Equity, Justice, and Community

As a Quaker school, the values of equity, justice, and community (EJC) are deeply woven into the Sidwell Friends educational mission.

The School continually strives to build a community grounded in respect that is committed to pursuing truth and justice and to embracing equity in every aspect of its programs. As a community, the School aspires to be an environment where all students are fully seen and heard. To serve every student effectively is to nurture their intellectual, social, and spiritual growth through habits of mind and heart—to teach deep listening and self-reflection. The School encourages students to speak their truths and question assumptions, to demonstrate empathy and compassion, and to develop an enduring curiosity about and commitment to the world around them.

Diversity Statement

Sidwell Friends School affirms the centrality of diversity and inclusion in all aspects of academic and campus life. Honoring a multiplicity of voices, we celebrate shared joys and address tensions productively. Together, we are guided by Quaker testimonies and seek to answer the question, "How do we nurture a sense of belonging in our community and demonstrate our commitment to a just world?"

Board of Trustees
Approved September 10, 2015

Strategic Action Plan

Sidwell Friends School established its Office of Equity, Justice, and Community (EJC) in 2019. That year, Natalie Randolph ’98, was named the inaugural director of Equity, Justice, and Community—a position that was later endowed by a member of the School’s board of trustees.

In 2021, the School developed a strategic action plan for the office to build on three strategic goals.

Goal One: Focus on Directly Supporting a Student-Centered Experience

Create and maintain a student-centered approach to all EJC work, increase student EJC programming and co-curricular experiences, and increase student collaboration in institutional planning.

What empowering programs should Sidwell Friends create to support equity in resources and experience?
How can the School best incorporate and leverage student voices?
What ways can Sidwell Friends keep the mission of the School at the forefront of its practice?

Goal Two: Evaluate Current Structures and Systems, and Address Programmatic Gaps

Create a reflective, evaluative culture in which Sidwell Friends regularly and critically assesses institutional, divisional, and departmental policies, procedures, systems, structures, and curricula to identify and address those that may be harmful, inequitable, or indirectly cause inequities.

What structures and policies must be evaluated and addressed?
What evaluative structures and systems must be created?
What benchmarks are necessary to determine progress?

Goal Three: Broaden the EJC Practice

Broaden EJC practice so that it encourages community members to seek and honor diverse voices, to practice inquiry and empathy, and to act with purpose and integrity.

How does Sidwell Friends actively engage all community members in EJC work?
How can the School differentiate experiences in order to meet people where they are?
What strategies will ensure that Sidwell Friends continues to learn and evolve?

Bias Incident Reporting Form

Sidwell Friends School is committed to ensuring the safety and wellbeing of every member of its community. This commitment extends beyond physical safety to include a culture in which individuals can learn, teach, and work in an environment as free of bias, discrimination, or fear as possible.

We encourage members of the Sidwell Friends community who have knowledge of a bias or discrimination incident or believe they have been subjected to bias or discrimination to bring these concerns forward by submitting the form below or contacting Natalie Randolph, director of Equity, Justice, and Community.

What constitutes an incident of bias or discrimination?
What happens when a form is submitted?

What constitutes an incident of bias or discrimination?

Incidents of bias or discrimination involve intentional or unintentional conduct that causes harm to individuals or groups because of their race, gender, age, ethnicity, national origin, religion, political affiliation, sexual orientation, disability, or socioeconomic status. The harm may come in various forms, including but not limited to threats, harassment, discrimination, stereotypes, intimidation, and degradation. These incidents may hinder study, teaching, or employment and may have an adverse influence upon decisions regarding students, staff, or faculty. Acts of bias and discrimination can take place anywhere, on or off campus, as well as online through email, texting, or social media.

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