Finding purpose in the classroom

Growing up in a family of educators, teaching was everywhere for Liam Bleakley.

His dad is a primary school principal. His mum has worked in early childhood education, at TAFE and now with the Department of Education. His older brother and his twin became primary school teachers.

For Liam, the path seemed obvious – and that’s exactly why he resisted it.

“I vowed that I would do something different and that I wouldn’t become a teacher,” Liam says. 

“I thought like that up until Year 11/12.”

At the time, school wasn’t particularly inspiring. He admits he was just “sort of floating around” – unsure of direction, disengaged, coasting. 

Then, a passionate teacher changed everything.

“My geography teacher really shaped me into who I am today,” he says. 

“He instilled this passion for geography in me. He was so clearly passionate about the subject, and I guess I found my purpose in that classroom. I knew that I wanted to teach this subject just like he did.”

Seeing himself in his students

Now teaching at St Francis Xavier’s College in Hamilton, Newcastle, he often sees his younger self sitting in front of him.

“I understand what they’re feeling,” he says. 

“And I also understand that there is a lot of pressure on young people today.”

That shapes the way he approaches the classroom. 

He focusses on guiding students toward discovering their own passions and sense of purpose.

“The most rewarding part of the teaching profession is being able to guide young people to be better versions of themselves,” Liam says.

“I try and get them to find their own passion. Their own meaning in life and pursue that as much as possible.”

A humbling recognition

Recently, his dedication was recognised with an Emmaus Award for First Five Years of Teaching for his inspiring and influential presence. 

“I was really quite surprised,” he admits. 

“You don’t go into teaching to be thanked, and I felt a bit like a fraud because there are so many teachers at my school who are deserving of this award.”

Instead of seeing the award as a personal triumph, he views it as a collective effort of colleagues and mentors who support him daily.

And he hopes to support future teachers in just the same way. 

“I try to help young teachers out just as I’ve been helped.”

Continuing to grow with ACU Online

While geography was the original spark, another subject soon captured his attention.

When he began teaching a Studies of Religion class for the first time, he found himself unexpectedly captivated.

“Just like geography, I found myself falling in love with this subject,” he says. 

“I find it so interesting, and I love seeing the surprise on students’ faces when they realise it too.

“So, I wanted to become a qualified religious education teacher. That’s why I began to study at ACU.”

With religious education in mind – and with leadership aspirations firmly in sight – he enrolled with ACU Online.

The flexibility was key. Studying through ACU Online has allowed him to continue teaching full-time while advancing his qualifications. 

Late Wednesday tutorials fit seamlessly around school commitments, making professional development both achievable and sustainable.

“Leadership has always been a goal of mine too,” he says. 

“I love developing as a teacher. This course allows me to move to the next level and will support my leadership aspirations in the future.”

A career with purpose

His advice to those considering teaching is honest and grounded.

“Teaching isn’t for everyone,” he says. 

“But those that choose to become teachers will ultimately be rewarded with a career that challenges you and allows you to be a role model for the next generation. 

“It is a beautiful career.”

Liam says teaching offers something rare to most professions – the opportunity to shape lives in meaningful ways.

He says remaining flexible and open to learning will help any new teachers entering the profession.

“I have been very lucky in my time, but my experience is not unique,” he says. 

“There are lots of great schools out there and those that want to become teachers for the right reasons will positively add to those environments, I’m sure. 

“The classroom is constantly evolving and changing too, so this aspect is interesting to follow along with. Being flexible and open to learning new things keeps everything fresh and exciting.”

From the teenager who swore he’d never teach to an award-recognised educator now studying to expand his leadership impact, his story has come full-circle.

The boy who once floated through school now stands at the front of a classroom, helping students find their direction.

And perhaps, sitting among them, is a future teacher discovering their own sense of purpose – just as he once did.

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