Here’s a story of two historic sexual harassment and assault cases at two Australian high schools – a tale of two disclosures: one to the male headmaster of a private school, the other to the female principal of a public school. 

We’ve all read plenty about the first one; the second one was published recently in Meanjin, the journal I edit.

Prof Clare Wright OAM has written a memoir piece describing a sexual assault by a teacher that took place on her final day of high school, three decades ago. In the piece, she explains why – like many young people in that situation – she kept this to herself for so long. 

And while the outcomes should not have been as wildly different as what you’re about to read, this is a story of disgraceful leadership versus dignified leadership. This is what happens when power, money and reputational concerns take precedence over a school’s duty of care to vulnerable young people and the people they employ. 

Legal threats vs empathy and care 

When student after student and teacher after teacher raised serious, ongoing complaints about the Cranbrook School’s “toxic culture”, they were ignored, dismissed or undermined. Sexual harassment, disrespect, victimisation, threats and bullying had long been normalised. An impactful Four Corners investigation was met not with swift and responsible change, but with at least nine legal threats against the ABC. It took almost a week for the headmaster to be removed, but only after new allegations surfaced. 

When Prof Wright recently disclosed her historic sexual assault to the principal of her public high school, something very different happened.

The principal apologised. She expressed empathy and care. She asked Clare what if any support she needed right now. She asked whether Clare was able to offer more information (the teacher is now deceased), so that she could prepare for any further disclosures. And she immediately informed her entire school community, encouraging disclosures and any other feedback, and providing resources and support to all. 

Additionally, the principal made sure that Clare and all students had access to the Victorian Government’s guide on how to ‘Report abuse if you’re a current or former student’. The comprehensive resource offers easy-to-understand information on every step of that process, including counselling and compensation. It centres the abuse survivor and emphasises their agency.

The NSW Government offers similar guidance for schools like Cranbrook, as well as clarity on mandatory reporting obligations.

Private vs public

Poor behaviour, harassment and abuse has happened at both public schools and private. 

The Royal Commission into Institutional Responses to Child Sexual Abuse (2017) found that only a quarter of survivors said that they were abused in public schools. 

It found that, in private schools, there were particular factors increasing the risk of abuse and preventing disclosures, including: “concern for a school’s reputation and financial interests; hyper-masculine or hierarchical cultures; a sense of being part of a superior and privileged institution… and long-serving principals in governance structures with little or no accountability in the area of student wellbeing and safety.”

Despite private schools operating under their own governance and policy frameworks, they remain subject to mandatory reporting and other government requirements. Just like any other school, they must operate “within the bounds of legislation and government policy.”

That’s not what we’ve seen here.

The private school responded like a private business. It prioritised its reputation. It engaged lawyers. It minimised corporate liability.

The public school responded like a public institution. It prioritised past and present students. It engaged its community. It modelled best practice. 

Leadership and safety

Parents who send their children to private schools need to be confident in the answer to this question: What are you actually buying?

Come 2026, the Cranbrook School welcomes girls to enrol. “What’s the Cranbrook difference?” asks the school’s website. “Why should I send my daughter to study with you?” And “what will you do to ensure the girls feel comfortable and included?”

In the light of this crisis, there is no mention of the school’s renewed commitment to improve its culture and provide a safe space.

Nor is there any mention of cultural change actions to prepare leadership and staff for co-educational teaching – a necessity if the school is to be in any position to offer a safe environment for all.

Importantly, the website does affirm the school’s support for transgender and non-gender-identifying students, committing to providing “a supportive and accepting space” with “strong pastoral care and support” and gender-neutral uniforms.

And in response to a question about what Cranbrook will do “to prepare the boys for the transition to coeducation”, it is only here that we see commitments to “develop respectful attitudes to others”, explore “opportunities for our current students to engage with girls in a variety of contexts”, and “build a sense of respect, cohesion and shared identity”.

In a recent statement, Cranbrook has announced plans to conduct an independent review of “serious concerns reported to the School”. It will also “provide advice on the School’s policies and procedures relating to child protection, workplace health and safety, whistleblowing, and discrimination and bullying”, so that they can “take appropriate action on relevant matters of concern on a timely basis”, with the review to be “completed by mid-year.” This is welcome. 

Parents sending their children to private schools need to be confident that the days of government-subsidised bullying and misogyny really are over. They need to be confident that, when something goes wrong, the school will put the needs of children first.

School leadership is cultural leadership. Schools should educate with rigour and without commercial agendas, model ethical standards, and open children up to the world. 

The dignity demonstrated by Clare’s school principal contrasts dismally to the Cranbrook disgrace. A public school with a tiny fraction of Cranbrook’s resources has demonstrated the cultural leadership all private school parents expect. It’s time for all parents to start asking serious questions about their children’s education, and what their school fees are really buying.