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Inclusion & Equity
We believe that everyone deserves respect and a welcome place in our community. Educational excellence is possible when all members of a community have a voice and feel safe being their authentic selves.
Rowland Hall represents a diverse community that encompasses differences in the human experience including those of ethnicity, race, national origin, family composition, religion, gender, gender identity and expression, sexual orientation, socioeconomic status, and learning styles, among others.
To that end, we affirm that:
Deepening our knowledge of and appreciation for each other's differences nurtures moral and intellectual growth, fosters a sense of belonging, and creates a stronger community;
Building awareness that we each have distinct power and privilege inspires us to embrace our responsibility and work toward an equitable and just community; and
Cultivating a diverse and inclusive learning environment prepares our children to effectively participate in a dynamic and increasingly interconnected world.
We recognize that engaging in this work is an evolving process that must be sustained through constant dialogue and effort. All members of Rowland Hall commit to carrying out this mission in our school and wider community.
Human diversity encompasses all the ways that people differ, including ability, age, gender identity and expression, national origin, race, religion, sexual orientation, and socioeconomic status. Rowland Hall is committed to diversity and the promotion of an academic community in which each member feels connected, comfortable, respected, and included. Rowland Hall is non-discriminatory and includes students, parents, faculty, board, and staff from a variety of backgrounds. The school places an emphasis on educating students about our increasingly diverse world. The school recognizes that we may face difficulties as we work to become a more inclusive institution. Rather than avoiding these challenges, we recognize that progress comes from embracing and celebrating diversity. This Statement of Diversity is based upon and extends the core values of Rowland Hall.
To that end, we affirm to:
Treat individuals and groups with dignity;
Respect diversity of opinions, beliefs, practices, and ideas; and
Reflect and honor the history and backgrounds that we represent.
Rowland Hall students are warm—it's really nice being able to to talk to each other. And that's not just with the students, it's also with the teachers.—Tori Kusukawa, Class of 2019
The Benefits of a Diverse Community
Rowland Hall’s diversity—encompassing differences in the human experience including those of ethnicity, race, national origin, family composition, religion, gender, gender identity and expression, sexual orientation, socioeconomic status, and learning styles—expands our perspectives, fosters understanding and creativity, and ultimately strengthens our community.
Through championing diversity, Rowland Hall empowers students to form meaningful relationships with people from all walks of life and to succeed in an increasingly globalized, heterogeneous society.
Senior Ally Hansen (pictured above, center) gave the following speech to 330 guests at Rowland Hall's biennial auction March 16. After she shared her story, a paddle raise garnered $88,050 for school financial aid. Thank you to Ally for her heartfelt words, and to our generous donors for empowering wonderful students like her to attend Rowland Hall.
I’ve been attending Rowland Hall since seventh grade, but before that I’d attended the same public school since kindergarten. It was considered small, yet it was almost twice the size of Rowland Hall’s middle and upper schools combined. Despite the size, I never really fit into the community. It was uninviting, unaccepting, and relatively unfriendly. I didn’t like it there very much, and wanted an escape. I looked at other options for middle school, but they were limited.
A friend told me about Rowland Hall and I looked into it. I quickly realized it wouldn’t be an option for me, as there was no way I could afford it. Then, another friend—a Rowland Hall junior with whom I played competitive basketball—told me about the Malone Scholarship. So I applied, and here I am six years later.
Rowland Hall gave me something no other place had ever given me: a sense of belonging. I felt happy with who I was, quirks and all.
At my previous school, I was always the tomboy. I didn’t want to walk around talking about clothes or boys during recess; I wanted to play football on the back field instead. But I was never really included anywhere—the boys wouldn’t let a girl play with them, and the girls thought I was weird. During my first few weeks at Rowland Hall, I met this boy and one of the very first things he asked me was if I wanted to throw a football with him during recess. He is now one of my very best friends. This is just one example of the warm, loving, and accepting community I was quickly welcomed into. Rowland Hall gave me something no other place had ever given me: a sense of belonging. I felt happy with who I was, weird quirks and all.
Rowland Hall made me realize my true potential and gave me all the tools I needed to be successful. I played basketball my two years in Middle School and all four years in the Upper School, making varsity my freshman year. This last year, I was lucky enough to be elected team captain. I was a good leader because I always led by example. I knew that if I did what I was supposed to, then others would follow in my footsteps. Also, I always pushed for “better” and never wanted to settle for “good enough.” Rowland Hall taught me what a real leader looks like, so when it was my turn to step into those shoes I knew exactly what to do.
I’ve been able to write my own ticket because of the education Rowland Hall provides. When I enrolled in Rowland Hall, I couldn’t have even imagined how great my life would turn out.
Lastly, Rowland Hall opened my eyes to all of the opportunities out there—ways to become the most successful person I can be. The school community made me feel like I was good enough to pursue my dreams. I’d been dead set on attending the University of Utah as long as I can remember. But my truly amazing counselors, teachers, and friends exposed me to the idea of expanding my horizons and considering other schools. Now, I’ll be attending Arizona State University (ASU) in fall, majoring in sports journalism and pursuing a dream I’ve had since I was little: becoming a sportscaster. I would have never even looked at that college had it not been for that very same seventh-grade friend who asked me to throw the football (he’s the one who told me about ASU), and for Rowland Hall, which opened my eyes to new possibilities.
My whole life is different because of my scholarship. I now have four of the most amazing friends anyone could ask for and I’ve been able to write my own ticket because of the education Rowland Hall provides. When I enrolled in Rowland Hall, I couldn’t have even imagined how great my life would turn out. None of this would have been possible without the Malone Family Foundation’s generosity. I will be forever grateful. I only hope that other people will be able to have the same opportunities and experiences I did. But for many, Rowland Hall is not a financial option without the generosity of people like you. So tonight, I ask you to please get out your phones and give generously to support future students like me. Thank you.
Ben learned in March that he’d been named a 2019 Northern Utah Affiliate Honorable Mention recipient of the NCWIT Educator Award, which goes to teachers who continually encourage young women’s aspirations in computing.
“I have been active with NCWIT for several years now, and it was good to get recognition for those efforts—it was a bit of a surprise,” Ben said. “It helps me confirm my commitment to equity and inclusion of girls in computer science classes at Rowland Hall.”
Ben was one of three teachers honored by the regional affiliate, junior Alex Armknecht was one of 16 student winners, and sophomore Katy Dark was one of 30 honorable mentions. Student winners are selected annually "based on their aptitude and aspirations in technology and computing; leadership ability; academic history; and plans for post-secondary education," according to Aspirations in Computing (AiC).
Since 2014, 11 Rowland Hall students have earned a collective 14 NCWIT awards, including two honorable mentions at the national level.
Alex’s 2019 award follows her honorable mention last year. A Middle School coding seminar first sparked Alex’s interest in the subject—from there, she worked with administrators and faculty to create a computing elective, and even recruited other girls to take the class. Last year in Ben’s AP Computer Science Principles class, Alex made a math app to help kids learn division, and fourth graders in teacher Tyler Stack's class picked her project as their favorite. She plans to keep studying computer science.
Katy also plans to pursue computing. In addition to the AiC award, she recently won a national President's Volunteer Service Award for her work tutoring students and developing a coding club at Dual Immersion Academy, a bilingual Spanish-English charter school she attended during her elementary years.
Ben, Alex, and Katy attended a March 16 ceremony in Provo where they met peer students and teachers, accepted their awards, and left with swag bags—a much-anticipated highlight for Ben. “Every year I see my students getting these killer swag bags and I go home empty handed,” the teacher joked before attending the ceremony. “I might just get one of my own this year.”
Since 2014, 11 Rowland Hall students have earned a collective 14 NCWIT awards, including two honorable mentions at the national level. The center and its AiC awards have become big names in the computer science world. Women are underrepresented in that field, but the 2004-founded organization is working hard to move the needle and empower women to pursue and succeed in computing.
On March 20, seventh graders used illustrations, demos, dioramas, and even virtual reality to transport Rowland Hall community members to a different time and place—the Golden Age of Islam that started in the seventh century and stretched from Spain to China.
According to seventh-grade world studies teacher Margot Miller, last week's exhibition was driven by one question: "How can we showcase the Golden Age of Islam in order to educate our community about Islamic inventions and challenge assumptions and misconceptions about Islam and Muslims?"
The middle schoolers used the book 1001 Inventions: The Enduring Legacy of Muslim Civilizations and conducted additional research to become experts on their topics. For the main attraction, they transformed the Middle School's upstairs art hallway, adjacent staircase, and the band room hallway into a funnel of knowledge—visitors snaked through topical sections dealing with food, fashion, medicine, school, astronomy, architecture, and more. The seventh graders also prepared oral and written presentations, and eagerly enlightened all who passed through the exhibition.
When Rowland Hall’s youngest students face academic or social-emotional challenges, Chuck White and Lori Miller are there to lift them up.
What strategies will help a third-grade student stay focused during class? How can a group of children on the playground resolve a conflict? How do you support the emotional needs of a first grader who has just lost a pet? What are the best ways to challenge a nine-year-old reading at a middle school level?
If you’re a parent, there’s a good chance you’ve grappled with questions like these. As children develop throughout their preschool and elementary years, unexpected challenges often arise—and those challenges can turn into learning opportunities and positive outcomes for students. In Rowland Hall’s beginning and lower schools, we encourage a growth mindset with an intentionally crafted student-support program to evaluate and nurture each child’s development. If you haven’t already, you should get to know the powerhouse duo leading this effort: Chuck White and Lori Miller.
In Rowland Hall’s beginning and lower schools, we encourage a growth mindset with an intentionally crafted student-support program to evaluate and nurture each child’s development.
Lori Miller has always loved reading. She grew up in a small town without a public library, so when the bookmobile came by every two weeks, Lori and her sister would check out seven books apiece—the maximum allowed—and each read one book per day until the bookmobile came again. During a visit to her college’s career center, Lori watched a short film of a teacher helping children learn to read and knew immediately: that’s what she wanted to do. Lori recalled thinking, “I love to read so much, and if I can give that gift to other kids, that’s exactly what I want to do.” And for the next 15 years, she taught first grade—the age at which most children learn to read.
Throughout her career, Lori has worn a variety of educational hats: elementary school principal, literacy-intervention specialist, and director of curriculum and instruction. She earned a master’s degree in gifted education from Utah State University and an administrative certificate from the University of Utah. When the position of academic support counselor at Rowland Hall opened up in 2007, Lori jumped at the chance to join a community she’d always admired. “I knew it was an amazing place,” Lori said, “and I really felt I could make a difference here.”
Lori spends her days on the McCarthey Campus serving three core constituencies: students, teachers, and parents. She oversees reading assessments and helps teachers ensure that all students are meeting benchmarks in reading, writing, and math. If there are any red flags for learning differences, she can observe the student, offer strategies to differentiate instruction, and develop a support plan, which may include tutoring. “I feel like a shepherd, with my little flock,” Lori said. “I’m just making sure they are all heading in the right direction.”
I feel like a shepherd, with my little flock. I’m just making sure they are all heading in the right direction. —Lori MillerThe joy Lori derives from her job is most evident when she speaks about visiting the kindergarten writer’s workshop. “It’s like a watching a miracle, to see how they’re figuring it out,” she said. “They have something they are excited about, and they want to put their ideas into words, and they have to think: How do I do that?” It’s a vital step in literacy development, Lori explained, since writing and reading work as opposite processes in a young brain: the former involves encoding one’s own thoughts into sounds and symbols, and the latter is a decoding process that starts with symbols on the page. “It’s really awesome,” she said.
In Chuck White’s office, one bookshelf is full of small figurines, dolls, and gadgets that, he explains, are part of an engagement strategy. Students can bring in a small toy from home and exchange it for something off his shelves. “It’s about making them feel welcome and comfortable in the counselor’s office,” he said.
Chuck joined the Rowland Hall community in 2008, one year after Lori arrived. School counseling is a second act for him, having spent 25 years working for Information and Referral Center—now 211 Utah—a private nonprofit that connects people who need help with the appropriate programs and agencies. Seeking more face-to-face interaction, and citing his love of education, Chuck earned his master’s degree in school counseling from Utah State University, then spent a few years working in the Salt Lake City School District before landing at Rowland Hall.
A significant portion of Chuck’s time is spent in the Lower School classrooms, teaching social-emotional learning (SEL) through the Second Step curriculum. “We teach skills,” Chuck explained, “such as how to look at and understand another person’s feelings, or how to control strong emotions, or how to be an effective problem-solver.” These lessons begin in 4PreK—where they are delivered by assistant teachers, under Chuck’s tutelage—and continue all the way through fifth grade. The language and approach evolve as children age, but the concepts remain the same.
Chuck reaches every Lower School student through chapel service as well, where he introduces a virtue of the month such as kindness, service, and respect—all to reinforce core values and encourage good behavior. Those virtues can be individualized, too: “We try and find various ways of helping kids own that virtue, understanding that it may mean something different for one student than another,” Chuck said. He and Director of Ethical Education Ryan Hoglund also recently created the Kindness Club, a voluntary opportunity for Lower School students to practice kind acts, often anonymously.
Like Lori, Chuck is always a resource anytime a student needs individual support. “I can provide a listening ear, help set goals or strategize, or just check in on them,” he said. He loves being able to witness the growth of students during their Lower School years. “It’s a real privilege, and an honor.”
The Whole Child
As the two faculty members devoted full time to student support in the beginning and lower schools, Chuck and Lori think often about a core component of Rowland Hall’s mission: educating the whole child. For Lori, that means considering the social, emotional, and academic components of being part of a learning community, and how they must effectively combine in order for a student to succeed. Chuck agrees: “A child cannot do well academically if they are not doing well emotionally or socially.”
Chuck and Lori often work as a team—along with division principals, teachers, and parents—to support a student in need. Chuck’s SEL curriculum teaches resilience and strategies to deal with academic challenges, too. He gave an example of how he might approach a struggling student: “If you’re at your desk feeling super frustrated because you’re not understanding the math piece in front of you, what do you with that frustration? You can give up, which is one strategy, which is not good learning. Or you can flip the script and say, ‘Yeah, I am feeling frustrated. Maybe I need to get some help.’ That’s controlling your strong emotions. That’s you being in control.”
Chuck and Lori focus on the whole child, for each individual child—which means everything from identifying early signs of dyslexia to running a support group for children of divorced parents to helping classroom teachers recommend books to foster a love of reading.
Beginning School Principal Emma Wellman joined the Rowland Hall community last summer, and she already marvels at the work Chuck and Lori do for students and faculty—particularly how they problem solve. “There’s love and respect for children at the foundation, always,” she said. “It’s really about figuring out what does this individual person need to be his or her best learning self, and how can we match what we're doing with what that learner needs.”
Chuck and Lori focus on the whole child, for each individual child—which means everything from identifying early signs of dyslexia to running a support group for children of divorced parents to helping classroom teachers recommend books to foster a love of reading. Working with a diverse group of children with different academic, social, and emotional needs is part of what makes the job so rewarding, though. “Kids with all kinds of learning differences thrive at our school,” Lori said.
The Big Picture
Director of Ethical Education Ryan Hoglund is passionate about SEL, citing the many benefits to student performance and long-term success, including a significant economic impact that extends far beyond the field of education. Furthermore, research has shown that every minute spent on the social-emotional development of children translates to increased instructional time.
Rowland Hall recently solidified its long-term commitment to SEL, adding a bullet point to the strategic plan about integrating social-emotional learning in support of Goal 1, enhancing the student learning experience. For Mr. Hoglund, having the resources to keep children on track when they face inevitable challenges—at any point in their education—is part of what differentiates independent schools. "We’re in an environment where you have these two amazing individuals who get kids off the sidelines and back in the game,” he said.
We’re in an environment where you have these two amazing individuals who get kids off the sidelines and back in the game.—Ryan Hoglund
Chuck said he’s grateful to be in a place where it’s part of the culture to talk about supporting the whole child, and where there’s a robust professional-development program to keep staff and teachers at the top of their game. When it comes down to it, the daily motivation is simple for Chuck, Lori, and most educators: they hope to impact children’s lives for the better.
“We want each of our kids to maximize their potential and their skills,” Lori said, “because that will unlock a lot of doors for them.”