About Us

Diversity, Equity, & Inclusion

The information on this page details the School's commitment to making Chatham Hall a safe and welcoming place to all girls.

We welcome your participation in this work, and we hope you will reach out to connect@chathamhall.org with your thoughts so that we may continue to move forward together.


Actions Taken

2021-2022 Action Steps

List of 3 items.

  • Climate & Culture

    • Partner with Spiritual Life program to continue to provide cultural awareness programming celebrating our community and leading to inclusive conversations. Additional partners include DEI task force and DEI student ambassadors in addition to campus affinity groups.
    • Expand the student leadership development program to include the essential tools necessary to build and strengthen an open-minded, compassionate community as well as principles of mentoring with a focus on respecting each student and what they bring to Chatham Hall.
    • Review how best to support international students and their families with relevant programming, thoughtful communication, and assistance associated with receiving an education in a U.S. boarding school.
    • Expand and highlight positive reinforcement of student self-worth and assurance through daily reminders and regular programming both student- and adult-directed.
    • Maintain commitment to community guidelines and standards for appropriate student and adult language and conduct related to inclusivity including accountability for violating these guidelines while allowing room for learning and growth, when relevant.
  • Hiring & Recruitment

    • Continue to establish a resource network using alumnae and parents who provide access to networks that will expand BIPOC and AAPI candidates for Chatham Hall positions.
    • Maintain and explore additional memberships in nationwide BIPOC and AAPI career development organizations such as NEMNET.
    • Continue outreach and relationship development with regional HBCUs in order to access their career centers and further expand our inclusive hiring resources.
    • Starting with candidates shared in 2021-2022 recruitment cycle, build and maintain a list of diverse candidates such that we create our own network for consideration and/or networking with future open positions.
    • Maintain and revise, as required, our DEI module in new faculty orientation working to ensure new instructors understand inclusion as a priority in our teaching as well as in our Living Well mindset. Training topics include implicit bias, mental health in girls, and cultural awareness fundamentals.
  • Professional Development

    • Maintain professional development seminars and workshops associated with the variety of DEI topics ranging from mental health to race to spiritual to political views. 
    • Establish professional learning communities within Chatham Hall, specifically designed and run by our educators, to deepen conversations on all academic topics of interest including inclusion.
    • Continue research and training to further incorporate culturally responsive conversations and curriculum enhancements that broaden perspectives in all disciplines.
    • Begin reviewing faculty understanding and application of DEI training and practices identifying gaps and providing support as needed.

2020-2021 Action Steps

List of 4 items.

  • Executive Summary of DEI Climate Assessment

    by Trina A. Gary, fall/winter 2020
     
    Purpose of Executive Summary
    The Immersive Assessment of the Climate of Diversity and Inclusion at Chatham Hall is a comprehensive analysis of the strengths and weaknesses of Chatham Hall as related to diversity, equity, and inclusion (DEI). The report is authored by Trina A. Gary, CEO and executive consultant of Brown-Gary Associates, following an October 2019 visit to campus and details both commendations for the existing work of the School as well as recommendations for growth in diversity, equity, and inclusion awareness.
      
    General Methodology
    Beginning in fall 2019, Chatham Hall commissioned the expertise of Trina A. Gary to conduct a campus-wide climate assessment focusing on aspects of diversity. Over the course of four days in October, she asked key questions to various constituencies regarding diversity, inclusion, and multicultural practices. She then analyzed the findings and submitted recommendations for consideration and implementation by the Chatham Hall community. The report was received by the community in early 2020. The report is in three parts: climate and culture, hiring and retention of BIPOC faculty and staff, and (adult) professional development.

    Summary of Findings and Recommendations 
    The following findings and recommendations highlight the road to inclusion of best practices in creating cultural competency, affirming affinity, celebrating difference, encouraging cross-cultural communication and much more. The recommendations serve as the foundation of the Chatham Hall DEI Action plan articulated in summer 2020 and currently in process.
     
    Climate & Culture 
    The report identified a number of different areas in Chatham Hall’s climate and culture that require attention to expand awareness of diversity, equity, and inclusion including expanding DEI dialogue; behavior guidelines and corresponding consequences; student education; clarity around access to resources; and the international student experience.

    Assessment Findings: Expanding DEI Dialogue
    Based on conversations with both students and adults, there is a need for more discourse regarding diversity, equity, and inclusion. Formal as well as informal conversations aligned with programming will serve to create opportunities for all voices to be heard. In addition, feedback from community members points clearly to the need to make sure our students are supported in all areas of boarding school life - academic, extracurricular activities, spirituality, and mental health concerns. Discourse and education can be facilitated through the creation of task forces or working groups with different constituencies in order to: 
    • Understand the realities of the Chatham Hall experience for some;
    • Utilize the Chatham Hall network to identify and accelerate key DEI work within the School (access to DEI resources, hiring sources and connections, etc.);
    • Charge a dedicated group of faculty members with educating themselves and their peers on the array of DEI subjects;
    • Expand the Chatham Hall community’s DEI literacy. 
    2020-2021 DEI Action Plan Steps
    • A DEI Advisory Group comprised of representatives from all constituencies - students, faculty, parents, trustees, and alumnae - is being formed to support an authentically diverse populace at Chatham Hall and move us to become an actively anti-racist institution.
    • The creation of a DEI Task Force within the School is another way to educate the community, effect change, and address experiences of isolation based on the concept of otherness as noted by the assessment findings. By utilizing the climate assessment and DEI Action Plan as guideposts, the Task Force will seek to create change within the community. As an ongoing presence, the DEI Task Force will be central to enhance cross-cultural communication, to affirm affinity groups, and above all, to celebrate difference.
    Assessment Findings: Behavior Guidelines and Corresponding Consequences 
    Hate speech and offensive language (intentional or unintentional) has been recognized as an important factor impacting relationship-building and belonging on the Chatham Hall campus. Assessment findings point to the need for the implementation of clear protocols regarding hateful and offensive language and intent. The integration of these rules and corresponding consequences will clarify expectations of safe space experiences for the student.
     
    2020-2021 DEI Action Plan Steps
    • Crafting and distributing clearer guidelines for appropriate student and adult language and conduct in order to ensure an anti-racist community.
    • Clarifying and abiding by the consequences for violating these guidelines so that students and employees are consistently held accountable to community standards, while allowing room for learning and growth, i.e., restorative justice after a mistake/violation.
    • Developing and communicating a reporting mechanism for incidents of bias in the Chatham Hall community.
    Assessment Findings: Student Education 
    DEI education is invaluable to learners of all backgrounds. Education must integrate the values of diversity, equity, and inclusion to foster trust and to provide meaningful networks of support - now and in the future. The assessment focuses on education as a central theme in the future Chatham Hall DEI program. Education includes teacher-to-teacher training, student peer-to-peer training, partnering with outside experts as well as teacher-student relationships. 
     
    2020-2021 DEI Action Plan Steps
    • Developing and introducing early and ongoing student education (starting with opening of school) related to our aspirations and commitment to be an inclusive, identity-safe community and the behaviors that are and are not compatible with this, including explanations of what constitutes hate speech, harassment, bullying, and cyberbullying.
    • Expanding our student leadership development program with a focus on community-building and respecting each Chatham Hall student and what they bring to our School.
    • Continuing the DEI awareness education program initiated in 2019-2020 through our required programming such as Chapel, speakers, class meetings, and all-community events, focusing on the variety of cultures/experiences we are fortunate to have at Chatham Hall.
    • Initiating a review of our traditions and considering if they are still the most empowering for a diverse community in the 21st century or if they need refinement.
    • Expanding understanding and support of affinity groups around identities such as race and LGBTQ+, and assisting these groups in celebrating their communities through educational programming and other activities.
    • Creating and conducting two parent workshops/conversations per year associated with a topic of inclusion such as race, adolescent mental health, socioeconomics, international perspectives, etc.
    Assessment Findings: Clarity Around Access to Resources 
    There is confusion and uncertainty for some surrounding access to Chatham Hall student mental health support and the guidelines for the School’s student counseling program. Uncertainty loves a vacuum, so the School should periodically draw attention to counseling services and how they work. Students should also be clear on how to provide feedback on those services. There is also uncertainty surrounding support to gender non-conforming students and Chatham Hall needs to further provide clarity in this regard.

    2020-2021 DEI Action Plan Steps
    • Conveying to students clearly and sensitively how to access mental health support, along with a mechanism for student feedback.
    • Communicating guidelines for our Student Counseling Office so students, parents, and staff understand protocols, roles, and responsibilities related to issues such as confidentiality of student disclosures and parental rights.
    • Creating policies/guidelines to better support gender non-conforming or transgender students.
    Assessment Findings: International Student Experience
    Work must be completed in addressing the needs of our international students to avoid the impression of invisibility in the Chatham Hall community. Making the decision to attend school in the United States represents a significant sacrifice for an international family. Like in many schools, it may seem that international students focus only on completing the work expected of them and not putting too many demands on a school or “rocking the boat,” but this should not translate into a student not needing support and wanting more. Nor should it translate into the idea that this relationship is one-way with the student as the “taker.” Attention to the cultural diversity international students bring to a community is a win-win for all. Additionally, attention to their academic concerns and other concerns should be a top priority and will create a fully inclusive environment where a sense of belonging is achievable. 
     
    2020-2021 DEI Action Plan Steps
    Supporting our international students and their parents with appropriate programming and tracking that support through regular meetings and surveys.
     
    Additional Next Steps
    Assessment findings urge Chatham Hall to embrace the reality that DEI work is a multi-year effort and not a short-term project. Embrace a long-term vision complete with goals, action steps, and measurements where relevant to achieve those goals. Ensure that there are mechanisms to monitor things such as student experience, community literacy and overall community feedback in order to study what is effective for continued progress in this field. 
     
    2020-2021 DEI Action Plan Step
    • Writing a larger five-year plan regarding specific goals for diversity, equity, and inclusion practices.
    Hiring and Retention of BIPOC Faculty and Staff Assessment Findings
    Black, Indigenous, and People of Color (BIPOC) representation at the faculty, administration and board levels is not indicative of the overall Chatham Hall population. This lack of representation hinders authentic diversity, equity, and inclusion in the classroom and throughout the School and limits the ability for students of color to have BIPOC adult role models. The assessment found that decision-making is at its best when there is collaborative input from a diversity of thought leaders.
     
    2020-2021 DEI Plan Action Steps
    • Committing to the recruitment, hiring, and retention of BIPOC faculty and administrators over the next five years.
    • Establishing relationships and working with regional Historically Black Colleges and Universities (HBCUs) and professional organizations dedicated to supporting educators of color in hiring processes.
    • Building and maintaining a list of BIPOC candidates and diversity allies over time and returning to that list for consideration of candidates and/or networking in the event of future openings.
    • Conducting exit interviews with faculty members leaving Chatham Hall regarding their experiences with the school’s culture.
    (Adult) Professional Development Assessment Findings
    The assessment identified that the Chatham Hall adult community cares deeply for the lives and health of all students and yet recognizes its limited competency in understanding issues of equity and inclusion. As noted above, student understanding of those with different life experiences is similarly uneven, creating a disconnect. Chatham Hall must shift its focus from cultural sensitivity to culture competence, a skill set necessary in preparing all students and adults for the future. The findings in this area demonstrate a need for comprehensive professional development which is to be conducted over a multi-year educational scheme. Topics should include but are not limited to: anti-racism, systematic racism, the LGBTQ+ community, and mental health training. These workshops/seminars should be designed to specifically address the needs of the Chatham Hall faculty and staff as they interact with students and one another.
     
    2020-2021 DEI Plan Action Steps
    • Expanding the current required professional training in diversity and inclusion for all administration, faculty, and staff to include bi-annual in-service training and regular education sessions at faculty meetings that examine specific inclusion issues, anti-bias training, and anti-racist training such that all faculty are equipped and expected to address incidents involving such behavior.
    • Annual DEI education and training for the Chatham Hall Board of Trustees as well as an expansion of New Trustee Orientation to focus on the School’s DEI commitment.
    • Conducting the second part of training around implicit bias and adult sensitivity/conduct before the start of the 2020-2021 school year. The first part of this training was conducted by Trina Gary in August 2019; part two had been anticipated for Spring 2020 but was postponed due to the pandemic.
    • Expanding faculty/staff and student participation opportunities in the annual National Association of Independent Schools (NAIS) People of Color Conference.
    • Crafting and executing a multi-year DEI summer professional development schedule for administrators, dorm advisors, and department chairs.
    • Devising a new orientation and mentoring program for first year faculty that includes a diversity and inclusion component.
    • Establishing and tracking expectations that faculty apply DEI training and practices, from representation in curriculum to the ability to have difficult DEI conversations with students and colleagues.
    • Providing ongoing education for all faculty and staff, with additional training for advisors, dorm advisors, and counselors, around adolescent mental health. Lisa Damour, author of mandatory faculty summer 2020 book read, Under Pressure, led a faculty/staff workshop as part of the opening of school.
  • Climate Change

    • A DEI Advisory Group comprised of representatives from all constituencies - students, faculty, parents, trustees, and alumnae - is formed to support an authentically diverse populace at Chatham Hall and move us to become an actively anti-racist institution.
      Update: The Advisory Group has been formed in addition to an internal working group, the DEI Task Force, comprised of faculty and staff, to further implement our action plan. The fall issue of the Chat shares the key DEI groups that have been created to help Chatham Hall in its work. Recent examples of Task Force work include increased sharing and evaluation of lesson plans and the curation and DEI digital resources for use both inside and outside the classroom. The Advisory Group has been briefed on current and new DEI work at Chatham Hall. They are being consulted on action plan goals such as asking for help building Chatham Hall relationships with HBCUs and BIPOC professional organizations.
    • Developing and introducing early and ongoing student education (starting with opening of school) related to our aspirations and commitment to be an inclusive, identity-safe school community and the behaviors that are and are not compatible with this, including explanations of what constitutes hate speech, harassment, bullying, and cyberbullying.
      Update: The use of hate speech and offensive language and actions were reviewed by the Rector with returning and new students as unacceptable behaviors and a violation of the Purple and Golden Rule of Chatham Hall at the beginning of the 2020-2021 school year. This was spurred in response to stories shared through Chatham Hall’s DEI climate assessment as well as Instagram postings, and specific examples from these sources were and are utilized to underscore the reality that has existed for some in our community. Chatham Hall student organizations and affinity groups play an ongoing role in educating their peers and the full community on best practices of DEI through activities, announcements, Chapel services and much more all of which expand inclusive literacy in our community.
    • Crafting and distributing clearer guidelines for appropriate student and adult language and conduct in order to ensure an anti-racist community.
      Update: Our hate speech and intention and offensive language policy has been developed under the leadership of Student Life and in partnership with Honor Council and Prefects, and is now part of the Community Handbook. Similarly, the Employee Handbook contains clear language associated with the employee expectations on our policy prohibiting discrimination and harrassment.
    • Clarifying and abiding by the consequences for violating these guidelines so that students and employees are consistently held accountable to our community standards, while allowing room for learning and growth i.e. restorative justice after a mistake/violation.
      Update: Honor Council follows student guidelines as found in the Community Handbook for Honor Council cases for the school year as required. The Employee Handbook shares a process for reporting and investigation of claims of discrimination and harrassment. The rector, dean of academics, and chief financial officer engage in difficult conversations as needed with employees when there is a breach in employee guidelines making it clear racist, bigoted, and offensive language is not tolerated at Chatham Hall. 
    • Developing and communicating a reporting mechanism for incidents of bias in the Chatham Hall community.
      Update: As noted above, clear reporting guidelines reporting have been developed, distributed, and implemented for the benefit of full understanding by all community stakeholders. These guidelines are located in the Community Handbook and Employee Handbook.
    • Expanding our student leadership development program with a focus on community-building and respecting each Chatham Hall student and what they bring to our school.
      Update: Honor Council Members worked with the dean of academics, dean of students, and director of diversity, equity, and inclusion to create and facilitate LINK group talks to educate the community about stereotypes and microaggressions. Student leaders in affinity groups have helped organize Chapel services highlighting diverse cultural themes such as Hispanic, Native American, Black, and Women’s History, LGBTQIA+ themes, MLK Day and Lunar New Year celebrations, and more. A comprehensive leadership development program is in the germination stages at Chatham Hall under the shared oversight of our Chaplain and Dean of Students.
    • Continuing the DEI awareness education program initiated in 2019-2020 through our required programming such as chapel, speakers, class meetings, and all-community events, focusing on the variety of cultures/experiences we are fortunate to have at Chatham Hall.
      Update: DEI awareness education in the 2020-2021 academic year focuses on the personification of experience for our students for whom full inclusion has remained unattainable; events which speak to the unique nature of their expectations and who they are as young people. Examples include Chapel services highlighting diverse cultural themes such as Hispanic, Native American, Black, and Women’s History, LGBTQIA+ themes, Dr. Martin Luther King Jr. Day and Lunar New Year celebrations, and more. Student-led programming has included open mic nights, slam poetry sessions, and an interfaith panel. LINK group and The Social Institute conversations in advisory. Advisory have also endeavored to catalyse reflective conversations designed to increase self-awareness, cross-cultural communication, critical thinking skills, and solution-building.
    • Initiating a review of our traditions and considering if they are still the most empowering for a diverse community in the 21st century or if they need refinement.
      Update: Implementation of annual traditions in the 2020-2021 school year was forced to look different due to COVID-19 protocols and constraints. Chatham Hall was able to look at some of the start of year traditions with seniors with relevant Chatham Hall class sponsors. A more thorough review will occur in the 2021-2022 school year when we anticipate fewer COVID restrictions and a return to a full, on campus School life.
    • Expanding understanding and support of affinity groups around identities such as race and LGBTQ+, and assisting these groups in celebrating their communities through educational programming and other activities.
      Update: As noted above in DEI education awareness programming, affinity organizations and their members along with DEI student ambassadors and allies led (and are leading) a host of community programs and activities resulting in insightful discussions in Advisory, Chapel, and Assembly. In order to ensure adult community members heard from students, leaders of Spectrum and our Black Student Union spoke with the Board of Trustees, and members of Spectrum spoke with the full faculty at a fall 2020 professional development session. DEI student ambassadors who participated in the NAIS Student Leadership Development Conference will address faculty before the end of the school year.
    • Creating policies to better support gender non-conforming or transgender students.
      Update: Students communicate their preferred pronouns to teachers when chosen pronouns differ from those indicated on admission/enrollment materials and other official documents. College Counseling ensures that, as students apply to colleges and move on, desired pronouns are used in communications. Faculty have participated in professional development around this issue with a variety of experts. With the guidance of LGBTQ+ support organizations such as Gender Spectrum, Chatham Hall is crafting a Gender Support Plan and Gender Communication Plan following best practices in supporting young people that may be pursuing a gender identity journey during their high school years.
    • Supporting our international students and their parents with appropriate programming and tracking that support through regular meetings and surveys.
      Update: Our International Student Coordinators have been holding regular check-ins with our international students this year. Of course, the number of international students we had on campus was much smaller due to COVID. To the extent possible, parent meetings were held at times when international families could participate at the start or end of their day. More support for these students and their families is a high priority for the DEI action plan in the 2021-2022 school year when we look forward to having these valued community members on campus. 
    • Conveying to students clearly and sensitively how to access mental health support, along with a mechanism for student feedback and Communicating guidelines for our Student Counseling Office so students, parents, and staff understand protocols, roles and responsibilities related to issues such as confidentiality of student disclosures and parental rights.
      Update: The Community Handbook now includes information on the role of the School counselor, accessing the counselor’s services, topics of privacy regarding counseling, potential follow up or complementary support, and means of providing feedback. Chatham Hall is also making sure that dorm advisors and student advisors are well versed in our counseling services so that students can be appropriately directed and supported.
    • Creating and conducting two parent workshops/conversations per year associated with a topic of inclusion (such as race, adolescent mental health, socioeconomics, international perspectives, etc.).
      Update: Chatham Hall began the year with a virtual parent conversation with Lisa D’Amour author of Under Pressure related to adolescent mental health, especially in the time of COVID-19. April will bring a workshop with our partner Laura Tierney of The Social Institute. Laura will share a refreshing, practical, and eye-opening presentation about parenting in the digital age. The presentation will touch on new data, pandemic-related concerns, and insights shared by students and researchers across the country.
    • Writing a larger five-year plan regarding specific goals for diversity, equity, and inclusion practices.
      Update: Chatham Hall is in the midst of creating the action plan for next year and beyond incorporating lessons learned from 2020-2021 as well as feedback from internal and external DEI volunteers, students and faculty/staff.
  • Hiring & Retention of BIPOC Faculty & Staff

    • Committing to the recruitment, hiring and retention of BIPOC (Black, Indigenous, and People of Color) faculty and administrators over the next five years.
      Update: Chatham Hall is now a member of NEMNET, a national minority recruiting organization which specializes in the placement of professionals of color in educational institutions. Several members of the administration attended professional development seminars related to recruitment and retention of people of color. With the hiring season just beginning Chatham Hall is working with NEMNET and our other recruiting partners to identify BIPOC teaching/staffing candidates based on open positions for the 2021-2022 academic year.
    • Establishing relationships and working with regional Historically Black Colleges and Universities and professional organizations dedicated to supporting educators of color in hiring processes.
      Update: The academic office sent letters of introduction to regional Historically Black Colleges and Universities within a three hour radius to Chatham Hall to establish contact before hiring season for 2021-2022. All job openings are being shared with these institutions’ career centers for this season with the hope that we can develop relationships when travel is safe again.
    • Building and maintaining a list of BIPOC candidates and diversity allies over time, and returning to that list for consideration of candidates and/or networking for future openings.
      Update: This is beginning this year and will be expanded upon in the 2021-2022 hiring season and built continuously over time.
    • Conducting exit interviews with faculty members leaving Chatham Hall regarding their experiences with the school’s culture.
      Update: An exit interview is always conducted with departing employees to understand the reasons for leaving and if they faced challenges in their roles with the school. In addition there is an opportunity to share any additional information that they would like related to their time at the school including School culture surrounding inclusion.
  • Professional Development

    • Expanding the current required professional training in diversity and inclusion for all administration, faculty, and staff to include bi-annual in-service training, and regular education sessions at faculty meetings that examine specific inclusion issues, anti-bias training, and anti-racist training such that all faculty are equipped - and expected - to address incidents involving such behavior.
      Update: In the 2020-2021 academic year thus far, the full faculty has attended sessions on implicit bias awareness training (second round) with Trina Gary, reflected on the emotional pressures on today’s teens with Lisa Damour, explored the history of race in America with Ayo Magwood, and learned more about issues related to sexuality, sexual orientation, and gender identity with Spectrum, Bill Ivey, and Jennifer Bryan of Re-set School. The dean of academics and director of diversity, equity, and inclusion have also developed nine aspects of diversity - age, ability status, religion, gender, socioeconomic status, race, ethnicity, global citizenry, and mental health - to be seamlessly woven into the curriculum and intended to answer the question “do I see myself in the coursework?”. This goal will remain in future DEI action plans as Chatham Hall is committed to continuing training in the years ahead.
    • Annual DEI education and training for Chatham Hall trustees as well as an expansion of new trustee orientation to focus on the school’s DEI commitment.
      Update: In the 2020-2021 academic year thus far, Trustees participated in education sessions from Bill Ivey of Stoneleigh Burnham School and Jennifer Bryan of Team Finch Consultants on issues related to sexuality, sexual orientation, and gender identity, implicit bias awareness training from Trina Gary, and heard from current student leaders of Spectrum and the Black Student Union.
    • Conducting the second part of training around implicit bias and adult sensitivity/conduct before school starts. (The first part of the training was conducted by our DEI consultant Trina Gary last August; part two had been anticipated this spring but was postponed due to the pandemic).
      Update: Complete. See first bullet under Professional Development above.
    • Expanding faculty/staff and student participation opportunities in the annual NAIS People of Color Conference (POCC).
      Update: Four faculty and staff members (also and intentionally members of the DEI Task Force) attended this year’s NAIS POCC and six students concurrently attended the NAIS Student Diversity Leadership Conference (SDLC). The virtual nature of the conference this year permitted more participation from Chatham Hall and all schools.
    • Crafting and executing a multi-year DEI summer professional development schedule for administrators, dorm advisors, and department chairs.
      Update: Drawing on a range of DEI resources such as webinars, readings, virtual and in-person conferences etc. Chatham Hall will provide summer professional development for these key community members depending on their DEI literacy and specific roles.
    • Devising a new orientation and mentoring program for first year faculty that includes a diversity and inclusion component.
      Update: Trina Gary provided the initial round of implicit bias awareness training to new faculty at the start of the 2020-2021 academic year. In January, the full faculty engaged in professional development discussing racial and cultural identity. Dean of Students Marin Miller and Dean of Academics Martha Griswold are in the process of partnering with Director of DEI Deborah Glymph to create a first year faculty program that is relevant and supportive for these new community members.
    • Establishing and tracking expectations that faculty apply DEI training and practices, from representation in curriculum to the ability to have difficult DEI conversations with students and colleagues.
      Update: Using the “Culturally Responsive Scorecard” from New York University as a starting point, faculty will be able to track where the curriculum is meeting expectations of inclusivity and where it is falling short so that teachers will be able to look to include aspects of DEI that are missing. We will also use this as a guide as we not only elevate the curriculum from a DEI perspective, but seek to ensure that conversations are happening in classes (and outside of the classroom) that help to create a normalcy around questions pertinent to inclusivity and making all students and faculty feel part of, rather than something that is added on.
    • Providing ongoing education for all faculty and staff, with additional training for advisors, dorm advisors, and counselors, around adolescent mental health.
      Update: Lisa Damour, author of mandatory faculty summer reading Under Pressure, led a faculty and staff workshop as part of the opening of school professional development. She provided timely advice to assist adults in supporting students on their health and wellness journeys - especially during the COVID-19 pandemic. Chatham Hall’s Director of Counseling Jenneil Gross-Kriever led a workshop on teenage trauma helping faculty understand that trauma does not evaporate once students sit at a desk and some of the signals to look for and support to provide students in distress.

External Resources

Page last updated Oct. 21, 2021

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