How do students benefit?
- Access to knowledgeable tutors from any location
- Mentoring and guidance from recent school-leavers who know what it’s like
- Opportunities to get involved in the organisation and develop leadership skills
- A network of volunteers to connect with after school, especially if moving away from home
- Seminars and resources that encourage students’ aspirations
"I asked a chemistry question and they got back to me within 12 hours and it was really clear what I need to do and where I was going wrong"
Seymour College Student
How do teachers benefit?
- More motivated, well-supported students
- Less pressure on teachers to support students outside of classroom hours
- Reduces the burden of marking essays and practice exams
"A really great opportunity for regional students who may not have access to these types of services"
Sharon Hill, VCE Coordinator, Seymour College, VIC
Case Study: Yea High School
Yea High School is located approximately one and a half hours from Melbourne, Victoria. A small school with only one Year 12 class, the school has limited teachers and resources. It is the students from these kinds of schools that benefit most from RESN's work.
One success story is of a Yea High School student who, as a Year 10 student, was disengaged from her classwork and achieving middling marks, particularly in English. In Year 12, this student found RESN, where supportive and capable tutors could provide rapid, constructive feedback and encourage her to keep having a go. After submitting 46 essays at an average of more than one per week, she achieved the maximum final score of 50 in English (one of 94, in a cohort of 35,000)!
Since graduating, she has since joined the RESN team as a volunteer and English tutor, giving younger students the opportunity to excel as she did. Bruce Skewes, Principal of Yea High School, explained that “the opportunity to access something like this for country schools is huge... if [RESN] can be introduced to more and more country schools, I think they’ll benefit too.”
Aspirations and Engagement
Sharon Hill, VCE Coordinator at Seymour College, recently told us that “one of the biggest issues for country kids is aspiration...many of our students wouldn’t have seen what a university looks like”. Many of these students do not have family members who have received higher education, and find themselves without role models to whom they can turn. Consequently, student motivation and engagement is lower, with 15% fewer students completing their [high school education] in some regional areas (Lamb, Glover & Walstab, 2014).
Historically, many rural and regional schools request that RESN representatives speak to their students numerous times throughout the year. As Sharon Hill confirmed, “it’s good for them to have that exposure...it opens students’ perspectives in terms of what options are available to them”. Not only do we provide academic support to students, but we provide a level of engagement which is otherwise lacking, and we continue to “improve aspirations” for regional and rural students (Sharon Hill).
Letters of Recommendation
Letters of recommendation from schools, partners and advisers are available upon request.
Schools We Support
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