Equity, Justice, and Community

The values of equity, justice, and community are deeply woven into the mission and values of Sidwell Friends School.

Sidwell Friends School established the Office of Equity, Justice, and Community (EJC) in 2019 under the leadership of its inaugural director, Natalie Randolph ’98. The position is now an endowed one, ensuring the stability of the programs the office offers to the community.

In 2021, the School developed a strategic action plan for the office that focused on three goals:

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.

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.

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.

Community Engagement

Sidwell Friends School aims to graduate students who are actively engaged in the world and think critically about what is going on around them, who ask about the root causes of injustices, who have the tools to act on their ideas, and who are empathetic, collaborative, and reflective.

These ideals can be taught through engaging responsibly with communities. The Upper School service program and graduation requirement puts Sidwell Friends' ideals into action by getting students involved in local and global communities around important social justice issues. The Office of Equity, Justice, and Community supports the School’s community service programs and its graduation requirement.

Students and faculty in PK–12 collaborate with local and global nonprofit organizations that focus on a range of social justice issues. We aim to serve our community partners while also working toward specific academic learning goals and providing opportunities for student reflection and lifelong action.

Quakerism has taught me to care for others, to help other people at all times. ... It made me think about how other people’s lives affect my life and how my life affects other people’s. – 10th Grade Student

9th Grade Studies

The 9th grade year serves as an introduction to community partner organizations and social issues in the District including education equity, food security, poverty, and elder care. In coordination with the 9th Grade Studies program, students learn about local and global organizations serving individuals and groups in the interest of creating a more socially just world.

Graduation Requirements (10th and 11th Grade)

As a graduation requirement, students must make a long-term commitment of at least 60 hours with one organization, though some students work beyond this. Between the end of 9th grade and the start of 12th grade, students develop individual community projects that may tie into the academic topics covered in sophomore and junior classes. Students can consult a list of organizations or issue areas to explore. Projects must involve direct and active engagement with people in the community so that Sidwell Friends students get to know and build relationships with people in the wider community that they otherwise might not meet.

For more information about how to select a pre-qualified organization or program that will fill this requirement, to obtain approval for the project, and to access online tools to record your hours and experiences, please visit this page (login required).

Senior Projects (12th Grade)

All members of the senior class are required to complete a senior project in order to graduate. Projects take the place of the academic day (8:00 a.m.–2:30 p.m.) and so are expected to be appropriately rigorous in terms of time and energy (30 hours/week). The four weeks allotted for senior projects represent an opportunity to engage in an edifying and fulfilling activity. All senior projects must be approved by the Senior Projects Committee. Generally, senior projects take one of the following formats:

Internships—Projects of this sort include interning with a wide variety of business, artistic, educational, or government organizations. Consider also apprenticeships with chefs and photographers. A notebook containing information about previously completed internships is available in the college guidance office.
Social Justice and Community Engagement—Projects in the area of social justice and community engagement allow students to deeply immerse themselves in social issues relevant to the DC area. Students may choose to work with an organization or movement that they have partnered with in the past or seek a new relationship. Students carry out projects with local nonprofit organizations or with local movements building a more just and equitable world.
Independent study—Projects in this area include an academic study in a chosen field (producing a research-based work, for instance) or a study in the arts (such as writing, directing, acting, performing a new piece on an instrument you already play, graphic design, intensive dance study, and/or producing an artistic oeuvre). If you wish to pursue an arts project, you should have prior training in the field. For an independent study, you must work with an SFS faculty mentor who will supervise you in your study and review your progress.

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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Equity, Justice, and Community

Focus on Directly Supporting a Student-Centered Experience

Evaluate Current Structures and Systems, and Address Programmatic Gaps