Our values

Unconditional Positive Regard‘If you treat an individual as he is, he will remain how he is. But if you treat him as if he were what he ought to be and could be, then he will become what he ought to be and could be,’ (Johann Wolfgang Goethe).

‘Unconditional Positive Regard’

Carl Rogers’ theory of ‘Unconditional Positive Regard’ is best described as having a warm and genuine feeling of regard for another. For Parkville College teachers, the ‘Unconditional Positive Regard’ theory underpins all interactions with students. Our teachers embody this theory by consistently treating students kindly, genuinely, respectfully and with complete acceptance.

We believe delivering ‘Unconditional Positive Regard’ in an education setting, means speaking in a tone that is calm, slow and friendly, demonstrating body language that is safe, open and non-threatening, using language that is positive and empowering, and speaking in a manner that is empathetic and involved. As a result, Parkville College students feeling valued, empowered and equal to all tasks at hand.

Positive relationships

Parkville College follows a trauma-informed approach, as we recognise the impact of trauma on the mind and body. Those that have experienced trauma believe the world is an unsafe place and are constantly scanning their surrounding for threats, often unable to form and maintain healthy relationships.

We provide all students with positive and sustainable connections. By providing engaging relationships that are positive and sustaining, stipulating predictable responses and stability, acknowledging feelings and demonstrating genuine care for every student, it allows us to help our students reach their full potential.

Inclusive education‘Typically, when a student covered in tattoos with a history of aggressive behaviour enters a teacher’s classroom, all too often the teacher thinks the student is going to cause trouble. Students will meet expectations, whether or not those expectations are good, bad or misguided’ (Hattie, 2009).

Highest potential

Research indicates that many factors influence teachers’ expectations of students, including learning disabilities, race, gender and language acquisition. Our teachers don’t allow stereotypes, learning disabilities, behavioural difficulties, lack of education, socioeconomic backgrounds, culture or race, bias their expectations of students. Parkville College is dedicated to eliminating prejudice, and helping every student realise and achieve their highest potential.

Inclusive education

Studies suggest that not only do students tend to match the expectations laid out for them, but also they are reasonably accurate in perceiving the extent to which teachers favour some students over others. People don’t come in one standard shape or size, and their minds don’t either. At Parkville College, we believe in inclusive education, and that to be excluded is to be disempowered.

We believe in everyone. By establishing an environment of inclusivity at Parkville College, we hope to eliminate the vicious cycle where students may have experienced exclusion due to learning disability, socioeconomic status, race or cultural background.

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Our philosophy

At Parkville College, students are diligently supported by a team of dedicated teaching staff, who work towards the full development of the human personality. We assist our students to develop whilst detained, to enable them to reintegrate into society. We don’t expect individuals on leaving detention to have miraculously transformed, without showing them alternate ways of viewing the world.

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Our school history

Parkville College was formed as part of the reform project to improve the quality of education in the youth justice system to students who are, or have been, detained in custody within Secure Services, Victoria. We commenced the operation of Parkville College in 2013 with only six teaching staff, and now have over 130 members of teaching and support staff.

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