Yes. Every new initiative is guided by the school’s mission.  As it relates to DEI efforts, each strategic action is focused on cultivating “an atmosphere of love, concern, and mutual respect” for all.

The school is focusing on building relationships (cultivating community) by way of open, safe discussion, in addition to school-wide learning and professional development opportunities for employees and students. In addition to the LHP Talent Management and Enrollment plans, we are intentionally reviewing our practices to welcome and maintain diversity within our community. We will continue to evaluate and improve curriculum and pedagogy, school-wide policies and practices, provide training, development, and celebratory opportunities for students and employees, and continue to explore and engage in community relationships in support of organizations that promote diversity, equity, inclusion, and access to opportunities for people in marginalized communities.

Twenty-six percent of our Leadership Team members and 24% of our Board members identify as persons of color.

In Lower School, using the Responsive Classroom approach, teachers organize the classroom in ways that are inclusive and representative of all members of the class. In doing so, they demonstrate empathy and consideration of the individual, cultural, and developmental needs of all students. Elements and virtues from the Fruit of the Spirit are woven into classroom discussions, literature, and activities.

In Middle School, students are taught inclusivity in many ways, including but not limited to literature that includes a diverse group of characters, written by a diverse group of authors, service projects, character development, digital literacy lessons, Civics and American History case studies, and special guest speakers.

In Upper School, we promote a culture of inclusivity by providing myriad curricular options that present unique perspectives to students and encourage them to develop their own worldview, by encouraging active participation in co-curricular activities and experiences that foster character development and mutual respect for people of all identities and backgrounds, and by presenting outside speakers and programs in assemblies that push students to challenge norms and think outside the box. In the classroom, required and elective courses utilize literature, essays, articles, and other supplemental materials that expose students to the larger world and push them to think critically about past and current issues as opposed to passively learning and restating information. Students are specifically taught and coached how to have meaningful dialogue and civil discourse that is open, safe, and productive.

In Lower School, respect is a key element of Responsive Classroom and is an integral part of students studying other cultures. Members of the community, guest speakers, alumni, and local organizations serve as valuable resources. Newly adopted social studies standards include the studies of global cultures, including the Lower School International Festival.

In Middle School, students participate in nationally recognized monthly celebrations, National Foreign Language Week, National History Day projects, and many interactive activities provided by our Library during Fling and lunch periods.

In Upper School, students are taught to embrace all cultures both in and out of the classroom. Faculty highlight cultural awareness months in their curricula and classroom spaces, and students and faculty/staff collaborate to create a campus environment where cultural differences are recognized, celebrated, and displayed openly. This collaboration is evident in key spaces like the Calkins Library, where opportunities for cultural awareness and education abound through stunning literary and artistic displays, highlighted cultural achievements, and cultural celebrations. Additionally, students create and run clubs and organizations that celebrate diversity and cultivate an inclusive campus through meaningful discussion, community service, outreach, and efforts specifically aimed at education and awareness. New this year, Upper School students will take part in Unity Day in the Spring.

School leadership, faculty, staff, and adjunct coaches are required to complete annual DEI training. In addition, all employees complete Preventing Harassment and Discrimination training each year. Modules are updated each year to ensure relevancy.

Should a student violate the expectations of Lake Highland’s Culture of Inclusion policy or any of the school’s core values, the Division Director may elevate the case to the DEI Advisory Council for additional review and consultation, thereby helping to ensure fair and consistent investigations, proportionate adjudications, victim well-being, accurate documentation, and effective remediation for both the offending individual and affected groups, if applicable. Since we are dealing with children in their formative years, we intentionally follow a “restorative” methodology of correction consisting of a formal discipline process. For any case, this includes thorough investigation, detailed analysis, in-depth counseling, meaningful remediation, and strict accountability. We also heavily favor an educational aspect (versus punishment only) for all remediation efforts.