Girls leading girls: Roedean School appoints new head girl and deputy

The interview begins with laughter as Masana Mkhabela and Lilly Playne recall the moment they heard they had been elected head girl and deputy head girl, respectively, of Roedean School (SA) for 2026.

“It was a great and surreal moment,” they agree – a mix of disbelief and quiet joy at being trusted to lead a school they’ve both called home for more than a decade.

What are the chances that two four-year-olds who met in crèche would grow up to lead their high school together? 

For the pair, it’s not just a coincidence.

Masana and Lilly have spent their entire school journey side by side, from pre-primary through to the leadership roles they’ll step into next year. It’s the kind of full-circle story that rarely happens by accident and it says something significant about what Roedean School (SA) does particularly well.

It’s what happens when a school creates the conditions for genuine relationships to form and leaders to emerge organically, not from a mould, but from a community that gives young women space to figure out who they are and what they stand for.

As they prepare to lead, their vision is clear: to help others lead and to show up with care. This is what leadership looks like when young women are trusted to grow at their own pace, find their voices and learn from a community that models authenticity.

When asked what kind of leader she wants to be, Masana doesn’t reach for the expected cliches about excellence or achievement. “I want to be a leader who creates spaces for others to lead,” she says. “The people I looked up to most weren’t just directing me to do this or that; they created a space for me to lead and prosper.”

Her approach has been shaped by watching others at Roedean School (SA), leaders who led with empathy. She recalls her head of house, someone she hadn’t known well, but who remembered small details. “If you told her your favourite colour is pink, she would remember that and maybe get you something pink. That kind of care stuck with me.”

Lilly shares the same outlook. “Our leadership styles are similar. We’re not only focused on ensuring students get their braids or badges on a blazer,” she says. “We want to also show up consistently for them – and do it with care.”

Finding their voices

Neither Masana nor Lilly arrived at Roedean School (SA) as natural leaders. Masana describes her younger self as shy and hesitant. “People knew me as timid for years,” she says. “I was a bit scared of people.”

Her confidence grew gradually through the school’s culture of participation. Interhouse events, close friendships and a spirit of unity encouraged her to engage. “Last year I realised my focus should go beyond the way I think people see me,” she says. “The camaraderie and oneness – seeing my friends excited to show up for school – it opened me up.”

For Lilly, high school offered a clean slate. Moving from a smaller junior school into a more diverse environment gave her space to experiment and redefine herself. “It gave me a chance to embrace new people and new things,” she says. She joined debating, chess and several music groups – experiences that taught her curiosity and adaptability.

What makes Roedean School (SA) different

Both Masana’s and Lilly’s parents’ first impressions of the school were telling. Lilly’s father was struck by how confidently Roedean students led school tours. “He saw girls who were assertive, not performative,” she recalls. “He wanted that for me.”

Masana’s parents gave her the freedom to question and think independently. “I’m very strong-willed,” she admits, smiling. “My parents trusted me to make my own decisions. They let me challenge ideas and verify things for myself.” That curiosity has become central to her leadership – a habit of seeing beyond her own perspective and trying to understand others.

Both young women credit the all-girls environment for giving them freedom to grow without comparison. “We don’t have to worry about boys,” Lilly says. “We just have space to grow.”

But the school’s impact goes beyond that. Roedean actively encourages students to have a voice. Debating, leadership opportunities, community projects and a culture of participation teach girls to speak up, defend their views and take up space. “Roedean School (SA) encourages us to be independent,” Lilly explains. “We learn to stand up for ourselves and our opinions, so that when we leave school, we believe in our own voices.”

The pursuit of becoming the best version of oneself is deeply ingrained in Roedean School (SA)'s culture, but it’s balanced with reflection. “Students are taught to achieve and make their voices heard,” Lilly says. “But we also need to remember that collaboration matters, too.” Both girls want to strengthen that balance – encouraging excellence without losing empathy.

Their leadership goal isn’t to be remembered for achievements, but for inclusion. “We want to create a space where everyone feels respected – where their path is recognised, no matter what it looks like,” Lilly says. “You can succeed and still make room for others to grow.”

That sentiment echoes long-held belief of the school: excellence takes many forms and leadership should, too.

Roedean School (SA) has built on those foundations, giving both girls opportunities to practise what they learned at home – leadership as empathy, not authority.

Beyond the badge

When asked about their plans after matric, they’re both reflective. Masana is leaning towards engineering, possibly at the University of Pretoria, while Lily is still exploring her options – maybe medicine, maybe teaching, maybe environmental law. “I just want to do something where I’m making an impact on people,” she says.

They’re navigating the same uncertainty every young person faces about the future, with the added awareness that career paths rarely run straight. They’ve watched their parents pivot across industries, acquiring skills that transfer in unexpected ways.

“In our generation, it’s no longer about gaining a degree and aiming for a certain job title,” Masana observes. “We need to focus on acquiring skills for the future.”

It’s a mature perspective, which reflects the holistic education Roedean School (SA) emphasises – not just academic excellence, but the development of critical thinking, adaptability and the confidence to lead without knowing every answer in advance.

The future of leadership is female. At Roedean School (SA), it’s also collaborative and refreshingly authentic. As Masana puts it: “We want people to see Roedean School (SA) as a space to open up, come out of your comfort zone and grow.”

That’s the kind of leadership vision that deserves attention – and exactly the kind of leaders the world needs more of.