The Foundation for a Meaningful Life
Kindergarten - Grade 9 in Southborough, MA
About
Diversity, Equity, & Inclusion

Equity and Inclusion Plan 2026-2029

Fay School's Equity and Inclusion Plan

This plan affirms Fay’s commitment to equity, inclusion, leadership, and excellence, which are central to who we are. Above all, equity and inclusion work at Fay is mission-aligned: we want students and adults in the community to challenge one another and themselves to grow in their ability to be independent thinkers, make good decisions, celebrate their own identities and the identities of others, and collaborate across differences.

The Equity and Inclusion Plan is a roadmap to guide the community over the next three years in promoting cultural competence and facilitating respectful dialogue across differences. The five sections of the plan–Communication and Visibility, Community Engagement and Events, Curriculum and Student Experience, Faculty and Staff Professional Development, and Accessibility and Inclusion–grew out of survey data analyzed by the National Association of Independent Schools and the Fay Leadership Team; focus group conversations that included parents, alumni, students, and board members led by the faculty and staff DEI Committee; and multiple workshops with faculty and staff. The process to develop this plan was a collaborative effort–one in which every constituent group’s voice is represented. The plan will evolve as new priorities emerge in response to the needs of our community.

Communication and Visibility

How might we develop new strategies for communicating what equity and inclusion looks like at Fay to various stakeholders in order to grow in our shared understanding of the work?
Desired Outcomes:
  • All community members have a clear understanding of the purpose of equity and inclusion-related campus activities.
  • The School maintains updated information about holidays and traditions observed by community members in order to support and celebrate current students and families.
  • Families have regular opportunities to participate actively in equity and inclusion work at Fay and know how to access information about these opportunities.
  • The Board of Trustees and the Fay Leadership Team (FLT) continuously grow their capacities in equity and inclusion work.
  • Fay regularly shares updates on equity and inclusion in print, on the web, and on social media platforms.
  • The DEI Committee actively supports faculty/staff engagement and growth in equity and inclusion work.

Community Engagement & Events

How might we engage the larger Fay community on and off campus in equity and inclusion work in order to grow a shared responsibility for nurturing inclusive practices at Fay?
Desired Outcomes:
  • Community members with shared identity markers such as–but not limited to–families of students of color know how to find each other and have regular opportunities to connect.
  • Alumni are aware of equity and inclusion work at Fay and understand how to participate, support, or make suggestions.
  • Fay School is known in the larger Southborough community, as well as in organizations like the Association of Independent Schools in New England (AISNE) and the Junior Boarding Schools Association (JBSA), for its meaningful equity and inclusion work.
  • Students have opportunities to connect with community members who share their various identities.
  • Community members have a clear understanding of how their own cultural norms integrate into school norms and expectations.

Curriculum & Student Experience

In what ways can the Early Learning Center and Fay’s K-9 program evolve to reflect our diverse community and foster a genuinely inclusive experience for all students?
Desired Outcomes:
  • Students see their many identities reflected in positive ways in the written curriculum across divisions and across departments.
  • Students and adults in the community understand how to report bias incidents and how to respond to a classmate or colleague when harm is done.
  • Students understand and can name the effects of inclusive practices in multiple areas within the school community, including–but not limited to–academic curriculum, arts, residential life, and athletics.
  • Students, families, and coaches have a clear understanding of the resources and equipment available to them for each athletic program at Fay, regardless of prior athletic experience or financial capability.
  • A student’s gender does not determine their Fay experience, including but not limited to how and when specific academic lessons are learned.

Faculty & Staff Professional Development

How might we continue to develop faculty and staff in deepening their understanding of inclusion in order to grow as human beings and consistently show up for our students?
Desired Outcomes:
  • Faculty and staff are equipped to have conversations with community members about equity and inclusion work at Fay and can participate in informed discussions about how various identities show up in their work. 
  • Faculty and staff can identify and use inclusive language in written work and in conversation.
  • Faculty members are current in their knowledge and use of inclusive teaching practices.
  • Faculty and staff have a shared understanding of what it means to be a “successful” Fay student.
  • Community-led restorative practices are a key component in responding to disciplinary issues.
  • Faculty and staff feel valued and see paths for growth.

Accessibility & Inclusion

How might we evolve how we communicate about physical, financial, and academic accessibility so every member of the Fay community has what they need to experience all aspects of Fay School?
Desired Outcomes:
  • Faculty members have all of the tools needed to teach neurodiverse students from ELC through ninth grade.
  • Academic buildings, residential structures, and public bathrooms on campus are physically accessible and inclusive of multiple identities.
  • All campus signage incorporates inclusive language.
  • Students and families receiving financial aid find few if any barriers to full campus and residential life participation.
  • All faculty and staff understand and employ best practices for working with students and families for whom English is not their first language.
  • Environmental justice and sustainable practices are part of the K-9 curriculum and a priority for campus facilities.

Fay School Statement on Diversity, Equity, and Inclusion

At Fay School, we believe that a diverse, equitable, and inclusive community supports the School’s mission to establish the foundation for a meaningful life. We intentionally integrate multiple perspectives into our curriculum and community. Through ongoing attention to the diverse identities of our community members, we strive to maintain a positive culture in which every person is valued and treated with dignity. 

Students and adults at Fay work to develop the skills necessary for constructive engagement with our rapidly changing world. We are committed to honest reflection on the differences and commonalities that enrich our lives. In a spirit of service, we challenge one another to demonstrate empathy, humility, and moral courage. Each member of our community is expected to treat others with openness, attentiveness, and compassion. 
48 MAIN STREET
SOUTHBOROUGH, MA 01772
main number 508-490-8250
admission 508-490-8201