About

Diversity

Diversity and cultural competency are not only essential elements of an excellent education, but central tenets of our Mission Statement: “Our graduates know themselves, understand others, and shape the future of our diverse world with confidence and compassion.”


Charles River School Diversity Statment
:

We commit ourselves to:

  • Cultivating cultural competency and diversity throughout our curriculum, our student body, and our faculty and staff
  • Deepening our knowledge and appreciation of the many aspects of cultural identities, in ourselves, our local communities, and globally
  • Providing an environment and an education that equips children and adults to become successful, contributing members of a global society
  • Understanding both historical and current implications of diversity, power, and privilege
  • Engaging in this complex work with careful thought and an enduring dedication.

And most of all, we commit ourselves to fostering a school community in which each of us is welcomed, recognized, and valued as an individual and as a member of the Charles River School family.

Fostering Diversity at CRS

At Charles River School, diversity, inclusivity, and cultural competency are essential parts of our curriculum and our community, and are central tenets of our Mission Statement. Through our teaching practices and the authentic learning experiences we provide for our students each day, Charles River School shows a deep dedication to graduating well-rounded students who “know themselves, understand others, and shape the future of our diverse world with confidence and compassion.”

Our interdisciplinary curriculum offers multiple and daily opportunities for students to engage in this important work in meaningful and developmentally appropriate ways. 
A few examples from our curriculum include:

Early Childhood:
PreK/K students begin the year by looking at themselves and at each other.  Each child creates a detailed self-portrait, looking closely at their own skin color and defining physical features. They then observe other classmates’ portraits, celebrate similarities and differences, and through careful observations and questioning, learn what makes each one of us unique.

Elementary School:
Each year, third graders are paired with pen pals from the Islamic Academy of New England in Sharon, MA. Students write to their pen pals, and each school visits the other during the course of the school year. Through this relationship, CRS students learn from their pen pals about their customs, Muslim religious beliefs, artistic processes, and food, and share their own experiences from CRS and their personal communities as well.

Middle School:
In 7th and 8th grade, the social studies and English curricula are tied closely together: English students receive the necessary context to enrich their understanding of the program’s novel study, while the English books provide a personal, living connection to the concept studied in social studies. Students spend a significant amount of time examining implicit bias and personal blind spots. This type of collaboration includes:

  • The Jim Crow Era/To Kill a Mockingbird
  • The KKK/Witness
  • Indian Boarding Schools/The Absolutely True Diary of a Part-time Indian