Class of 2025: Meet the student captains leading Victoria’s Top 100 Public High Schools
These teens were chosen to lead Victoria’s best public schools. Find out why they’ll leave a lasting legacy and their plans for the future, and explore the full top 100 rankings.
Victoria’s leading public schools are not just shaping academic excellence; they’re fostering the next generation of visionary leaders.
To celebrate the schools ranked in our exclusive list of the top 100 Victorian public schools, we spoke to school captains championing the state’s leading schools.
This is how they plan on leaving a lasting legacy.
Suzanne Cory High School
Jayesh Mohan and Rhianna Laguesma
Why did you take up the role?
Jayesh: When I started Suzanne Cory High School the student leaders, to me, were the welcoming faces I needed; always supportive, approachable and encouraging and who helped me to establish and find my own footing. I came to appreciate the role they played and wanted to be one of them, a warm and friendly presence for others. I felt that being a school captain was the best way to do this, to not only establish myself as a welcoming face, but to contribute to tangible change in the school community, to not only help students now, but also in the years to come.
Rhianna: I applied with no expectations – not because I thought I was exceptional, but because I care deeply about people. One of my core values is compassion; I might not know every student by name, but I genuinely want to see each person thrive. I believe our school provides the perfect platform for that growth, and I knew that if I was given the chance to lead, I wouldn’t waste it. My mum once told me, “What is intelligence without compassion?” – and that’s really shaped how I approach this role. For me, it’s not just about achievement, but connecting those achievements to a bigger purpose and helping others do their best.
What are your responsibilities?
Jayesh: As school captains, we organise fortnightly assemblies each celebrating a unique theme, including our most recent one regarding R U OK day. We also promote the school community through events such as parent information evenings and student orientation events. Beyond this, we are also working to promote wellbeing along with well-roundedness within our school community, to nurture a more sustainable and holistic view on academics.
Rhianna: Jayesh and I represent the school at assemblies, parent nights, and formal events, but our role goes beyond speeches. With our vice-captains, we designed an “action plan” focused on wellbeing, which we’ve called Project Balance Beam. It’s about encouraging students to be well-rounded – to aim high academically, yes, but to also build resilience and a healthy mindset. At a selective school it’s easy for grades to feel like the only measure of success, but we’ve been working to challenge that culture and foster passion, discipline, and compassion in equal measure.
How does it feel to be school captain?
Jayesh: Being school captain gives me a great sense of pride and it’s truly an honour. Going into school, knowing I am able to represent and give back to Suzanne Cory High School in a unique way, only inspires me to further support others. Although there is a large amount of responsibility that comes with the role, I feel that it only pushes me to grow. I am so grateful to have the privilege of being school captain which I find extremely rewarding, fun and challenging, in the best ways.
Rhianna: It’s been an incredibly rewarding experience – a lot of responsibility, but also a lot of growth. I’ve learned how to manage projects, work with passionate people, and hold myself to a higher standard. At times it can feel pressuring to always be my “best self,” but I’ve come to value that, because it’s made me grow as a leader and as a person. That said, when I’m with friends during lunch, I’m still making the same goofy jokes as everyone else.
What are your post-school goals?
Jayesh: After school, I hope to pursue something relating to the field of finance, however I ultimately want to be in a position to make change and lead, while still being able to challenge myself and continuously learn and improve, which I personally find finance as the field to do so.
Rhianna: I’d like to give back to the community, whether that’s through medicine, entrepreneurship, or working with groups that focus on fair access to health and education. In the meantime, I’m focusing on my own wellbeing – I’ve set myself the challenge of running the Melbourne Marathon next year and learning to cook a few hearty meals. I think looking after your health and building independence are really important foundations – they not only allow you to support others, but also help you reach your own potential.
Mac. Robertson Girls’ High School
Naomi Yang – captain; Varada Lele – vice-captain
Why did you take up the role?
Naomi: I had a strong desire to both serve and to lead. I carried a clear vision of how we could uplift the student body, and to create opportunities to connect people more deeply to the many facets of Mac. Rob culture. I wanted to emphasise how Mac. Robbians could appreciate the here and now, participating fully in school life, and to not overlook valuable moments. School captaincy enabled the chance to turn that vision into practice.
Varada: In previous years, I had always looked up to the captains and their passion for the community. I wanted to step out of my own comfort zone and show my gratitude to the school through my leadership, whether it be through my enthusiasm when talking to the school community or by being able to organise activities that bring Mac. Robbians together to enjoy and strengthen our sense of community and collective school pride.
What are your responsibilities?
Naomi & Varada: Our roles cover a little bit of everything. It’s a fine balance – from strengthening community spirit through invigorating speeches, to co-ordinating initiatives that celebrate our rich history and school pride such as Mac. Rob Week. We also represent our school at events ranging from Anzac Day commemorations to moderating the International Women’s Day Panel. Just as importantly, we focus on the quieter, consistent efforts that maintain connection within the school community, such as checking in with current and prospective students and their families.
How does it feel to be school captain?
Naomi: I love it. Interacting with everyone in our school community – students, parents, and staff alike brings me immense joy. I am indebted to them for their support. To be recognised and entrusted for who I am, and for the qualities people see in me, is a real privilege and a constant source of motivation. Being in the midst of our school is incredibly energising; there’s always something so infectiously optimistic about the bustling hallways, the cacophony of hi’s and hello’s, and the laughter echoing around. Our school culture is truly alive and thriving, and it’s a real honour to witness it and contribute to strengthening it further.
Varada: I feel incredibly privileged to be here and to be seen and recognised by the community as someone able to positively impact the students’ school experience is such a great honour. Holding space for conversations with students, parents, staff and the wider school community and having the opportunity to see their enthusiasm and energy for the school are a real highlight of my day, and act as a constant source of feedback and inspiration for future initiatives. Being equipped at a level where we can take into account student voice and really feed it forward into everything we do makes the work so rewarding.
What are your post-school goals?
Naomi: Dentistry – I think it’s the perfect outlet that unites community service with scientific knowledge. Being school captain has supercharged my communication skills, flexibility and grit, and I look forward to carrying these strengths with me in the future wherever I end up.
Varada: Chemical engineering – as someone looking for the perfect balance between chemistry, my personal interests in biotechnology and the future of the science world, chemical engineering is the ideal way for me to channel both creativity and real life application, giving me the opportunity to use my skills to explore my passions professionally.
Nossal High
Wilbur Machado and Sejal Chadha – captains; Kylinda Zhang and Anhad Arora – vice-captains
Why did you take up the role?
Wilbur: I wanted to give back to the wonderful school community that has transformed me into a better learner and individual. Nossal High School’s emphasis on creating an adult learning environment, where students are empowered to be agentic learners, has given me the skill set to pursue excellence in all aspects of academic and extra-curricular endeavour. Being school captain has enabled me to continue to develop this wonderful and unique culture for future generations of Nossal High School students.
Sejal: I took up the role because I have this true genuine feeling to make and embrace new change across the school. To create and normalise an environment that balances life with academic, especially in a selective school context that has pressurising environments for academics. I took this role to show everyone that every student deserves to be more than their VCE grades and assessments, and that we should feel empowered to embrace all aspects of ourselves.
Kylinda: Although I did not initially view myself as a leadership person, I found that the description and required qualities of this role aligned closely with my strengths. Taking on this position was therefore not only an opportunity to extend myself but also to give back to the school which has nurtured and shaped me throughout my most important years of schooling.
Anhad: I took up the role of school captain because I have always looked up to leaders in my community and been inspired by what they achieved and contributed to society. That inspiration created a passion for leadership in me, and I hope to become someone who can inspire others in the same way. For me, leadership has never been about a definitive title, but about creating change and supporting others to step forward too. I wanted to make a lasting impact on my school culture, help shape it for the better, and support our students both directly and indirectly.
What are your responsibilities?
Wilbur: In addition to presenting speeches at school gatherings and assemblies, being school captain gives me the opportunity to work with teachers, school clubs and other student leaders to help organise major events in the Nossal High School calendar including Harmony Week, Nossal Week and Kindness Week. With the guidance of teachers, I also hold a mentorship role in Nossal High School’s Student Representative Council (SRC), supporting them in listening to student voice, organising fundraisers and co-ordinating inter-school competitions.
Sejal: Being a school captain is not just about fulfilling symbolic duties like wearing the correct uniform or leading assemblies. While those are important, I believe they are not what truly defines the role. To me, the real responsibility lies in organising and running events that bring the school community together, while maintaining clear, consistent communication. Leadership is less about appearances and more about creating meaningful impact, which is something I have tried to do this year. Throughout my time as a school captain, I have carried the collective responsibility of running and organising events such as Kindness Week and Nossal Week.
Kylinda: My responsibilities encapsulate everything from writing articles for the newsletter and attending weekly meetings to organising activities for the school community during key weeks, such as Harmony and Nossal week, and representing the school at various functions and events.
Anhad: At Nossal High School, we school captains act as a bridge between the different areas of student voice and the school’s leadership team. This gives us a chance to bring forward ideas that can create real and meaningful change. One of the most important parts of our job is making sure the voices of students are heard where it matters most, whether that’s in meetings with staff leaders, decisions about curriculum and school life, or the events we organise to support the wider community. We also represent our school publicly, speaking at events and working to encourage, empower and inspire students.
How does it feel to be school captain?
Wilbur: I am incredibly grateful for the students and teachers at Nossal High School that have not only given me this opportunity, but have constantly supported and empowered me throughout my time here. I believe that one of our biggest assets as a school is the culture of excellence we create by pushing one another to be the best versions of ourselves. Beyond the role of school captain, Nossal High School has made me the person I am today, I truly stand on the shoulders of giants.
Sejal: Being school captain has been a transformative experience. The person I was at the beginning of the year feels very different to who I am now. The role has challenged me to grow in ways I never expected – it has strengthened my communication skills, taught me how to listen actively, and pushed me to find compromise quickly when staff or students don’t agree with the ideas I bring forward. At times, it can feel overwhelming to balance responsibilities and VCE, but more than anything, it feels rewarding. Every event organised and every conversation with students and staff has taught me something new about leadership.
Kylinda: I feel deeply honoured and grateful to be entrusted with this role. Seeing the school community actively engage in the events we plan is a very rewarding and humbling experience and motivates me to continue giving me best to this position.
Anhad: Being school captain is an extremely rewarding experience. It allows us to grow as young leaders but also as students. The role requires balancing responsibilities with academics, which can be challenging, but it teaches valuable skills such as organisation, communication, teamwork, public speaking, and working with people who have a wide range of perspectives. It isn’t always easy, but leadership never is, and that’s exactly what makes it so worthwhile. These are skills that stay with us for life and will help us contribute positively to whatever paths we take in the future.
What are your post-school goals?
Wilbur: I love to solve problems and I believe that a career in STEM will enable me to do this while also having a positive impact on the world around me. I also would love to continue giving back to the Nossal High School community through participation in our Alumni association.
Sejal: After school, I hope to carry my leadership skills into corporate life. I aspire to work in business and one day hold an executive position where I can make meaningful decisions and drive positive change. My experiences as school captain have shown me the importance of communication, collaboration, and resilience – qualities I want to continue developing in the professional world. In the short term, I plan to pursue further study in business and management or commerce, building the knowledge and expertise needed to complement my leadership skills. Long term, I see myself leading diverse teams, working on innovative projects, and using my position to create an inclusive and supportive workplace culture.
Kylinda: While I am still exploring my options, I hope to pursue a career in the healthcare field where I could have a meaningful and tangible impact on my local community and be someone people can rely on in their times of crisis as others have been there for me.
Anhad: After high school, I aim to study in a STEM related field, which I see as the foundation for pursuing entrepreneurship in the future. I have always loved technology and am especially interested in how it can shape the way we live, work, and connect. That is why I am also drawn to working with government to help improve education and ensure we make the most of the opportunity’s technology provides. I believe the future of leadership lies in bringing together different disciplines such as science, technology, education, and service, to create lasting change. I am equally passionate about our defence force and would welcome the opportunity to contribute as a leader in the Australian Defence Force if that becomes part of my journey.
Glen Waverley Secondary College
Adi Sreejith and Anoushka Vimalkumar – captains
Why did you take up the role?
Adi & Anoushka: We all took up the role for different reasons due to our unique school experiences. However, being proud Glen Waverley Secondary College students was a motivating factor for all of us. We all had this same desire to give back to the school that has moulded our character, and been the source of our immense growth as lifelong learners. From being part of many initiatives throughout our high school journey, we found that our College truly cared about our voices and is open-minded in implementing constructive feedback. Thus, we took up this role to act as a bridge between the school’s leadership team and the student body to ensure that the voices, concerns, and ideas of students are heard and acted upon.
What are your responsibilities?
Adi & Anoushka: Attending meetings to represent the Year 12 cohort within sub-school leadership groups, as well as serving as the overarching student voice in discussions with the school principal team. Planning and supporting key school events, including assemblies, fundraisers, celebrations, and formal. Representing our school at major events such as International Peace Day, World’s Greatest Shave, and significant community occasions like the D-Day Ceremony and the Anzac Dawn Service. Contributing to initiatives that strengthen our school community and culture.
How does it feel to be school captain?
Adi & Anoushka: It feels incredibly fulfilling and rewarding. The role gives us the opportunity to contribute meaningfully to our school community, and assist in creating positive change. While it carries great responsibility, it’s also a privilege to represent the student body and be part of something bigger than ourselves.
What are your post-school goals?
Adi: To study Commerce at Melbourne University, specialising in finance. Outside of Uni, I want to explore what Melbourne, Australia and the world has to offer as my dream is to visit as many countries as possible; immersing myself in different languages, cultures and experiences to truly enrich my experiences as a person. In the end, I want to strengthen my relationships with the people I care about and just live a life I can look back in retrospect with no regrets and where the good memories outweigh the bad.
Anoushka: My post-school goals include furthering my education, particularly in Law and Criminology. I have always been interested in undertaking law as a career pathway as I find it inspiring to help those who do not have a voice, similar to my role as school captain. I am anticipating expanding my knowledge while also engaging in overseas opportunities such as volunteering and assisting those who need it and also helps me to widen my cultural knowledge of other countries, which is something I have always aimed to contribute to.
Melbourne High
Olly Downing – captain
Why did you take up the role?
Throughout my schooling, I have always taken up leadership roles. My peers gravitate to me for advice and guidance. I applied because I saw it as an opportunity to carry on our century-old traditions while helping modernising a school I love.
What are your responsibilities?
As school captain, I push for student agency and voice. I help our new students – over 300 this year – by building a welcoming and inclusive culture.
How does it feel to be school captain?
It’s an incredible privilege to impact the lives of younger students. I have learnt so much from friends and role models in the year levels above me. Continuing that cycle is an honour.
What are your post-school goals?
I aim to use my leadership skills to contribute to Australian public life. Intending to study law next year, I want to help shape government policy which makes a difference.
Box Hill High School
Amiya Cameron – captain; Marcus Spaul and Cheryl Chan – vice-captains
Why did you take up the role?
Amiya: I took on the role of school captain as it offered opportunities for me to make positive change within my school community. I wanted to take on a formal role to put the leadership skills I have developed over my time at school, (such as the skills I gained while at the Alpine School for Student Leadership) to good use. I was aware being school captain would present both opportunities and challenges, but I was confident I had the ability to take on the role and I am honoured to have represented Box Hill High School in this capacity in 2025.
Marcus: There were countless reasons why I took on the role of vice-captain but more precisely, I wanted to make a greater impact on my school, my peers, and to have the platform to make our charity projects more successful. Since stepping into this role, I believe we have done this, with an example being raising a substantial amount of money for the Fly for the Kids Foundation, in which we stand proud to support.
Cheryl: I wanted to strengthen connections between students, creating a safe space where everyone’s voices are heard and valued. It is also an opportunity to meet new people, grow as a leader and give back to the community that has given me so much.
What are your responsibilities?
Amiya: As school captain, there are formal duties I perform such as representing the school at events, meeting with politicians and attending leadership meetings, but the responsibility of representing my peers is the most important to me. Working to identify needs in our school and finding solutions to meet those needs, as well as maintaining an open mind to working collaboratively with students and school staff to addressing any issues or implementing new initiatives are essential to fulfilling my duties.
Marcus: The responsibilities of being vice-captain can vary day in and out of your role, for example one day you could be talking to politicians, making a speech for assembly, and even just being an image someone can approach to talk about their day or week. The fun thing is you never know what can occur next because each day you face a different challenge that you are hopefully prepared to face.
Cheryl: Being a school captain means leading by example, ensuring student voice and creating a place for belonging. It also includes fostering inclusivity and promoting school values, empowering and motivating every student to try their best!
How does it feel to be school captain?
Amiya: It’s tricky to describe, but it’s a balance between feeling the pressure of wanting to represent your peers well and leaving your legacy, with the feeling of pride in representing your school community. There’s also a feeling of empowerment in knowing that you have the ability to make the change people want to see.
Marcus: To be vice-captain it is not only a privilege but an honour as you have to stand proud everyday as you are representing your school, cohort and everyone who sees you wear that uniform. Thus, enhancing your duties in and out of school because you are a representation for not just the cohort but for every single year level.
Cheryl: It feels like a mix of nerves and excitement, from facing challenges to sharing the joy felt alongside our school community. Above all, I’m very grateful to be selected as the vice-captain and to have contributed to BHHS, the school I will be forever thankful for.
What are your post-school goals?
Amiya: Musical theatre is my passion, and what I want to pursue post my time at Box Hill High School. But, wherever I end up in the world, my goal is to continue to foster positive change and use the leadership capabilities I’ve developed through my time as being school captain, as well as live a successful and happy life!
Marcus: After school hopefully I can continue to maintain my leadership goals and stand as a role model for people to look up to. I wish to take on other leadership challenges, which stem from being a vice-captain at our school.
Cheryl: I hope to continue leading with unwavering compassion, speaking out to promote an inclusive community. Most importantly, I hope to enjoy life to the fullest and write new chapters in my life.
Victorian College of the Arts
Neeharika and Mae – co-captains
Why did you take up the role?
The role was a great opportunity for us to continue to encourage our school to flourish as the well-connected and inclusive community that it is. We are both very proud of our school, and wanted to be involved in the bettering of the experiences of all of our students.
What are your responsibilities?
We are primarily responsible for listening to our student body’s suggestions and concerns and working with the respective staff members and fellow student leaders to collectively come up with a plan to further develop any areas that require improvement. We also work really hard to connect different year levels and specialisms, and nurture the relationships between students to strengthen our school community.
How does it feel to be school captain?
It’s so rewarding being able to represent our school as student leaders, as it provides us a space to amplify the voices of our student cohort, practice our leadership skills and connect with other students. It also is a great way for us to give back to the school community, as we feel so lucky to have been able to grow in such a nurturing environment.
What are your post-school goals?
As aspiring artists we hope to stay connected to the people we have built such great relationships with throughout our time at VCASS, and continue to delve further into the worlds of our crafts. The community we have fostered is so special, and having an arts precinct right near us opens up a world of possibilities for our futures.
Charlton College
Fletcher Holmes-Brown and Emmersyn Nelson – captains
Why did you take up the role?
Fletcher: I choose to run for school captain as a way of giving back to the school community, especially after the amount of support I had received from teachers, peers, and past school leaders. I wanted to carry on the momentum, and provide the same opportunities for students that were given to me.
Emmersyn: I wanted to support the community that has always supported me. I have aimed to lead by example and share my appreciation of our schools close knit culture.
What are your responsibilities?
Fletcher: First and foremost – we are role models for our school and for our town! We are expected to be a community presence, something that comes quite easy living out in the country. Our most important responsibility, however, is to ensure that the young leaders of our school are twice as good as us when they reach our age.
Emmersyn: Assisting the staff in understanding students needs, contributing to school council meetings and the Student Leadership Council, facilitating assemblies, being approachable and available to students with concerns and representing the school in the wider community.
How does it feel to be school captain?
Fletcher: Deeply rewarding. Being school captain is less of a job or responsibility, but more of an opportunity to foster and grow connections with students from all walks of life.
Emmersyn: I am proud to represent our small school that has overcome various challenges, and am appreciative of the responsibilities I have the opportunity to fulfil. I am honoured that people saw me as fitting for the role, and strive to make them proud.
What are your post-school goals?
Fletcher: I hope to, after school, find myself away in Melbourne, studying criminology and policing, before pursuing a career in the Victorian Police.
Emmersyn: I am hoping to study Occupational Therapy in Melbourne next year with the intention of coming back to work rurally when I graduate, to provide small communities with the care and assistance they struggle to access. I would love to travel and experience the diversity of this world.
Balwyn High School
Asha White and Gilbert O’Shaughnessy – captains
Why did you take up the role?
Asha: I first became passionate about leadership in primary school when I was made vice-captain and saw first-hand the real impact a group of young leaders could have. Advocating for student voice to create positive change and striving to ensure everyone feels safe, heard, and valued gave me a strong sense of purpose, and inspired me to contribute to a positive school culture and represent my peers with pride.
Gilbert: The role of school captain provides me with an opportunity to give back to the school community that has given me so much. To have a positive impact on the school experience of the peers that I have grown so close to, while developing my personal leadership capabilities, is truly rewarding.
What are your responsibilities?
Asha: Our primary responsibility is to lead by example and serve as positive role models for the student body. I see this not only as a great privilege but also as a role that requires consistent dedication to upholding and living out the values of our school. We also role model this by supporting school initiatives such as our annual Carnival Day and other celebrations that foster community engagement and pride.
Gilbert: Beyond the initiatives that foster community connection, we also play an important role in refining the educational practice at Balwyn High. As students, we can provide accurate feedback about the classroom experience of our peers, which is used within the professional development of staff to ensure that we receive the best education, in every lesson.
How does it feel to be school captain?
Asha: Pride, privilege, responsibility and joy. From the friendly greetings of Year 7 students to moments of unity within our cohort during stressful SAC periods, it has been truly rewarding to play a role in supporting and contributing to our school community.
Gilbert: Being school captain is fun! Working with people across the school and participating in exciting initiatives such as our Year 12 Movie Night is very rewarding and provides a much needed relief from the stress of year 12.
What are your post-school goals?
Asha: I am keen to follow a path in medical law where I can pursue both my interests in science and egalitarianism to build a better community environment for all. Although I don’t know exactly how my career will unfold, I am confident that my school has equipped me with the skills necessary to thrive and succeed in my future career.
Gilbert: I will be studying law next year, in hopes of one day being a barrister in court where I can put the public speaking skills that I have developed as school captain to good use.
Highvale Secondary College
Jiyaa Kaur Chaal, Riddhi Jain, Ryan Emanuel, Sachi Washfold – captains
Why did you take up the role?
Jiyaa: I didn’t see the captaincy as just a badge of honour, I saw it as a chance to shake things up. Highvale is already a phenomenal school, but I wanted to push ideas that made it feel more connected and alive, touching all students. For myself, it isn’t about leaving the annual formulaic impression that no one remembered, it’s about imprinting a mark that is refreshing.
Riddhi: I took up this role because as much as I love Highvale, I wanted to use my creativity and bring the change that I wanted to see, big or small. Through this position, I strive to be the voice that the school community needed, to turn ideas into action, and be a role model for my peers.
Ryan: I offered to become one of the Highvale school captains, considering that since I was a kid I had always wished to be a leader for people who couldn’t quite find their voice. My mum also shaped me throughout my childhood with what it means to lead with integrity and respect, and I wished to bring that into the Highvale community and reflect the school values.
Sachi: I was inspired by the leaders who came before me at Highvale – they truly had me in awe. Their bravery, intelligence, and confidence motivated me to step up and follow in their footsteps. I knew I could not let this opportunity pass me by.
What are your responsibilities?
Jiyaa: In black and white, it’s about planning and hosting events, but in reality, it’s about being the person our peers feel they can actually approach. Majority of the role is invisible; noting down the little comments students say in passing, backing students up when they feel unheard, and making sure “school captain” isn’t just a title but a real bridge between students and staff.
Riddhi: As a captain, my responsibilities begin by displaying the school values of respect, responsibility, resilience, integrity, and excellence. I ensure that I am organised, eager, and ready to fulfil all duties of my role, such as attending meetings, volunteering in school events, and connecting with my peers.
Ryan: Being school captain, it is my responsibility to provide ideas that can benefit the social and learning side of the school. I also try to get students to speak up about their experiences, so that I can understand and hear them to help ensure their voice gets heard on a larger scale.
Sachi: I collaborate with my co-captains to organise meaningful events, support and communicate with our cohort, and represent Highvale with pride in the wider community. And we speak at multiple assemblies of course!
How does it feel to be school captain?
Jiyaa: It’s an honour that feels like you’re carrying both pressure and possibility at the same time. Some days it’s nerve-racking because you know you’ll face some criticism on a decision, and other days it’s exhilarating. However, the best part is when you see an idea you’ve worked hard on getting approved actually change the vibe of the school – that’s when the title feels real.
Riddhi: I feel incredibly proud and honoured to be one of the school captains at Highvale. Not only has it given me many opportunities (personally but also as a leader), but it has also enabled me to build a beautiful connection with the school community, creating a sense of comfort and belonging.
Ryan: It’s great being school captain as every day I go to school eager to display the school values and be a positive role model, especially for the lower years. It’s also a privilege knowing Highvale chose me to be a captain because they believed I was the right fit for the role and could be a leader to all.
Sachi: It is an immense honour to lead a school filled with students who are striving to learn, grow, and prepare themselves for the future, ready to take on the world.
What are your post-school goals?
Jiyaa: After year 12 I want to study law and possibly enter politics. I’m drawn to being in spaces where major decisions are made, because there are so many issues in the world right now that don’t seem to be changing and I want to sit at the table where the decisions get made.
Riddhi: Post-school, I am going to university, hoping to pursue science and eventually become a doctor.
Ryan: Outside of school I would like to use my leadership skills in a classroom or law firm. Both careers have interested me, and it would be wonderful to be able to give back to the students of the next generation or people who will be affected by the law in the years to come.
Sachi: I have always dreamt of becoming an airline pilot and building a successful career for myself. Beyond that, I look forward to returning to passions I put aside during Year 12 – making art, spending time with my friends and family, and embracing the things that make me feel most like myself.
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Originally published as Class of 2025: Meet the student captains leading Victoria’s Top 100 Public High Schools
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