Embedded Files
2024-25
2024-25
Learning, Living and Leading were established this year as big ideas within our Strategic Plan. The WIDE/Belonging work is centered in the Living section of our plan, where we envision educational environments that promote wellbeing, belonging, and resilience. Essential to LIVING a well-balanced life of meaning and contribution is developing the dispositions necessary to be resilient in the face of adversity. We accomplish this by emphasizing strong developmental relationships and creating brave learning spaces where students and teachers challenge themselves and each other to grow. Our student-facing goal is to cultivate learning environments that equip students of all ages with the skills and habits of mind to develop resilience and perseverance; engage others bravely, confidently, and respectfully; grow from setbacks; understand the importance of community; and develop empathy for the diversity of human experience.
Our work this year with Dr. Derrick Gay included student-facing assemblies for our 6th through 12th graders and training for our building leaders to design and conduct student focus groups as a follow-up to last year's Belonging Survey.
Assemblies: The student assemblies focused on the importance of belonging in schools and encouraged students to consider the challenges that can prevent a sense of belonging. The discussion was framed around the idea that intercultural competency and a global perspective are essential for success in college, careers, and citizenship. Intercultural competency means having the ability to communicate and interact respectfully and empathetically with people from different cultures, backgrounds, and beliefs.
Middle School - At SMS, Dr. Gay's presentations l were informed by n thousands of conversations and surveys of kids around the world, and centered on a few key observations s. First, students experience social groups as rigid, making it hard for newcomers to integrate. Second, students report feeling judged based on their backgrounds, identity, grades, and social choices. Third, that acts of daily kindness or acknowledgement go a long way. He also engaged students in thinking about how jokes, especially those based on identity, work against an inclusive atmosphere. He adjusted the themes of his presentations from grade to grade to match the developmental needs of each group. For example:
In 6th grade, the themes explored were 1) kindness and empathy in peer interactions; 2) common interests as a bridge to connection; and 3) reducing judgment and social pressures.
In 7th grade, the themes explored were 1) reducing judgment and increasing acceptance, 2)small gestures to foster connection, and 3) creating inclusive social circles.
In 8th grade, the themes explored were 1) breaking social cliques and expanding friendships; 2) promoting respect and ending harmful behaviors; and 3) encouraging small acts of kindness.
High School - At SHS, Dr. Gay’s presentation highlighted the importance of intercultural competency. He discussed how a culture of joking about people’s identities—both in person and online—hinders the development of this competency and undermines students’ sense of belonging. Students related to the idea that jokes based on differences are common in high school, and many agreed that it can be hard to speak up when a peer makes such jokes. Responses like “That’s not what I meant—you’re taking it the wrong way,” or “I wouldn’t care if someone made fun of me, so it’s okay,” can make it feel pointless or ineffective to challenge these jokes. Dr. Gay explored reasons why friends might make hurtful jokes, such as thinking it’s funny, not realizing the harm, wanting to fit in or impress others, teasing without “meaning it”, assuming everyone will laugh, or copying someone perceived to be popular. He also helped students distinguish between different kinds of jokes:
Okay jokes: Do not put anyone down
Annoying jokes: Stick with you, but aren’t necessarily hurtful
Harmful jokes: Target someone’s identity or threaten a friendship
Focus Groups: Through ongoing training and feedback, , our building administrators developed skills in the design and implementation of student focus groups. Using the Belonging Survey, they engaged their faculty in identifying one or more priority areas and then developed a focus group protocol and questions to ask their students. This allowed them to dig deeper into the survey results and develop priorities that will be turned into goals for 2025-26.
2023-24
2023-24
This year, we continued to emphasize the theme Connecting our WIDE Community this year, even as we undertook a strategic planning process for the longer term. We launched our first Belonging survey, and began the process of unpacking the data nd developing a plan in response. Please visit the Belonging Survey page for details.
2022-23
2022-23
An overarching theme for the 2022-23 school year was Connecting our WIDE Community. This theme helped us to see the ways in which our work is collaborative, is student-focused, and is inclusive through the partnership and relationships we have with our parents and community partners. WIDE stands for wellbeing, inclusion, diversity, and equity, and was a focal point of our learning this year. The main areas of emphasis for our DEI work were continued learning, building an inclusive culture, and assessing belonging. We thought it would be helpful to provide a summary of that work, organized by priority, to both elevate and memorialize it.
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