When Chase Leathard stepped back onto the ACG Sunderland campus, it wasn’t as a student this time – it was as a teacher. The former Head Boy has come home, trading his school blazer for a lab coat and stepping into the same classrooms where his curiosity for learning first began.
“It’s quite the full-circle moment,” he says with a smile. “It feels like coming home – that euphoric feeling when you’ve been away for a long time and finally return.”
A Journey Shaped by Sunderland
For Chase, Sunderland has always been more than a school – it’s where he discovered who he was and who he wanted to become. During his years as Head Boy, he learned that leadership isn’t about authority but authenticity. Those lessons now shape his teaching philosophy.
“I’ll always tell my students to make the most of every opportunity and be grateful for those available to you” he says. “The relationships you build and the way you treat people matter more than you realise. Kindness and integrity can take you a long way.”
He remembers the teachers who modelled those values with deep gratitude – mentors who went beyond the syllabus to guide and encourage.
“Teresa Barlow, my form and Biology teacher, was pivotal in shaping my growth as a young adult, she was lifeline at school, she was like family,” he recalls. “Kerryn Olsen’s warmth is my lasting memory of English; her positive classroom environment is one that is memorable to many of my fellow graduates. And Philip Keen, an incredible mentor in and out of the classroom, one whose lessons I still draw on daily. Us attending the Cambridge Learner Awards together is a memory I’ll forever cherish – he showed me what true dedication looks like.”
Those role models, he says, are the reason he’s back: to pass forward the same sense of belief and belonging that defined his own Sunderland experience.
Teaching with Curiosity and Care
Now teaching Science and Biology, Chase wants to make the subject come alive for his students. His goal isn’t just to teach facts – it’s to help students see the beauty and relevance of what they learn.
“Science helps us understand not only how the world works but our place within it,” he explains. “When you connect learning to students’ own interests and goals, it stops being abstract – it becomes meaningful.”
He believes the best learning happens when it’s student-focused, tailored to the personalities, skillsets and dynamics of the students. Whether through experiments, field trips, or lively discussions, Chase wants to create moments of wonder and connection.
“We’re not confined to textbooks,” he adds. “Science is something you can touch, question, and experiment with - students can get their hands dirty, ask questions, and discover for themselves – and that’s what makes it exciting.”
Standing Where They Stand
Few teachers can relate to their students quite like Chase. After all, he’s sat in the same classrooms, faced the same exams, and walked the same corridors they do now. That shared experience gives him a unique empathy.
“Having once stood where they are, I understand what it means to be a Sunderland student,” he says. “My goal is to be a steady support system – someone they know they can turn to.”
For Chase, relationships are the cornerstone of teaching: mutual respect, genuine care, and an understanding of the pressures students face today. “It’s about building trust, not just delivering content,” he says.
Beyond the Classroom
Outside the lab, Chase is eager to contribute to Sunderland’s vibrant co-curricular life – from mentoring future student leaders to supporting performing arts events. A trained dance teacher at VCM Academy of Dance, he brings a creative flair that’s rare in a science teacher.
“Dance teaches precision, teamwork, and confidence – the same skills that make great scientists,” he says. “I’m excited to bring that energy to Sunderland’s events and productions.”
The Spirit of Sunderland Lives On
Returning to campus, Chase says that while some things have changed, the school’s spirit remains as strong as ever.
“The competitive house culture is still alive and well – it’s such a defining part of Sunderland life,” he laughs. “And I can still see the same drive for excellence that motivated me as a student. It’s something special.”
That enduring culture, he believes, is what continues to make Sunderland a place of growth and aspiration.
“There’s a standard here – from both students and staff – that pushes everyone to be their best. That’s the kind of environment I want to contribute to.”
Giving Back
When Chase completed his first teaching placement at Sunderland in 2025 under the mentorship of Caitlin Sanders, it confirmed what he already knew – this was where he belonged.
“The staff were so warm and welcoming. That sense of community is one of the reasons I’ve always loved Sunderland,” he says. “To now be part of that as a teacher is incredibly rewarding.”
He hopes to inspire his students to approach learning – and life – with curiosity, confidence, and compassion.
“For me, success is seeing that spark in a student’s eyes when something finally clicks, when they reach their full potential, or when they find joy in what they’re learning.”
His advice for today’s students?
“Enjoy it while it lasts,” he says. “Your school years go faster than you think. Appreciate every opportunity, keep a healthy balance between study and well-being, and remember – the habits you build now will serve you for life.”
Coming Home to Inspire
As Chase settles into his role at the front of the classroom, there’s a quiet satisfaction in knowing he’s come full circle. The student who once looked up to his teachers is now standing beside them – ready to shape the next generation with the same care and commitment that once shaped him.
“This school gave me so much,” he says. “To now be part of giving that back – that’s the greatest honour of all.”
