Nurturing an Inclusive Community
Institutions are only as successful as the extent to which individual members within the community feel they belong – that they are heard, seen, and valued. For it is under these conditions, ones that allow for the presence and acceptance of one’s full self, that true and magnificent learning can occur.
This is the foundation of the WNS experience. It is who we are and who we continuously strive to be.
Dr. Martinique Starnes
Director of Culture, Community, and Belonging
The WNS Commitment
WNS strives to emulate the world in which we live and is fortunate to possess such a richly diverse community. We are a community grounded in engagement, curiosity, growth. At WNS, diversity means we celebrate and embrace differences as well as commonalities and encourage conversations around them. We view diversity holistically and value it as a strength in our community in which equity and inclusion ensure that every member of the WNS community has the full WNS experience.
Amber Anderson
Board of Trustees, DEIJ Board Committee Chair
Westside Neighborhood School's Statement on Belonging
At WNS, we believe it is our responsibility to cultivate leaders who will have the tools to recognize and change the systems of our society that create barriers to full access for all. In order to fulfill this obligation, it is our priority to foster an educational environment that welcomes and celebrates all facets of diversity, for it is our strength. Our varied backgrounds and experiences inform our approach to curriculum, support our partnerships, and nurture our community in a way that benefits all of us. We work to create leaders who are grounded in the understanding of how diversity and belonging improves the way we experience the world, and those who have the conviction to promote and safeguard equity and justice in our complex and ever-changing society.
A Commitment to a Brighter Future
WNS is committed to maintaining a diverse, equitable, and inclusive community – one where every member of our school community feels seen, heard, and their contributions valued. Our goal is to create leaders who are grounded in the understanding of how diversity and inclusion improve the way we experience the world and those who are dedicated to promoting equity and justice.
To keep ourselves accountable, we rely on the guidance of three committees that represent the totality of our community:
Faculty & Staff
Leadership Committee
Our Faculty and Staff DEIJ Leadership Committee designs and facilitates programming that supports our faculty and staff in engaging students, families, and colleagues in healthy dialogue that explores diverse perspectives, deepens understanding and empathy, and helps transform misunderstanding into opportunities for learning.
Board of Trustees
Advisory Committee
Our Board of Trustees DEIJ Advisory Committee promotes and models inclusivity at the Board level.
This committee ensures that the Board of Trustees supports policies that foster inclusion and promotes diversity.
Parent
Ambassadors
Under the guidance of our Parent Board DEIJ Committee, our Parent DEIJ Ambassadors are represented on each of our Parent Board subcommittees to ensure that our parent-sponsored events are planned and executed to create opportunities to learn and grow, to celebrate diversity, and to foster inclusion.
DEIJ in Action
At WNS, our inclusive curriculum is designed to reflect the diverse identities, perspectives, and lived experiences of our students and the world around them. Guided by the Teaching Tolerance Social Justice Standards, we integrate the principles of identity, diversity, justice, and action into everyday learning. This framework helps students build a strong sense of self and empathy for others, while also developing the critical thinking skills needed to recognize injustice and take meaningful action. Across all grade levels, we strive to create classrooms where every student feels seen, valued, and empowered to contribute to a more equitable world.
“An inclusive curriculum isn’t a special project or a single unit - it’s an ongoing commitment to teaching the truth, affirming identities, and preparing students to be active participants in a diverse democracy.” -Learning for Justice
WNS Affinity Groups
Affinity groups are a key part of our commitment to inclusion and belonging at WNS. First established by middle school students in 2019, these groups offer safe, supportive spaces for exploring identity, building empathy, and fostering allyship.
Our program has since expanded across all grade levels:
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Grades K–2 engage in interest-based groups that introduce the concept of community and intersectionality.
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Grades 3–5 begin exploring personal identity and self-awareness.
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Grades 6–8 engage in critical conversations around race, culture, representation, and allyship.
WNS also hosts parent-led affinity groups, offering caregivers opportunities to connect, share, and support one another in building an inclusive school community.
Affinity groups reflect our belief that every student and family deserves a space where they feel seen, valued, and empowered.
Faculty & Staff DEIJ Learning and Growth
At WNS, our faculty and staff are deeply committed to ongoing learning in the areas of diversity, equity, inclusion, and justice. Through dedicated DEIJ-focused professional development, we ensure that educators are equipped to create inclusive, identity-affirming learning environments for all students.
Protected time is built into the school year for DEIJ learning groups, book studies, and collaborative dialogue. Faculty and staff also participate in a range of external workshops and conferences, including the National Association of Independent School's (NAIS) People of Color Conference (POCC), Pollyanna’s “Exploring Gender in 2024 and Beyond,” and programs hosted by organizations such as Facing History and Ourselves, SoCal POCIS, and the Jewish Federation.
Recent learning topics have included:
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Centering Latinx voices and narratives
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Exploring alexithymia and social thinking
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Antisemitism in schools and brave classroom conversations
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Building inclusive practices through sessions led by thought leaders like Lazaro Arvizu, Rosetta Lee, and Britt Hawthorne
This ongoing professional development strengthens our collective ability to lead with empathy, respond with awareness, and uphold our community values of equity and belonging.
1st grade interest-based affinity groups introduce the concept that people can have multiple different identities at once.
Middle school students participate on a panel about gender inclusivity at Harvard-Westlake's annual Pollyanna conference.
WNS faculty & staff attending and presenting at the NAIS People of Color Conference.
WNS faculty engaged in a professional development symposium where they present to their peers in their areas of expertise and research.
Celebrating Our Community
