About Campbell High School
Campbell High School ( High school ) is located at 15 Treloar Cres, Campbell ACT 2612, Australia.
Other categories: High school
Ratings & Ranking
Campbell High School has a rating of 3.7 and is ranked number 755 in Campbell.
- Academic Excellence:
- School Culture & Environment:
- Extracurricular Activities:
- Facilities & Resources:
- Parent & Community Engagement:
3.7/5
Overall Score
Address & Location
Campbell High School is located at 15 Treloar Cres, Campbell ACT 2612, Australia.
Schools Fees
The annual school fees for Campbell High School in Campbell will be updated shortly. For guidance, the annual public schools range between AUD $2000 and AUD $5000 per year while the fees in Catholic and independent (or ‘private’) schools range between AUD $4000 to AUD $20,000 per annum. Established private schools charge upwards of AUD $20,000+ per annum.
Vacancies:
No vacancies found at the moment.
Admissions:
Admissions are currently open at Campbell High School.
Parents & Students Reviews:
Campbell High School has 53 reviews with an overall rating of 3.7. Some reviews have been edited for clarity.
Academic Program and Instructional Quality:
At the core of any high school’s mission lies the commitment to provide a robust and enriching academic program that prepares students for success in higher education and beyond. However, Campbell High School’s academic offerings are sorely lacking in depth, breadth, and innovation. The curriculum often feels stagnant, failing to evolve with the changing needs of students or the demands of a rapidly evolving global economy. Teachers, while undoubtedly dedicated, too often rely on tired and uninspired instructional methods that fail to engage students or foster critical thinking skills. This lack of intellectual stimulation not only stifles the potential of high-achieving students but also leaves struggling learners without the support and resources they need to succeed.
Resource Allocation and Infrastructure:
A hallmark of a well-functioning educational institution is the equitable distribution of resources to support the diverse needs of its student body. Unfortunately, Campbell High School’s chronic underfunding has resulted in a myriad of challenges, from outdated facilities to a dearth of essential supplies and technology. Classrooms are overcrowded, making it difficult for teachers to provide individualized attention or facilitate meaningful learning experiences. Moreover, the lack of investment in extracurricular programs deprives students of opportunities for enrichment and personal growth outside the traditional classroom setting. In essence, the school’s physical infrastructure and resource allocation strategies fail to reflect a genuine commitment to student success and well-being.
Administrative Leadership and Accountability:
Effective administrative leadership is paramount to the smooth operation of any educational institution, yet Campbell High School’s leadership structure appears plagued by inefficiency, inconsistency, and a lack of accountability. Administrative decisions often feel arbitrary and disconnected from the needs and concerns of students, parents, and faculty. Issues such as bullying, harassment, and disciplinary matters are frequently mishandled, leading to a breakdown of trust and respect within the school community. Moreover, bureaucratic red tape and administrative barriers hinder timely resolution of conflicts or concerns, exacerbating tensions and undermining the school’s ability to maintain a safe and supportive learning environment.
Student Well-being and Support Services:
In an era where mental health and emotional well-being are increasingly recognized as critical components of student success, Campbell High School’s failure to adequately prioritize and support the holistic needs of its students is deeply concerning. Mental health support services are woefully inadequate, leaving students without access to the resources and interventions they need to navigate the complex challenges of adolescence. Moreover, the school’s approach to discipline and behavior management often feels punitive rather than restorative, further alienating students and exacerbating feelings of stress, anxiety, and isolation.
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