This blog is written by Howard Gee, Principal of DSB International School, Mumbai and Anchal Jain, DEI Consultant and Facilitator.

Our school has a well-established reputation for inclusivity. We take pride in our diverse community, which includes a significant number of international students and staff representing various Indian communities. Our teaching faculty is also diverse, and we've created a safe and welcoming environment for LGBTQIA+ educators. While our student body is gradually shifting from international to primarily Indian, this change reflects our unwavering commitment to the diversity and inclusion values that India is renowned for.

We maintain an open and inclusive approach to academic admissions, fostering a friendly atmosphere. Although the principles of Diversity, Equity, Inclusion, and Justice (DEIJ) have always been at the core of our school's identity, they were not previously formalised. Our journey towards formalising DEIJ began with our application for COBIS' Accreditation. During this process, we recognised the need to establish formal DEIJ policies.

Our initial research uncovered a significant lack of discussions and policies related to DEIJ in Indian schools. When such discussions did occur, they were often influenced by Western perspectives and priorities, that didn't align with the Indian educational landscape, or wider society. This discovery highlighted a substantial gap in the future of Indian education practices. Our aim was to ensure that our approach to DEIJ processes was unbiased and firmly rooted in the Indian context.

Acknowledging that, as a white middle-class male, the school principal was not the ideal person to lead this process, we were fortunate to be introduced to a DEIJ consultant through a staff member. Together, we embarked on our journey to address DEIJ concerns at DSB School.

Our Objectives

As a school, we had been taking various initiatives to embrace the full meaning of DEI (Diversity, Equity, and Inclusion). However, these efforts were not documented or structured in the form of policies or guiding documents. Consequently, information about these initiatives was scattered, and we lacked a systematic way to evaluate their impact. To address this, we set out to review all our existing documents and policies. This process laid the foundation for the development of a DEIJ (Diversity, Equity, Inclusion, and Justice) policy that would formally incorporate these principles into our institution. The primary goal of this policy was to tackle issues related to equity within our school community.

Our Approach

Step 1: Review

In our efforts to create an inclusive and representative DEI programme, we recognised the importance of understanding the experiences on the ground and hearing the perspectives and lived realities of people. To achieve this, we conducted a comprehensive policy review and organised focus group discussions with all key stakeholders to identify any existing issues. These stakeholders included parents, students, members of the management committee, as well as teaching and non-teaching staff, and ancillary staff. For our ancillary staff, we conducted discussions in the local language to ensure their full participation.

In these discussions, we utilised various methods, including discursive and participatory tools, as well as anonymous sharing, to guarantee that every voice was heard. We held meetings and conducted follow-up interviews with each of these groups, to gain a deep and comprehensive understanding of their perspectives and concerns.

At the same time, we carried out a thorough review of all our existing policies. This review aimed to identify any shortcomings, issues, and gaps within these policies.

Step 2: Formulate

This led to the formulation of 8 new policies and revision of several others like Grievance Redressal Policy, Staff and Parent Handbook. The new policies are as below –

Step 3: Training

We engaged all stakeholders in a comprehensive training process. Trainings were also conducted in local languages like Hindi and Marathi to ensure wide access. The purpose of this training was threefold:

1. Familiarization with Policies: We aimed to acquaint them with the various policies and provisions that had been designed with their interests in mind.
2. Policy Development Workshops: We organized workshops to collaboratively develop specific aspects of the policy. This involved gathering input from stakeholders to shape the policy more effectively.
3. Empowering Stakeholders: We wanted to show them how they could leverage the policy to enhance their overall school experience.

In our approach to training, we conducted targeted sessions tailored to the needs of specific groups:

• Internal Committee Members for POSH: We conducted intensive training sessions to equip them with the necessary skills and knowledge to address issues related to prevention of sexual harassment.
• Capacity Building for Staff: We organised training sessions to enhance the capacity of our staff in addressing inclusion-related concerns that had been identified.
• Leadership Training: These sessions aimed to facilitate discussions about power dynamics and leadership within the school, to address specific issues.
• Team Building for Support Staff: We conducted training to promote cohesion and teamwork among our support staff.

By offering these diverse training programs, we ensured that every stakeholder group had access to training that was tailored to their specific needs and roles within the school community.

Step 4: Curricular review

Our dedication to Diversity, Equity, Inclusion, and Justice (DEIJ) is not limited to our institutional policies and practices; it extends to our curriculum as well. Our internally developed Personal, Social, Health, and Economic (PSHE) curriculum is primarily skill-based, aligning with DEIJ principles to a considerable extent. We are, however, continuously exploring ways to further enhance this alignment, particularly when it comes to skill development.

In response to our Gender and Sexuality policy, we have identified significant gaps in the curriculum regarding discussions around diverse gender and sexual identities. We are actively working towards a more positive, self-empowerment-oriented approach. This change will enable us to provide a more inclusive and informative educational experience for our students, helping them understand and embrace their own identities while respecting others'. Furthermore, we have recognized opportunities to introduce more Indian contextual awareness into our curriculum. This focus is especially directed towards issues related to caste and class.

The next phase of our DEIJ curriculum integration involves conducting a comprehensive audit of all grade levels and subjects. This audit aims to identify specific areas within the curriculum that actively support DEIJ. It is an essential step in ensuring that DEIJ principles are interwoven throughout our educational offerings.

A significant aspect of our approach is the emphasis on metacognition. This focus on metacognition serves as a robust support system for developing the skills necessary for fostering an inclusive learning community. It encourages students to think critically about their own learning and understand how their attitudes and perspectives contribute to a diverse and equitable environment.

As we move forward, the curricular development for the academic year will prioritize the integration of skills and content into our written curriculum. Our planning templates will be updated to include explicit references to DEIJ. This strategic addition will prompt our educators to consider how their teaching methods and materials address DEIJ principles, both in terms of content and skills development.

Through these measures, we aim to create a curriculum that not only imparts knowledge but also cultivates an environment where DEIJ is woven into the very fabric of our educational approach, ensuring that every student is exposed to diverse perspectives and empowered with the skills needed to thrive in an inclusive society.

Community Outreach and Linkages

In the DSB Symposium, we will deliver a keynote speech to share our journey and accomplishments in the field of Diversity, Equity, Inclusion, and Justice (DEIJ). Additionally, we will host an interactive panel discussion to delve into the future of education, exploring innovative strategies and practices.

As part of the OECD Schools+ Group, we will actively participate in discussions about education policies and the evolving landscape of schools. Our involvement allows us to contribute to shaping the future of education, ensuring it aligns with DEIJ principles.

Moreover, we are actively fostering cross-curricular connections to tackle issues related to exclusion. We address important topics like misogyny and the influence of social media on our understanding of gender. As part of our commitment to inclusivity, we've recognized student inquiries regarding individuals like Andrew Tate, and we are dedicated to approaching such subjects with greater sensitivity and inclusiveness. This proactive approach ensures that we provide a well-rounded educational experience that values diversity and promotes critical thinking among our students.

 

Implementation:

• Review of policies and processes
• Formulate new policies and processes,
• Amend existing policies and processes
• Training sessions with each stakeholder group;
• Integrating policies into the staff handbook, accessible to all staff members
• Providing DEIJ updates on the school website, specifically under the safeguarding section
• Training the Prevention of Sexual Harassment (POSH) investigation committee
• Incorporating DEIJ as a central focus for curricular development in the academic year 2024-25 within the school development plan
• Upcoming steps:
  • auditing and identifying DEIJ curricular opportunities in early 2024
  • planning and developing DEIJ content and skills to expand on existing opportunities
  • Integration of intercultural competence into our Graduate Profile

 

Results and Impact

Positive feedback from both parents and committee members has highlighted the effectiveness of articulating our school's identity and uniqueness. Staff members have attested that regular townhall meetings have facilitated more open sharing of their experiences and concerns.

We have successfully established a transparent and efficient process for addressing grievances and handling cases of sexual harassment.

We have developed a well-defined approach for managing situations involving gender-non- conforming students, which also encompasses addressing associated challenges like accommodations during residential trips.

Four staff members of African ethnicity have shared their positive experiences of joining our inclusive school and commended our genuine dedication to diversity and equality. They emphasized that our commitment goes beyond mere words and policies.

 

Lessons Learned:

• The DEIJ process is a lengthy journey that involves cultural development, requiring several years for full integration.
• Postponing curriculum work for a year was necessary to address more immediate teaching and learning priorities.
• It's essential to include regular refreshers for each stakeholder group.
• With low parental attendance at information sessions, a more proactive approach to promoting and delivering the DEIJ agenda is imperative.
• The challenge is to unequivocally convey that DEIJ is non-negotiable and ensure everyone comprehends its implications.
• Extensive work is needed to develop intercultural competence and align it with DEIJ within our specific context.
• Involving stakeholders at every stage is a fundamental requirement for a process that genuinely reflects the needs of the community.
• Mapping metacognition skills and their role in fostering attitudes and attributes that support DEIJ also requires attention.
• To bring about sustainable change, it is imperative to establish a strong foundation. This is achieved by creating pertinent policies and processes and providing training to enable individuals to utilize them effectively.

Sustainability and Future Plans:

To sustain and further enrich our Diversity, Equity, Inclusion, and Justice (DEIJ) initiative, DSB School has outlined a strategic roadmap that aligns with our long-term commitment to these principles. We understand that EDI is not a destination but an ongoing journey, and we remain dedicated to its integration into our school culture and curriculum.

Our future plans for sustainability and enhancement include:

Ongoing Training: We will continue to engage in regular, comprehensive training for all stakeholders, ensuring that everyone is well-informed about our EDI policies and practices. This training will extend to all new staff members and incoming students, instilling a deep understanding of our values from the outset.

Curriculum Development: We remain committed to advancing our curriculum to include explicit DEIJ content across all grade levels and subjects. By weaving these principles into our teaching materials, we aim to create a generation of students who are not just knowledgeable about DEIJ but who actively practice and promote it.

Feedback Loops: To ensure that our policies and initiatives remain relevant, we will establish feedback mechanisms for parents, students, and staff. Regular surveys and focus group discussions will provide invaluable insights into how we can continually adapt and improve our approach.

Expanding Community Engagement: We intend to deepen our community engagement by collaborating with local organizations and experts in the field of EDI. Through partnerships and outreach programs, we aim to share our experiences and learn from others, contributing to the larger cause of equity and inclusion in the region.

Celebrating Achievements: Recognizing that acknowledgment is a powerful motivator, we plan to celebrate the achievements and milestones of our EDI journey. This includes recognizing exemplary initiatives from students, teachers, and staff and publicly commending them for their contributions to a more inclusive school environment.

Integration of Intercultural Competence: Building on our work related to intercultural competence, we will refine and strengthen our framework for developing this essential skill among our students. By encouraging intercultural understanding and communication, we intend to foster a learning environment where diversity is truly celebrated.

We at DSB International remains unwavering in its commitment to Equity, Diversity, Inclusion, and Justice. We understand that our efforts in these areas not only improve the lives of our students and staff but also set an example for our broader community. Our journey towards a more equitable and inclusive future is ongoing, and we look forward to the meaningful impact we can achieve together.