In 2017, Yorke began her teaching career at a prestigious high-fee school after earning her teaching master’s degree from the University of Melbourne. She quickly ascended the ranks at the institution, demonstrating promise and dedication. However, during the COVID-19 pandemic, she developed a close bond with a 17-year-old student, who remains anonymous for legal reasons. The student struggled with the challenges of lockdown and reached out to Yorke for extra academic support, which led to daily conversations on an online platform. While Yorke grappled with her own feelings of loneliness and had not publicly come out, she acknowledged that these personal issues did not justify her subsequent actions.
The relationship between Yorke and the student reportedly did not become sexual while the student was still enrolled at the school. However, during a conversation in August 2020, Yorke questioned whether she should distance herself from the student, to which the teenager ambiguously responded, expressing a desire to maintain contact. Acknowledging her misconduct, Yorke admitted that she compromised her professional boundaries and was not fit to teach. She later described the relationship, which began after the student graduated, as “wholly consensual”—a claim that led to discussions about the existing power dynamics.
In 2021, a new code of conduct was established by the professional regulator that prohibited teachers from engaging in sexual relationships with former students for a minimum of two years after graduation. During the hearings, it became clear that despite discussing the prohibition with the student, Yorke chose to disregard these ethical guidelines. The panel concluded that Yorke’s decision underscored a serious violation of professional standards, as she was fully aware of the restrictions in place.
Yorke’s lawyer acknowledged the allegations against her, highlighting her candid admissions during the investigation. Nonetheless, the regulator determined that Yorke’s assertion that their online exchanges lacked emotional intimacy was unfounded. Evidence presented indicated a growing emotional bond, with the nature of their communications evolving into more personal conversations over time. Moreover, there were indicators that Yorke and the student had began to entertain the thought of advancing their relationship once the student completed their education.
The decision from the regulator underscored a pattern of increasingly intimate communications that ultimately led to a sexual relationship after the student graduated. This behavior not only violated the imposed ethical boundaries but also showcased a troubling disregard for the professional duties inherent in a teaching role. The panel noted a clear linkage between the personal nature of their exchanges and the subsequent development of a sexual connection, indicating that they had actively engaged in secrecy.
Following these events, Yorke expressed regret and an understanding of the severe consequences of her actions, including her inability to return to the teaching profession. She has since reflected on her choices and is now pursuing a career in psychology. Although the loss of her teaching career was devastating, she recognized the gravity of her misconduct and accepted the repercussions, acknowledging that teaching had been a central part of her identity and aspirations.
