Numerous studies point to the relationship between a student’s sense of “community” in school and a broad range of desirable academic and behavioral outcomes (Shaps, E., 2009, March) . In his recently published article, “Creating Caring School Communities”, Eric Shaps president of the Developmental Studies Center in Oakland, CA describes a caring school community as “an inclusive web of respectful, supportive relationships among and between students, teachers and parents.” (Schaps, E., 2009, March). Evidence of these types of relationships is reflected in the description of the “Adolescent Development Supports” available at MS319. Also indicative of an inclusive environment at MS319 are the responses by students, teachers and parents to a number of other survey questions that I feel strongly correlate with the higher ratings given to respect. Although there are too many to list, the following stand out as a sample:

• 94% of the MS319 student respondents agreed (59% strongly agreed) that they “feel welcomed at school”.
• 94 percent of student respondents agreed (66% strongly agreed) that there is a person or program at school that helps to resolve conflicts
• 94% of student respondents disagreed (81% strongly) that there is conflict at school based on race, culture, religion, sexual orientation, gender, or disabilities
• 94% of the student respondents agreed (75% strongly) that adults at school treat each another with respect.
• 88% of student respondents agreed that teachers treat students with respect
• 95% of teachers responding agreed (51% strongly) that “most teachers work together to improve instruction”
• 98% of teachers responding agreed that “leaders communicate a clear vision for the school”
• 95% of teachers responding agreed that “school leaders encourage collaboration among teachers”

As these results indicate, schools that gain traction in their efforts to create a respectful environment are not successful because they implement a “one-off” program. They achieve the kind of success demonstrated by MS 319’s impressive results by weaving the value of inclusion and respect into the fabric of every plan and action. They communicate this value to students, faculty, parents and other members of the community through clear and consistent messages about what is and is not rewarded, and what is not accepted.

Schools committed to a respectful environment are also purposeful in the language they use to reinforce and communicate their vision. I see this in our local district’s less frequent use of the word “tolerance”, which implies “putting up with” in favor of the term, “inclusive” to describe the desired standard for behavior and culture in our richly diverse school community. In the context of diversity, “inclusion” speaks to the proactive engagement of, and respect for, every stakeholder. This reflects a growing recognition that the benefits of a rich, diverse learning community are best realized when schools move beyond the goal of “tolerance” to create an inclusive environment that values and leverages differences to everyone’s advantage.

.
Diversity is an inescapable reality in today’s global environment and impacts nearly every facet of our political economy and educational life. Learning in a diverse and inclusive school community provides students unique opportunities to strengthen their ability to work comfortably and effectively across a myriad of differences. Schools that demonstrate a genuine commitment to creating an inclusive (and by definition, respectful) environment increase the likelihood that students will be exposed to a broader range of viewpoints, develop to be more comprehensive and creative thinkers, and will be better prepared to excel as adults in challenging work and social environments.

1. Schaps, E. (2009, March). Creating Caring school communities. Leadership, 38(4), 8-11