Diversity, Equity & Inclusion

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At Groton-Dunstable Regional School District, we are dedicated to creating and sustaining inclusive classrooms, schools, and systems that foster a sense of belonging for every student. At the core of our diversity, equity, and inclusion (DEI) work is our commitment to disrupt the dominant culture and the systemic, institutional biases within our school system that currently limit or impede opportunity or access for minoritized students. This work requires continuous learning to identify, examine, and confront our language, practices, procedures, and policies that directly or indirectly promote or sustain inequitable outcomes and deficit thinking. For more information, please contact Jill Greene, Director of Student Services, at (978) 448-5505 or jgreene@gdrsd.org.

Definitions of Diversity, Equity & Inclusion

Diversity - all people are unique. Diversity entails recognizing, valuing, honoring, and caring for people of all abilities, social identities, and groups, as well as understanding and appreciating the individuality of every person. Diversity goes beyond acknowledging and tolerating differences to:

  • Practicing respect for qualities and experiences that are different from our own.

  • Exposing to and engaging with unfamiliar ideas, perspectives, cultures, and lived experiences equip all to interact empathetically and thoughtfully.

  • Designing opportunities to reflect on identity constantly and continuously.

Equity - recognizing each person’s/group’s specific circumstances and needs and ensuring those needs are met. Equity entails fair treatment, policies, practices, and active and meaningful opportunities; it also requires access to resources specific to each person to be set up to thrive. Equity demands:

  • Documenting, interrupting, challenging, and responding to bias, harassment, and discrimination.

  • Recognizing that personal, cultural, institutional, and systemic bias creates and maintains privileges for some while creating and maintaining disadvantages for others.

  • The inclusion and empowerment of historically marginalized and disadvantaged people and groups.

Inclusion - people from all abilities, social identities, and groups socially and structurally are respected and accepted, have their needs met, and feel valued and connected to others and the community. To be included is not passive and means more than having access and being invited in. Inclusion requires:

  • Establishing a culture of understanding and caring for the experiences of others.

  • Reconstructing school policy and practice so all people have power and can effect change.

  • Developing shared community values and inviting all stakeholders to be active creators.

Bullying, Harassment, Hate & Bias Form
DEI Charter - August 28, 2024
DEI Family Resources
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Discrimination and Harassment Policies and Procedures

Groton-Dunstable Regional School District is committed to maintaining a school environment where all individuals are treated with dignity and respect. We will not tolerate harassment of staff or students based on race, color, sex, sexual orientation, gender identity, religion, disability, age, active military/veteran status, ancestry, or national or ethnic origin. In addition, students who are homeless (McKinney-Vento Act) or of limited English-speaking ability are also protected from discrimination. For details, read the following documentation:

Diversity, Equity & Inclusion Advisory Commitee

For more information on meeting minutes, agendas, and other essential documents, please visit the Diversity, Equity & Inclusion Advisory Committee folder.  For more information on joining the DEI Advisory, please check HERE.

The Four Agreements of Courageous Conversations

Talking with children about complex topics of bias, race, and hate can be challenging. We are sharing a few supports for families and staff to engage in this dialogue below. Glenn Singleton refers to four agreements of courageous conversations, briefly outlined below.

  1. Stay engaged: Staying engaged means “remaining morally, emotionally, intellectually, and relationally involved in the dialogue” (p. 71).

  2. Speak your truth: This means being open about thoughts and feelings and not just saying what you think others want to hear.

  3. Experience discomfort: This norm acknowledges that discomfort is inevitable, especially in dialogue about race, and that participants commit to bringing issues into the open. It is not talking about these issues that create divisiveness. Divisiveness already exists in society and our schools. Through dialogue, even when uncomfortable, the healing and change begin.

  4. Expect and accept nonclosure: This agreement asks participants to “hang out in uncertainty” and not rush to quick solutions, mainly to racial understanding, which requires ongoing dialogue.

Adapted from: Singleton, G.E. (2015). Courageous Conversations about Race: A Field Guide for Achieving Equity in Schools. Thousand Oaks, CA: Corwin.

Any individual who wishes to file a complaint alleging harassment may inform any trusted staff member or a supervisor. Suppose an employee does not wish to discuss the issue with a staff member or feels the problem was not addressed effectively, contact the Assistant Superintendent of Schools.