As Salesian College Chadstone celebrates the official opening and blessing of the Mannix Year 7 & 8 Learning Precinct, the moment marks a significant milestone in the College’s 69 year history. At the centre of this new chapter is Mannix Campus Leader Paul Azar, a former Salesian student whose connection to the College has now come full circle. As the College continues to strengthen the transition into secondary school for boys in Years 7 and 8, Paul’s leadership reflects the strong sense of belonging, care and opportunity that continues to shape the Salesian experience across generations.
Read our interview with Paul as he shares his vision for the Mannix Campus, the excitement of leading this new chapter in the life of the College, and the importance of creating a place where every boy feels known, supported and inspired to grow.
You graduated from Salesian in 2009 and are now leading the new Mannix Year 7 and 8 Learning Precinct. Did you ever imagine you would return in this capacity?
When I look back, there have been a number of sliding-doors moments in my career where I was encouraged to explore opportunities, and each of those experiences helped shape the path I’m on now. To be honest, I never imagined that I would return to Salesian College, let alone in this capacity. Over time, I developed a real passion for leadership in schools, particularly in supporting young people in their early secondary years. Being a former student makes this role even more meaningful, because I understand the impact this place can have, and I feel very fortunate that those experiences have led me back here to help lead the Mannix Campus.
What does it mean to you personally to be entrusted with leading the Mannix Year 7 and 8 precinct at such an important time for the College?
I would be lying if I said I wasn’t a little nervous, because opening a new campus is a significant responsibility. But the overriding emotion for me is excitement. It is a real privilege to be trusted with leading the Year 7 and 8 precinct at such an important time for the College. These are the years where students form their first impressions of secondary school, so having the opportunity to work alongside my colleagues to help shape that experience, and to build a strong, positive culture from the very beginning, is something I am incredibly proud to be part of.
When students walk into the Mannix Campus for the first time, what do you hope they feel straight away?
Straight away, I hope students feel the spirit of the Salesian charism — that this is a home, a school, a parish and a playground. We want Mannix to feel like a family environment where students know they belong. A big part of that comes from the camaraderie between staff and the strong sense of collegiality across the campus. When staff enjoy working together and genuinely care about the students, it creates a warm and welcoming atmosphere. My hope is that students walk in, see those relationships, and feel that this is a place where they are known, supported and encouraged to be themselves. I want the boys to make Mannix their own space. Play, learn and lead the campus and for them to know they are apart of a significant moment in Salesian history.
You are known for being approachable and attentive to students. Why is that style of leadership important to you, especially with younger year levels?
I think that style of leadership is especially important with younger boys because connection comes first. I learned from my own experience as a kid, that the teachers I connected most with, were the ones who knew me best. Once students feel comfortable and know that you genuinely care about them, they are much more willing to open up, share how they are feeling, and ask for help when they need it. If we want boys to develop confidence and resilience, they need to feel safe to talk, to make mistakes and to be themselves. Being my authentic self and being approachable helps build that trust, and once that trust is there, you can really support students to grow both as learners and as young men.
How has your own experience as a Salesian student shaped the way you connect with and support students today?
My experience as a Salesian student really forms the foundation of my own learning journey and the way I approach this role. I was fortunate to have teachers who took the time to get to know me and who genuinely cared about my growth, both in and out of the classroom. That stayed with me, and it is a big reason why I chose to work in education. Coming back to Salesian, there is a strong sense of wanting to give back to a community that helped shape who I am today. I try to lead in a way that reflects the same care, presence and support that I experienced as a student. As a teacher you never quite know the impact you can have on the life of a student, but my teachers have led me to where I am today, so I would like to think I can do the same for the students in my care.
The early secondary years can shape confidence and character. What will be your main focus in helping Year 7 and 8 students settle and grow?
My main focus will be building confidence and capacity in our students, and helping them develop a willingness to try new things, make mistakes and learn from them. The early secondary years are a time where students are still discovering who they are, so it is important that they feel supported both at school and at home. Working closely with families will be a big part of this, because when the partnership between school and home is strong, students feel more secure and more confident to challenge themselves. If we can create an environment where students feel safe to learn, take risks and keep improving, then we are setting them up for success.
Looking ahead, what would success look like for you in this role over the next few years?
Success for me would be a community where staff feel valued, students feel genuinely cared for, and families feel happy and confident that their children are in the right place. If we can build a culture where people enjoy coming to Mannix each day, where students know they are supported, and where families feel involved and connected to the school, then we will know we are on the right track. Over the next few years, my goal is for the Mannix Campus to be known as a place with a strong sense of belonging, a place where learning is at the forefront of mind and a place which emphasises high expectations, coupled with loving-kindness.
