The value of belonging  is part of the fabric of RPS, not  stand alone words, events or a single experience. Thus it is evident in the RPS Mission and Vision of the Graduate.

Ridgefield Public Schools provides engaging, relevant, and personalized learning experiences so all students can pursue their interests and prepare for life, learning, and work as global citizens. To accomplish this mission, our community including educators, students, and parents will partner to:

• Foster academic, social and emotional growth for all students

• Promote wellness of body and mind

• Build an inclusive climate of trust, safety, and respect

• Value diversity by cultivating global competencies

• Attract, support and retain talented educators who embrace continuous learning

Moreover, our Vision of the Graduate under Mindful specifically communicates:

• Graduates who are mindful embrace empathy and advocate respect for themselves and others. 

• Through self-reflection and awareness, they understand diverse cultures and perspectives.
  They model the conviction that ethics, leadership, and service to others are critical elements of responsible citizenship.”  

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That being said, these words should embody our mission on a daily basis, ensuring that our students not only feel welcome but also seen, heard, and valued. We achieve this through:

• Developing social and emotional skills that facilitate the establishment and sustenance of healthy relationships.

• Fostering environments that encourage open and respectful discourse.

• Providing authentic opportunities, embedded in the approved curriculum, for students to take risks and express their perspectives.

• Nurturing environments of care and empathy continuously.

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While the focus is primarily on student programming, we, as a learning organization, firmly believe that by enhancing the knowledge of adults in our schools, we can consistently strive for improvement. Our leadership teams actively seek meaningful, relevant, and authentic opportunities for our staff to learn from experts in the field. This commitment is rooted in our dedication to creating inclusive environments for RPS students every single day.

As a district we use the CASEL competencies to guide the implementation of our SEL and thus Belonging work. We continue to assess and revise our programs and systems and structures such as SEL/Behavior MTSS, in terms of the competencies that they support.

SEL Belonging Mission and Vision Overview- Elementary

At the Elementary level we prioritize facilitating an inclusive school community where all students and staff feel valued, respected, connected, and supported. We implement  various programs and classroom experiences that are rooted in the CASEL competencies to guide the implementation of our SEL work.  Classroom teachers, administrators, and other staff members integrate these principles into every facet of our school community. Our goal is to help students learn and grow into well-rounded young people. At a very basic level, it is treating each other with kindness and respect so that everyone feels like they have a place they belong.  

K-5 Social-Emotional Learning (SEL) 

and Belonging Programs

Rooted in CASEL Competencies

Classroom teachers, administrators, and other staff members integrate principles into every facet of our school community. At the elementary schools SEL programs and practices are part of the core experience.  The competencies are taught through stand alone lessons and at times is embedded in the core curriculum.  For example, teachers plan lessons where students need to analyze literary characters based on RULER principles.  As you look at the Principals and Practices below, you can also see which of the CASEL competencies are addressed by each tool/approach.

SEL Belonging Mission and Vision Overview - SRMS and ERMS

At the middle school level we prioritize facilitating an inclusive school community where all students and staff feel valued, respected, connected, and supported. We implement  various programs and classroom experiences that are rooted in the CASEL competencies to guide the implementation of both our SEL and Belonging work.  Classroom teachers, administrators, and other staff members integrate these principles into every facet of our school community. Our goal is to help students learn and grow into well-rounded young people. At a very basic level, it is treating each other with kindness and respect so that everyone feels like they have a place that they belong.  As you look below, you can see which of the CASEL competencies are addressed by each tool/approach.

SEL Belonging Mission and Vision Overview for RHS

Aligned with our mission statement and core values, Ridgefield High School's Social Emotional Learning and Belonging initiatives foster a dynamic and supportive learning community. Grounded in our core values of Collaboration, Innovation, Mindfulness, Communication, Knowledge, and Resilience, we are committed to cultivating an environment that promotes growth, empathy, and citizenship. Through initiatives like the No Place for Hate program and the Human Rights Institute, we empower students to champion inclusivity.  Through our programming, we create spaces for open dialogue, critical reflection, and meaningful action to ensure the safety and well-being of all. 

Our Developmental School Counseling Program further reinforces these values, providing students with personalized support and guidance to navigate challenges,  and make responsible decisions. Our comprehensive Social Emotional Learning and Belonging programs underscore our dedication to nurturing self-awareness, social awareness, and meaningful relationships, equipping students with the tools they need to thrive academically, emotionally, and socially.

At Ridgefield High School, we believe that by cultivating a culture of belonging and emotional well-being, we empower our students to become compassionate leaders and changemakers in their communities and beyond.

Elementary Schools

Middle Schools

High School