Diversity, Equity, Inclusion
Statement of Inclusion
Diversity, Equity and Inclusion is a core value of St. Thomas’s Day School. We view diversity holistically and value it as a strength in our community in which equity and inclusion ensure that every member of our community has access to a full St. Thomas’s Day School experience. The school community finds much joy in embracing and celebrating each individual’s uniqueness along the lines of age, gender, religion, ability, socioeconomic status, race, ethnicity, culture and family structure. We seek to strengthen the commonalities that bind us as a community and view diversity as a way to provide us the knowledge, skills, and experiences necessary to navigate in a complex society of human differences. We believe that children who learn and grow together in a diversified community develop an openness and appreciation for others.
St. Thomas’s Day School strives to create learning environments that reflect diversity, equity and justice. It aims to empower students to identify and speak out against discrimination. Students are encouraged to recognize unfairness on an individual level, as well as on an institutional and systemic level. They learn to analyze privilege and power and to think about how that power creates bias and negatively impacts the world. Students are encouraged to be “upstanders” in the fight against prejudice, exclusion and injustice. Opportunities for students to share their opinions, question current practices and petition for change are provided.
One Story, Many Voices
In an attempt to ensure that curriculum and content is accurate and complete, St. Thomas’s Day School intentionally represents a variety of perspectives when teaching history. Instead of focusing primarily on dominant groups and communities when discussing historical narratives, we attempt to include those groups that have historically been ignored. Students are encouraged to explore many (sometimes competing) versions of a story to construct their own informed interpretations.
At St. Thomas’s Day School, students spend a significant amount of time developing a strong sense of identity. They explore facets of identity such as social position, culture or ethnicity, gender, interests, achievements, and beliefs. They develop self-awareness, positive self-esteem and pride in their roots. Identity work promotes strong and positive feelings among children. It fosters respect and an appreciation for differences.
The curriculum at St. Thomas’s Day School helps students recognize their role in the “Global Village”. Students acquire the knowledge, skills and experiences necessary to navigate a complex society of human differences. Issues such as poverty, climate change, religious and cultural differences, world trade and politics are explored, and students learn to recognize the importance of personal responsibility and taking action.