Inclusion and Belonging at St M

Dear St. Michael’s Families,

At St. Michael's, we are committed to fostering a diverse and inclusive community where every member feels a genuine sense of belonging. As we engage in ongoing reflective practice, we recognize that meaningful growth resembles a tree: while some progress is visible above ground, there is also important work happening beneath the surface that is essential to the success of any measurable growth. Today, we are delighted to share an update on the steps we are taking to cultivate this growth, ensuring that our community embraces inclusiveness and belonging and actively celebrates it, creating an environment where everyone can thrive.

Here are the action steps St. Michael's has undertaken to promote diversity and inclusion within our community:

EXPERT CONSULTATION: St. Michael’s has entered into an exciting partnership with the Virginia Center for Inclusive Communities (VCIC) to provide ongoing guidance, professional development for faculty and staff, and age-appropriate education for students and families regarding inclusion and belonging. In partnership with the St M administrative team and the faculty/staff Equity committee, this year, VCIC will lead four professional development training seminars for our faculty and staff (two of which occurred in August and September) on topics of Constructive & Inclusive Dialogue, Fostering a Sense of Belonging, and Teachable Moments. Our Board also underwent VCIC education. 

CLASSROOM EXPECTATIONS AND NORMS: In late August, through our new Middle School orientation program, our eighth grade orientation leaders led by example in supporting and guiding new and returning students in the welcoming culture of St M. During the first weeks of school, every classroom and every grade on campus conducted meetings to draft community agreements and classroom norms on behaviors that demonstrate respect, kindness, collaboration, community, and inclusivity.  An eighth grader’s or a fifth grader’s expressions of classroom norms look very different from a first grader's, but regardless of age, we are working on the belief that when children participate in building classroom expectations they are more likely to hold themselves accountable to one another. Our Extended Day program has also implemented such norms.

RESPONSIVE CLASSROOM: While our kindergarten teachers have implemented Responsive Classroom techniques for over a decade, this year all of our Lower School faculty were educated in Responsive Classroom teaching. At the heart of the Responsive Classroom approach lies a core belief: To be successful in and out of school, students need to learn a set of social and emotional competencies — cooperation, assertiveness, responsibility, empathy, and self-control—and a set of academic competencies — academic mindset, perseverance, learning strategies, and academic behaviors.  It is clear to any member of our community that being intentional about a “gracious way of being together” is at the core of our DRAGONS’ values. Moreover, Responsive Classroom practices don’t just offer the what, they delve deeply into the how. 

In the Middle School, elements of Responsive Classroom practices have also been integrated into their morning meetings. There, students have opportunities to connect positively and have lively discussions on how to actively live our DRAGONS’ Values.  DRAGONS’ Values discussions also are held regularly in Advisories as part of the Social-Emotional Learning curriculum. We are also using the Middle School House System to promote a positive school culture, teamwork and  belonging, and to foster supportive cross-grade relationships. 

Across grades K-8, restorative practices are used in conjunction with Responsive Classroom, focusing on building relationships and community, and on repairing harm done to individuals or the community.  Restorative practices can help students understand their actions and rebuild relationships. For example, a student who breaks another student's work might help fix it and apologize. 

REVIEW OF CODE OF CONDUCT POLICIES: Our entire faculty convened on April 23 to review the St. Michael’s handbook and student policies. Thanks to a dedicated faculty/staff committee who worked tirelessly this spring and summer, important revisions were made to ensure consistency in behavioral expectations and age-appropriate discipline policies. The work included a clearer set of expectations and responses concerning racial, ethnic, and homo/transphobic slurs and actions. These updates have been incorporated into the 2024-25 Student & Family Handbook.  

ONGOING STUDENT EDUCATION: In follow-up to meetings that were held with K-8 students last spring regarding the impact of Powerful/Harmful Words, Dr. Kim Hilton, St M’s Consulting Psychologist, in tandem with school administration, will be visiting classrooms and grade-level meetings this month to have age-appropriate conversions on harmful words and St M’s values and expectations to treat all with kindness, grace, and respect.

CURRICULAR REVIEW: St M is taking a close cross-curriculum look as it relates to representing more diverse voices and perspectives, including those that are often marginalized or entirely absent. Recognizing who is “left out” is an important way to foster the sort of belonging we wish to model at St. Michael’s. Over the past few years, for example, our librarians have worked hard to diversify the library book collections to better amplify a wider range of voices, cultures, and global perspectives. Similarly, our Middle School faculty have enriched their lesson plans, exemplified by the cross-disciplinary all-school read of Freewater, a story about two children escaping slavery and finding a community in the Dismal Swamp. This fall’s book exploration included multi-grade learning experiences, field trips to Virginia landmarks, and a meaningful author visit.

The Lower School faculty is currently reading and discussing the book Unpack Your Impact by Naomi O’Brien and LaNesha Tabb. The book defines an approach to teaching social studies that provides K-5 students with a deep but achievable understanding of global social systems as they're transformed by history, sociology, economics, geography, and civics. O’Brien and Tabb’s book continues to spark conversations among Lower School faculty (and any other faculty who have expressed an interest) in how recognizing and celebrating all the ways culture enriches our classrooms is key to creating an environment in which each child feels seen and enjoys a sense of belonging in the group. The faculty have encountered and shared ideas and experiences that will undoubtedly result in some new and positive ways of identifying the way each of us is impacted by the world around us and how we can make a positive impact ourselves.

ADMISSIONS: Our Admissions team, along with St M Board members and Equity committee members, are working together to help St M identify and become known in broader markets that will help us attract a more diverse application pool. We are aware that there are unidentified groups who would benefit from and positively contribute to our School. While being the “best kept secret in Richmond” was once offered as a compliment, we prefer to be widely known for all the things that make us the School we love, from our exceptional academics to our strong grounding in our Episcopal values.

We recognize the importance of ensuring that this essential work remains ongoing, and your partnership is vital to our success. Looking ahead, we anticipate that future efforts will include reviews and enhancements to our HR recruiting practices and community outreach initiatives, all in alignment with our Strategic Plan. As part of its strategic oversight, the Board is also establishing an Advisory Committee to help shape and prioritize this work, with a focus on identifying key aspects of diversity, equity, inclusion, and belonging that will drive our efforts forward.

Thank you for your unwavering commitment to helping us foster a community where every individual feels valued, respected, and included. Together, we will continue to uphold the principles of inclusion, belonging, and love that truly define us as an Episcopal school community.

Sincerely, 

Bob Gregg, Head of School