"Excellence grows here through belonging."
A Message from Sherry Wells – Director of Diversity, Equity, Inclusion, and Belonging
Mrs. Holton’s dream that Holton-Arms become an “Open Door” is in essence the beginning of Diversity, Equity, Inclusion, and Belonging work at Holton. The school has long been a beacon for fostering equitable spaces for underrepresented groups, particularly women. Our students connect purposefully as they collaborate, leading to rich and diverse relationships in the present and for years to come. We strive to provide students with equitable experiences so that they receive what they need to succeed and work to build an inclusive environment that allows students to share their authentic selves as they explore a variety of cultures and perspectives. These dedicated efforts lead to and grow excellence through a sense of belonging.
Building and Bridging towards Belonging
Building - We will continue and build upon the strong foundation of DEIB work we have been doing at HAS. Diversity, Equity, Inclusion, and Belonging is and continues to be an institutional priority. It involves educating ourselves and our community about the importance of DEIB and its impact on student success and well-being.
Bridging - We are committed to fostering positive and inclusive relationships within our community. This involves creating meaningful dialogue, collaboration, and partnership opportunities across diverse groups of students, families, faculty, staff, and administration, with transparency, open communication, and restorative practices.
Belonging - Our ultimate goal is to create a school culture where every individual feels a deep sense of belonging, acceptance, and value.
As we embrace these three ideas—building, bridging, and belonging—we strengthen our community and deepen our commitment to DEIB. I invite you to join us in this important work by actively participating in DEIB initiatives, engaging in brave conversations, and championing inclusivity and equity in our school.
We believe that DEIB is essential for academic excellence, social-emotional well-being, and preparing our students to lead lives of positive influence. By increasing awareness and understanding of diversity, equity, and inclusion issues, we can cultivate a more culturally competent community that is better equipped to engage in meaningful dialogue and address systemic inequalities. Ultimately, our vision for DEIB is one of continual improvement and growth as we live into our mission of cultivating the unique potential of young women through the education not only of the mind, but of the soul and spirit.
Building and Bridging towards Belonging
You Belong Here
Diversity, Equity, Inclusion, and Belonging Mission Statement
Holton-Arms cherishes the uniqueness of each of our members including current and former students, faculty, and staff. We seek to create an inclusive environment that sees, values, and supports diverse identities and experiences, cultivates engaging discourse, and empowers our students to be thriving members of the global community.
At Holton-Arms, each of us is responsible for fostering an equitable, respectful, and just community. We are committed to:
- Discovering, developing, and valuing our full authentic selves.
- Deepening awareness of personal and systemic biases and being accountable for the impact of our words and actions.
- Developing an understanding of the historical origins and perpetuation of systems of power and privilege.
- Engaging in open and brave conversations that promote growth, understanding, connection, and agency.
- Embracing every individual as essential to the community.
(Approved by Board of Trustees in Spring 2019; updated Spring 2021)
Diversity refers to the full range of human differences within overarching similarities. These differences can be visible or invisible, mutable or not. Schools foster diversity by ensuring that their communities include people from many different backgrounds and perspectives.
Equity means ensuring that everyone has equal access to the opportunities that will help them thrive. Not everyone in a school community will have the same needs; schools can address equity by understanding the needs of each student and providing the tools or opportunities that will support their development. Equitable treatment involves eliminating barriers that prevent the full participation of all individuals. As a function of inclusion, equity ensures that essential educational programs, services, activities, and technologies are accessible to all. Equity is not equality; it is the expression of justice, ethics, multi-partiality, and the absence of discrimination.
Inclusion refers to individual and institutional behaviors that show people they are accepted, respected, and valued. Inclusion helps ensure all community members have access to the benefits and opportunities the school provides. Inclusiveness means taking every individual’s experience and identity into account and creating conditions where all feel accepted, safe, empowered, supported, and affirmed. Inclusion is also closely related to belonging.
Belonging refers to the emotional and experiential outcome of inclusion. All humans share the need to be taken in, cared-for, protected, and valued by a group, community, or organization. Belonging gives people a voice in a community, and encourages and enables them to contribute to it and to expect support from it as well.
Principles of Dialogue
Holton-Arms is a community where we engage in brave conversations by seeking out, listening to, and learning from multiple perspectives and lived experiences. We believe that by upholding the inherent dignity of each person, including when there is disagreement, we enable one another to thrive. In order to practice these beliefs, we commit to:
Assuming the shared responsibility of fostering engagement and belonging
Participating in conversations that explore similarities and differences candidly
Viewing experiences of conflict as an opportunity to grow
Practicing humility, asking difficult questions, taking risks, and making mistakes
Taking responsibility for the impact of our words and actions
Reflecting on and engaging in restorative practices
Though we encourage our community to seek out differences of perspectives, we do not ask students or adults to legitimize degrading views regarding race, ethnicity, religion, ability, sexuality, or gender identity.
Approved by the Board of Trustees April 28, 2021
Gender Identity Inclusion Statement
In keeping with our mission and history, Holton-Arms School is an institution dedicated to girls' education. Likewise, the School’s commitment to inclusivity is rooted in Mrs. Holton’s vision of an “education not only of the mind but of the soul and spirit.” This includes supporting children and adolescents in their task of growing into their authentic selves. To this end, we are committed to nurturing our students as they develop all aspects of their identity, including gender identity, both during their time as Holton students and beyond.
(Approved by Board of Trustees in spring 2017; revised Spring 2023)