Diversity, Equity, Inclusion, and Belonging

As a Windward community, we believe that in order to fully achieve the goal of educating children with language-based learning disabilities, the experience of academic success must be “combined with opportunities for social and emotional growth within an intentionally diverse and inclusive setting.” Students at Windward are prepared for responsible citizenship in an increasingly diverse and interdependent world.

Diversity, Equity, Inclusion, and Belonging Mission and Vision

At The Windward School, we are committed to a world where every child with a language-based learning disability is empowered to achieve unlimited success – a vision fulfilled by disrupting the educational status quo. The Windward School deliberately builds both its curriculum and culture to foster a powerful sense of belonging through a research-based program that is authentically inclusive and a community in which everyone is seen in their full humanity. ​

The Windward School aspires to bring forth students who are culturally engaged critical thinkers, confident self-advocates who understand and celebrate their differences, and upstanders who identify and challenge all forms of injustice. Windward is committed to these values and expectations of its community members by embracing the importance of ongoing anti-oppression dialogue and critical conversations; by advancing educational equity in underrepresented communities, especially those historically marginalized by society; and by working to ensure that our program is accessible to all who need it.​

Defining Diversity, Equity, Inclusion, and Belonging

You may hear the term DEIB (an acronym for diversity, equity, inclusion, and belonging) at The Windward School and elsewhere when learning about this work. You might ask what does DEIB mean, and what do the individual words convey?

Here is a breakdown of the definitions of diversity, equity, and inclusion, and how those words together reflect Windward's ultimate goal for the School's community members—belonging. Definitions have been adapted from the National Association of Independent Schools' Diversity Work in Independent Schools

We follow three guidelines in our community:

At The Windward School, we treat all people with decency and respect.

At The Windward School, we respect and value diversity in all of its forms.

At The Windward School, we do not blame or shame ourselves or others, especially when we disagree.Windward expands a student’s ability to function in a pluralistic society by teaching self-awareness while encouraging genuine respect and appreciation for people. To that end, we are committed to creating and fostering a community that is inclusive for all its members regardless of race, ethnicity, ability, socio-economic status, religion, age, gender, sexual orientation, or any other attribute that does not define a person’s character. We are dedicated to maintaining a sense of community for all people and for those individuals in particular who have struggled historically to be wholly accepted into society.

We are aware that achieving diversity and all that it encompasses is not always an easy task; however, the rewards are immeasurable for all members of the community. The Windward School’s on-going commitment to diversity and inclusion informs the School’s daily work, helps to shape the community, and guides the vision for the future.

We invite you to learn more about The Windward School and our active commitment to promoting an environment in which differences and commonalities are celebrated.

Meet the DivE In Committee

The DivE In Committee (which intentionally capitalizes the D, E, and I in an homage to its DEIB work) is the leadership team that will guide, advise, and oversee Windward's three-year DEIB plan.

All volunteers will serve a minimum year-long tenure. The committee was selected based on individuals' background knowledge, skills (e.g., organizational, writing, interpersonal, etc.) and diversity of representation (e.g., role, race, gender, sexual orientation, professional experience, length of time as a Windward community member, etc.).

Adrienne Faulkner,
WLS Parent/Guardian

Erin Roy,
WMS Parent/ Guardian

Tom Fiorella,
Windward Fund Associate/WPA Liaison

Susie Gardiner,
WLS Teacher

Sarah Golden,
Coordinator of Language Arts

Katherine Kaneko,
WMS Teacher

Shirley Hwang,
MMS Teacher

Christine Cruz,
Speech Language Pathologist

Nelly Sung,
MLS Parent/Guardian

Joanna Hagan Rego, 
MLS Parent/ Guardian

Samiya Mir,
MLS Parent/Guardian

Brooke Wiese,
MMS Parent/Guardian

Kim McCrea,
Assistant to the Director of TTP

Elly Steiker-Pearl, 
MLS Teacher

Mitchell J. Katz,
Board of Trustee Member

Anike Wariebi,
Board of Trustee Member

Jamie Williamson,
Head of School

Jon Rosenshine,
Associate Head of School

Romina Pacheco, Ph.D.,
Director of Diversity, Equity, Inclusion, and Belonging

John Bifone,
Director of Marketing and Communications

Contact Us

Romina Pacheco, Ph.D.
Director of Diversity, Equity, Inclusion, and Belonging

Danielle Ngo
MLS Campus Diversity Advisor

Shirley Hwang
April Heck
MMS Campus Diversity Advisors

Sara Jo Karger
WLS Campus Diversity Advisor

Kayla Morales
Mckenzie Skerritt
WMS Campus Diversity Advisor