Julie Stephenson, Careers and VET Coordinator at St Aloysius College, Adelaide
My mini project, My Journey, My Voice, reflects many of the key learnings from the Middle Leaders Program facilitated by Mercy Ministry Companions. Throughout the program, participants were encouraged to consider how leadership within Mercy ministries is grounded in compassion, justice, and a commitment to the dignity of every person. This project allowed me to translate those values into a practical initiative within the school community.
One of the most significant insights from the program, was the importance of listening intently to the experiences of those who may feel unheard or marginalised. Inspired by the Mercy tradition of Catherine McAuley and the work of the Sisters of Mercy, my project sought to create a space where refugee students, whose futures continue to be impacted by restrictions of bridging visas, could share their stories in their own voices. The project highlights the lived experiences of students who have navigated displacement, transition, and the challenges of settling into a new country and school environment, with the aim of helping others to understand their journey.
This initiative reflects the Mercy commitment to welcoming the stranger and standing in solidarity with those who are vulnerable. Through storytelling and reflection, captured on video, a platform was offered which is genuine and significant. Often, when students are given the chance to speak about their own experiences, they move from being seen only through the lens of challenge and need, to being recognised for their resilience, will, perseverance, strength and identity.
Reflecting on this project as a Career Counsellor, I see more clearly how my role can contribute to the broader mission of Mercy education. My work is not only about helping students to identify pathways, but also about nurturing hope, belonging and opportunity. By highlighting refugee voices and encouraging meaningful dialogue, I hope to foster awareness within the school community and inspire others to consider how we can respond compassionately to the needs of students who have experienced significant life transitions. Hearing students speak about their journeys has been powerful and humbling. It is a small but meaningful step in living out the Mercy charism within our school and ensuring that every student feels seen, heard and valued.