just on myself but on my peers and wider community. This role has taught me the importance of deliberate communication – listening first, then responding with care and clarity.
Post school goals
Julia: Whatever I do later on, I hope that my work involves other people – specifically having an impact that extends broader than myself. If captaincy has taught me anything, it’s that service, that is working with and for others, is what makes me happiest.
Lucy: I aspire to study politics and law with the ultimate goal of working in international advocacy, particularly in the areas of human rights and gendered violence. My time at Ruyton has taught me to dream big while recognising the importance of starting with small, achievable steps.
CAULFIELD GRAMMAR SCHOOL
Alexi Krassaris and Madison Kwok – Co-captains, Caulfield
Mikayla Wollaston and Ananth Maitra – Co-captains, Wheelers Hill
Reason for taking up role
Alexi: As the last of my family to attend the school, I felt it was now my time to give back to the community and being in the role of school captain felt like the most effective avenue to do so.
Madison: While I was waiting for the doors to my building to open one morning (in Year 7) … an older student walked through the area. The student introduced herself as Ruby. Not only did she speak to me, but she also spoke to all of the other Year 7s in the area. It was only much later that I found out Ruby was a School Co-Captain. Her humility stood out. That interaction made a lasting impact on me and shaped how I understand leadership.
Mikayla: The role of school captain for me, was a chance to serve my school community, that had always provided me with so much. Further motivation for taking up this role, came from the opportunity to represent my peers and help contribute to a culture of kindness and support.
Ananth: Being School Captain has offered me the opportunity to give back to this community. This role has also provided me the chance to work collaboratively with like-minded peers.
Responsibilities
Alexi: My co-captain, Madison Kwok, and I lead our prefect committee, which is made up of 25 students. Together, we run the team: organising and leading meetings, delegating tasks, and supporting each member in their initiatives as needed.
Madison: Some responsibilities that being a Co-Captain entails, include organising committee meetings and being involved across all initiatives that the committee is working on. For example, Friday gate greetings, Monday-morning announcements, Year 12 movie night and trivia night, and the buddy program with middle school students.
Mikayla: While our responsibilities are spread across all different areas of the school, the most central of these would have to be leading our school committee and representing the interests of our peers.
Ananth: We work diligently to develop and run initiatives that strengthen student culture and wellbeing.
How it feels to be school captain
Alexi: I’ve got to say that it’s an honour and a privilege and it really feels like that. There is definitely pressure to perform well for the sake of our student body, and to represent not only Year Twelves but the whole Years 7–12 Caulfield campus to lead intentionally, authentically, and in the right direction.
Madison: I feel extremely honoured to be able to represent a community that has given so much to me. Being a Co-Captain, this year has been an incredibly rewarding experience so far.
Mikayla: While a role like this comes with its challenges, it is also so rewarding, and has taught me so much about what true leadership looks like. There is something so special about being able to bring about positive change.
Ananth: It has been enlightening, giving us deep insights into how our school is run. It educates us on how we can best make changes and how we can effectively communicate with others.
How the role helps you grow
Alexi: Undeniably, the role has evolved my leadership qualities. I’ve definitely developed my ability to handle the complexities of people and conflict, as well as learning the importance of language, empathy, and authenticity.
Madison: I have been in instances where I have had to be brave and push myself out of my comfort zone. I have gained experience in seeking and adapting to feedback, both positive and constructive.
Mikayla: For me, not a day goes by in this captaincy, that I don’t learn something new. Whether it be how to best foster an environment of collaboration, navigating when a situation requires me to step in versus step back or better acknowledging when I need to ask for help.
Ananth: There has been a substantial increase in time-management, having to juggle responsibilities with schoolwork and other commitments. The hardest part, and one that has seen the sharpest growth, is having to accept that things don’t always go to plan. Learning to adapt, reach compromises and, importantly, keep moving forward has been crucial.
Post school goals
Alexi: My biggest passion is the intersection between the environment and economics. When I was 14, I adopted my first beehive to help the environment, and ever since then, I’ve kept bees and opened up a small honey business (Krassaris Honey) from my front yard! Ideally, I’d like to study at the London School of Economics studying either economics or environmental economics.
Madison: I am hoping to study a Bachelor of Science and Commerce. My dream would be to attend ANU to study, as studying away from home would allow me to move into the next stage of independence in a safe environment. In particular, I hope to pursue a career in Business that uses knowledge in Scientific fields.
Mikayla: While I do not know exactly which career path I will end up taking once I finish school, what I do know is that I want to make a difference. Making the world a safer, kinder and more inclusive place is something I am truly passionate about.
Ananth: I would love to attend a top Australian University and study a mix of mathematics, Science and Law. Beyond tertiary education, I want to continue to lead groups, innovate new programs and resolve disputes, in any way that I can.
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