Equity and Inclusion
Equity has been understood to be a key driver of school improvement and a significant factor in ensuring that each child can achieve and succeed. Yet, our systems and societies still harbor inequities.
The whole child approach is part of a current, larger conversation around equity in education. It is essential to understand that equity is different from equality in that equality means that all students get the same thing. But when schools strive to provide equity, every child gets what they need.
What does this look like in the classroom?
Students will develop language and historical and cultural knowledge that affirm and accurately describe their membership in multiple identity groups, recognize that people’s multiple identities interact and create unique and complex individuals, recognize traits of the dominant culture, their home culture and other cultures and understand how they negotiate their own identity in multiple spaces. Students will express pride, confidence and healthy self-esteem without denying the value and dignity of other people and will develop language and knowledge to accurately and respectfully describe how people (including themselves) are both similar to and different from each other and others in their identity groups.
Learning environments are supportive, culturally responsive, and focused on building relationships and community. And families, school staff, and out-of-school-time staff have regular, meaningful opportunities to build authentic partnerships and collaboratively support young people’s social, emotional, and academic development, while continuing to deepen their own social and emotional competencies