EQUITY | the-core

For students, belongingness precedes achievement.

For schools, excellence must include everyone.

Despite increased awareness about educational disparities, schools continue to struggle with taking meaningful action that yields results. IncludED provides support for effective implementation of educational equity, focused on climate, culture, and conflict.

Through a process that addresses action and awareness, the IncludED pathway helps schools get results by ensuring the essential conditions for students to thrive in school and adults to prosper in the workplace.

Belonging, Dignity, and Inclusion

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Belonging Through Dignity

Belonging Through Dignity is the core of IncludED. More than a series of workshops, it’s a process that changes things for better, especially for those most marginalized and vulnerable within any particular environment. The result is a healthier, more inclusive organization within which everyone’s wellbeing sets them up for success.

Belonging Through Dignity supports school transformation.

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A Transformative Process

PHASE 1: INTERNAL The process begins by focusing on individual, group, and team development. This phase of the journey increases trust and connectedness, as participants develop shared language, understanding, and vision. They leave knowing exactly what it takes to create a district, school, or classroom where everyone belongs.

PHASE 2: EXTERNAL The second iteration focuses on taking action to cultivate belonging for all students, staff members, and families in the district, school, or classroom. Participants draw from improvement science, gathering and using climate data within a process of inquiry. They create belonging by design. Standards of dignity guide all actions. The results most positively impact those on the margins while improving the environment for everyone.

PHASE 3: SUSTAINABILITY Eventually, organizations must become self-sufficient. That means eliminating dependency on external consultants. IncludED builds the capacity of the organization so that schools and districts are equipped with the knowledge, skills, and dispositions to institutionalize inclusive excellence. After all, an organization cannot consider itself excellent until it is excellent for all social groups within its community.

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