Tough Conversations and Why We Have Them
As part of Colorado Academy's ongoing work on character and culture, students in the Upper School have taken the lead in planning events and initiating conversations covering topics as varied as inclusivity, respect for others, self-acceptance, and healthy body image. The ability for students to be comfortable confronting issues of difference, in embracing diversity of all kinds, in being able to understand another person's adversities are keys to navigating a more complex and multicultural world. We take seriously our role in helping to guide students towards more engaged critical thinking and a strongly developed emotional intelligence.
Designing PlatFORUM
Last month, CA Upper School students gathered in the theatre bustling with high energy. For months, 23 Upper School students and five faculty members took on the task of re-designing Diversity Day, a 16-year-old tradition observed every other year. The resulting program was re-branded PlatFORUM. A day-long celebration of different backgrounds, experiences and perspectives, PlatFORUM included educational workshops and discussions led by students and faculty. The goals of the day were to promote self-reflection; share experiences of culture and tradition; provide language and tools to engage in conversations around social justice, equity, and access; to gain understanding; and build community.
Adrian Green, CA's Director of Inclusivity, describes the process behind PlatFORUM: "Given my background in student development I knew up-front that I was going to incorporate students in the planning process of this major overhaul, but I didn’t expect such fervor and dedication so early on. Our students are asked to excel in academics, athletics, and the arts, so their schedules are full. I honor the commitment of each student who carved out an hour and a half each week after school, and I commend the faculty who helped guide them."
Juliana Rodriguez, a Harvard-bound senior on the student planning committee, says, "The committee members were constantly aware that what we were doing, bringing together so many faculty and staff to reformat and reanalyze the former ‘diversity day,’was something new for CA. What made it difficult and what made it special was that there was no checklist of tasks that we could just march through in the months leading up to the event. CA is a unique place because it is grounded in tradition, but the administration also knows that in order for a school to remain relevant and real, it must relentlessly and critically analyze what it means to be excellent. I am grateful that through PlatFORUM planning, students like myself were given the chance to think about what "inclusive excellence" has the potential to look like.
“We knew if we were going to design a day that asks students to practice having difficult conversations and learn about different perspectives, we needed to model the same dedication in every step of the planning process. There were times when I found myself frustrated when my ideas were challenged or when I was encouraged to think about things from a different lens, but I was surrounded by an environment of constant encouragement. I feel like I grew from every part of the planning process because the faculty who signed on to support the conversation were fully present. That kind of faculty support is both rare and exceptional, and it's what I will remember most from my time at CA.”
The day began with discussion-based workshops and included “Open Space” dialogs and reflection. Continues Rodriguez, “It's so rare to have time and space to engage with one another, and to speak honestly and openly, but respectfully. I personally believe that if we acknowledge our differences and different perspectives, we can work to both harness them to enrich our understanding of the world and understand the origins of the differences before we let them tear us apart – that belief remains debatable….the Colorado Academy community is so willing to make deep connections, so supportive of one another, so brave to explore new attitudes and perspectives, and so willing to share their stories. "
The student planning committee included Janae Nieto, SunHee Seo, Katie Cahn, Rebecca Popara, Danielle Nichols, Elide Rojo Gutierrez, Noah Jones, Joanna Cotto, Aliyah Fard, April Edwards, Juliana Rodriguez, Brianna Bullock, Trace Montgomery, Noah Herbst, Jordan McLeod, Paige Clay, Bre Floyd, Mary Fernandez, Samah Mohamed, Ethan Miller, Zoriah Carter, Michelle Solis, and Maggie Jones. Faculty sponsors included Adrian Green, Peter Horsch, Paul Kim, Ginny Magid, and Emily Peréz.
“Speaking Out” on a Day of Silence
Also in April, Upper School students led the planning for CA’s participation in the human rights day known as Day of Silence. It is sponsored by the national organization, GLSEN, the Gay, Lesbian, Straight Education Network. Every year, hundreds of thousands of students in the U.S. and around the world make a statement by taking part in a Day of Silence to underscore the teaching of respect and acceptance of all students. At CA, the Upper School’s Gay Straight Alliance hosted and planned the day during which many students took a vow to be silent for a day; some wore rainbow ribbons or special t-shirts to show their support. Says CA senior Railey Zantop-Zimlinghaus, “This day allowed students to learn more about LGBTQ issues and spark discussion in the days following the event.”
She continues, “The Day of Silence is designed not just to highlight the silencing effects of bullying, but also to create a space for students to come together in solidarity. It was a day that recognized the strength, resilience, and determination displayed by LGBTQ youth around the country. Silence holds a power that words cannot: it can express everything and nothing all at once. Silence offers safety and anonymity for those who do not feel comfortable outwardly showing their support, yet makes a statement louder than any speech or rally."
Two of the student planners, Katie Cahn and Julia Kelly, the co-leaders of the Gay-Straight Alliance, spoke to me about the importance of the day: "We want others to get a glimpse of what it would be like to not express how you feel or who you are," noted Katie. Julia adds, "Everyone has been silenced in some way, especially when presented with a situation where they feel uncomfortable or are unsure of how they might be judged." Students didn't have to be silent to show support. Wearing pins and expressing comments of respect and acceptance were also active representations of students' feelings.
The student planning committee included Katie Cahn, Lauren Edwards, Katie Fink, Matthew Johnson, Julia Kelly, Railey Zantop-Zimlinghaus and others.
Demonstrating Courage and Sharing Experiences
Demonstrations of courage have underscored the success of another key aspect of our character and culture initiatives. Every Upper School Town Hall now features a "senior speech" in which a senior has volunteered to share a personal story important to him or her. Starting with Nick Bigger back in September, going right up through Evan Rabb (scheduled for next week), a dozen students have shared important and profound personal experiences that have shaped them into the people they are today. Most often they have revealed a personal struggle they have had to overcome. For instance, Kersten Butler shared her moving story about her experiences being bipolar. The very fact that she was able to present to the appreciative student body shows just how far she has come in managing her situation. Many seniors have shared that these speeches by their peers are among their most powerful high experiences. Other senior speakers this year were Christina Bargelt, Justin Connerly, Noah Jones, Sammy Kelley, Andrew Macphail, Joseph Neumeyer, Slater Shoptaugh, Mackenzie Timbel, Ellecia Tovar, and Maggie Wright.
Some have wondered why we as a school are eager to take on these challenging topics and to welcome these public moments of self-reflection. In general, I believe strongly in the power of these opportunities as community building because they tend to generate greater understanding amongst our students. While we are a small school, sometimes students get to know each other only in certain superficial ways; most are eager for more authentic connection, and these experiences, though sometimes uncomfortable or even "raggedy," as the discussion guidelines note, can significantly challenge students to accept the differences among them, while also uncovering some previously unknown similarities. Being aware of who you are is essential and so is recognizing who other people truly are.
We also know that being a first-rate college preparatory school these days means much more than teaching students the 3 R's, even as we bolster our curriculum with Advanced Placement courses, innovative STEM classes and a wide range of content. In an ever-changing world, we need to prepare students for more than just the next academic level. The National Association of Independent Schools (NAIS) has encouraged bold programming in the areas of character and culture development for years, and Colorado Academy's initiatives are very much in line with best practice in the field, and I am grateful to the faculty members to have sponsored and supported students in these endeavors.
Being ready for college--and beyond that, being ready for meaningful work and relationships--requires us to pay attention to building emotional intelligence. Our goal at CA is to help students discover the understanding to embrace differences and the courage to address difficulties in a positive and resolute way.
Just as primary education environments have always taken it upon themselves to help kids develop their basic interpersonal skills, high schools now have a role to play in advancing these skills.
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