Stanley's Statement of Inclusion

  • Guided by our mission, Stanley British Primary School is committed to an ongoing journey of building awareness, analysis and action around equity and belonging to ensure that all students experience the joy of learning in an environment that welcomes the expression of their fullest selves. We believe that the varied identities, life experiences and voices of all members of our community are a source of strength that enriches the learning environment and helps prepare our students to be socially and emotionally intelligent leaders on our campus and in the world.  We hold ourselves accountable to this aim by regularly evaluating and refining curricula, policies, and practices, and committing the appropriate resources to ensure we embody these beliefs every day.

A Commitment from Our Beginning

  • When Stanley first began in 1972, the very foundation of the school was underpinned by a passionately held set of beliefs, including an understanding that a diverse and inclusive learning community provides rich learning opportunities for all. The vision was of a new educational approach, drastically different from any traditional approach and one that would allow children to grow and flourish in an educational environment in which every child knows they are deeply valued.

     

    More than 35 percent of our students and 26 percent of our our faculty and staff come from racially and ethnically diverse backgrounds. When we think about diversity at Stanley, however, we think far beyond the numbers. Our goal is to create a learning community in which all backgrounds are valued and celebrated and in which all members feel a deep sense of belonging.

The Work We Are Doing Today

  • At Stanley we take a holistic approach to integrating Diversity, Equity and Inclusion throughout all aspects of our community with students, faculty and staff, and families. This includes:

    • A commitment to providing windows and mirrors in our curriculum. Our faculty members complete trainings to implement Learning for Justice Standards to further enrich our curriculum and represent and honor our community's many identities TK - 8.
    • Implementing anti-bias practices into hiring practices
    • Increasing representation of BIPOC faculty and staff. For 2018-19 to 2022-23, Stanley has increased from 14 percent to 26 percent of faculty and staff who identify as BIPOC.
    • Holding spaces to increase belonging and build community which include:
      • The Students of Color Affinity (SOCA) group allows current students to share personal experiences and work on social justice projects
      • The Parents of Student of Color Affinity (POSCA) group provides parents with support and resources
      • The Staff/Teacher of Color Affinity (STOCA) group creates a space for our faculty to share stories and empower one another
      • The White Anti-Racist Affinity Group (WARA) is a space for White-identifying faculty and staff members to gather, share, learn and grow in their anti-racist practices
      • The Gender Sexuality Alliance (GSA) engages students in social justice projects and education
      • The School Culture inclusion and Equity (SCIE) group is a Board level committee that works to prioritize diversity on every level of our community 

     

    Stanley frequently invites guest speakers to the community and faculty, staff, parents and students have regularly attended conferences and trainings including:

    • The NAIS People of Color Conference
    • The C.I.R.C.L.E and S.T.A.M.P Conferences
    • The SDLC Student Leadership Conference
    • The White Privilege Conference
    • Implicit Bias Training
    • Colorado Diversity Network Conference 
    • Asian Educators Alliance Conference