A Closer Look at “Belonging”

By Tianna Butler, Associate Director of Diversity Planning

COUNTRY DAY RECENTLY added the word “belonging” as an overarching goal to its work around diversity, equity, and inclusion (DEIB). You may be wondering why and how the addition of this word is relevant to the work we do at school to build community. In many ways, “belonging” is not additive, but rather elevating to our work in building a climate and culture of understanding, empathy, and acceptance.

A sense of belonging encapsulates the meaning and day-to-day intention of our Affirmation of Community. It means that students, faculty, and staff at Country Day feel secure and supported because there is a sense of acceptance, inclusion, and identity. Creating a sense of belonging is more than a moral and ethical way to behave as a community. Research shows us that students learn best when they are known, seen, and valued for who they are and have a strong sense of security and belonging in the classroom.

Rebecca Patterson, early childhood director, explains: “Creating a sense of belonging is a lens through which we view all our practice, not something separate from the high-quality instruction and curriculum we offer. We want kids to feel known and seen at school. We seek to maintain their eager curiosity about difference and build their empathy and understanding of the world.”

In Lower School, through readings, class discussion, and playtime activities, children learn to see out “windows” into the experiences of others, as well as look into “mirrors” of their own reality. These skills are preparing our students for the future, as cultural competency and empathy are two of the top skillsets today’s employers are seeking.

For instance, in junior kindergarten students read three different versions of the popular tale “The Three Little Pigs.” The different versions allow students to experience different perspectives from this classic tale from the pigs’ perspective and the wolf’s perspective, telling two very different sides of what happened. This work also fosters critical thinking and media literacy skills. These skills are elevated when students are taught to view history and current events, literature, artwork, music, and so forth, from multiple perspectives— a point made across every division, in developmentally appropriate ways.

From a very early age, students learn to ask essential questions to see, receive, and analyze information from a variety of viewpoints:

• Whose voice is represented here? Who is telling this story?

• Whose voice is missing? How might they understand this story differently than this author?

• Is the issue being presented in a balanced way? Do I need to consult another source of information in order to round out my understanding?

• Why is the story being told this way? Who does this benefit? Disadvantage?

Windows and Mirrors

While the work of embedding components of belonging starts in the Lower School, it continues throughout the middle years as well. Individual classes may explore similar themes of windows and mirrors in their respective rooms, and the Middle School community comes together to discuss the importance of community— specifically our Affirmation of Community. Country Day’s Affirmation of Community is unique not only to our school but is a rarity among other independent schools in the nation.

To enhance belonging among students in the Middle School, DEIB coordinators Shaunta Davis and Bina Neumann developed a Nearpod lesson for teachers and students to use during advisory to discuss what it means to truly be a part of our community. Students defined what a community is with their peers and advisor, and then took time to read through the Affirmation of Community, defining words, identifying themes, and determining ways they can live out the Affirmation in thought, action, and practice.

In Upper School, the chance to further explore windows, mirrors, and belonging is evident in the work of the Diversity Awareness Forum (DAF). The DAF consists of a variety of groups such as the Black Student Union (BSU), Asian Affinity Group, International Club, Interfaith Club, Amig@s, SWAG (Super Women’s Affinity Group), and PRISSM (Promoting Respect, Inclusion, and Safety for Sexual Minorities). Each group hosts several forums each year that focus on a topic related to their group, belief, and/or identity. All Upper School students and faculty are invited to attend these events, which usually also include a period for questions and discussion. In these spaces, students are provided a chance to examine themselves personally through the topics being discussed or in relation to another group that may be presenting.

Once again, the themes of belonging and windows and mirrors are critical in developing a wider range of perspectives, a healthy understanding of self, empathy, and the ability to fully understand another perspective or belief. We encourage students to examine those similarities and differences, not for categorization but for ways in which they can foster a respectful appreciation of each other, whether same or different.

At Country Day, we want to make sure our students are provided with the richness of experiencing a variety of stories and voices out in the world, and then are allowed to utilize their own critical thinking skills in healthy ways.

BELONGING is defined as the feeling of security and support when there is a sense of acceptance, inclusion, and identity for a certain member of a group or a place.

DIVERSITY says, “I am glad you’re here.”

INCLUSION says, “I am glad we are here together.”

EQUITY says, “How can I best support you and your needs?”

BELONGING says, “I know I am both welcomed and included.”