When Harry Chan (OM 2017) was in Year 10, he signed up to volunteer as a Learning Club buddy, supporting younger students experiencing disadvantage in The Smith Family’s Learning for Life scholarship program.
“I worked with the same buddy for several years, and that continuity made a real difference,” he says.
“It wasn’t just about schoolwork, it was about showing up each week and building trust.”
This year, Harry has returned to Melbourne Grammar School as a Service Learning Mentor to support the Learning Club, working with a new cohort of students.
For more than 13 years, Melbourne Grammar students have helped deliver peer-to-peer support, through Learning Club and the student2student reading initiative via the School’s Values in Action program.
The Learning Club program provides small-group tutoring and homework support in community settings, extending learning beyond the classroom.
Alongside academic development, it emphasises consistent attendance, personalised support and relationship-building.
Sessions combine structured academic work with informal interaction, supporting both skill development and confidence.
Rebekah Robertson, a Smith Family Learning for Life Team Leader in Victoria, says the model reflects what research indicates is most effective.
“We know students who are behind need sustained support, not one-off interventions,” she says.
“What makes the difference is consistency, small-group learning and relationships that help students stay engaged over time.”
Leo Shaw, a Year 12 volunteer, says the difference it makes for the younger students is noticeable.
“At the start, some students are really hesitant and unsure. But as the weeks go on, they start to open up. They ask questions, they have a go, and you can see their confidence grow.”
Acting Head of Science Mr Tas Anastasiou has led the program at Melbourne Grammar School for more than a decade.
“What makes this program so effective is that it’s grounded in relationships,” he says.
“Students aren’t just receiving academic support; they’re building trust with someone who shows up consistently.”
He says the benefits extend well beyond immediate academic outcomes.
“Over time, you see students become more confident in themselves as learners.
“What’s equally powerful is what it does for our students who are volunteering.
“They develop a real understanding of educational disadvantage, but also a strong sense of responsibility to give back. It shapes how they see their role in the community.”
While access to resources like devices, books and tutoring are vital for learning, research increasingly points to the importance of relationships and consistency in shaping student outcomes.
Learning Clubs are structured to deliver both, typically running over extended periods to reinforce learning and build routine.
“Targeted and sustained supports like those offered through the program, do more to help engage students who need targeted support than one-off interventions,” Mr Anastasiou says.
“Anecdotally, we know the evidence is there to show the peer-to-peer model works… you can actually see the learning that’s going on and the progression week-in-week-out.”
From Rebekah’s perspective, the broader significance is clear.
“Tackling educational inequality is key to breaking the cycle of disadvantage. When we support students to succeed at school, we are investing in stronger communities and a fairer future.”
For Harry, that impact remains personal.
He is revelling in being back among the students at Learning Club, this time as a mentor.
“I know it’s a long-standing relationship we have with The Smith Family, so fostering those sorts of relationships, so we can continue to have avenues to give back, I think they’re really important,” he says.
“I had a really great experience with it at school. All students should try and do a program like this at some point.
“It’s mentoring, it’s connection, and it feels like you’re part of something bigger.”
