Student Equity Board’s Initiatives

By Natalie Cooper

Founded by members of the Class of 2019, Winsor’s Student Equity Board seeks to promote diversity, equity, inclusion, and justice (DEIJ) within the Winsor community. The Board is composed of four committees: the Wellness Committee, the Community Engagement Committee, the Curriculum Committee, and the Student Relations Committee. By splitting the Board into four distinct yet interconnected categories, the Board gains an advantage—the ability to spread the values aligned with DEIJ work more efficiently throughout the Winsor community. While each committee operates independently, the Board periodically joins together as a whole and even invites members of the larger Winsor community to participate in Board meetings. 

In past years, the Board has organized advisory discussions, facilitated dialogue nights with parents, and collaborated with other similarly minded communities such as PIC (Parents for an Inclusive Community) to spark conversations around DEIJ work. This year, the Board has focused on creating more tangible resources for the community to enjoy. Though much of the Board’s work is done behind the scenes through research and planning, there is one eye-catching, striking, and breathtaking work that was carried out in part by members of Winsor’s Student Equity Board. The new “Winsor Tree,” located in the lunch hallway, is an art piece designed by the Student Equity Board, Collect, and Students Association for Fine Arts, “aiming to recognize and celebrate the unique aspects of each student’s identity.” This collaborative effort resulted in a beautiful piece of art that faculty, staff, and students alike can admire and observe each day. The tree serves as a beautiful reminder of the student body’s diversity while rooting us within Winsor’s larger community. 

Caroline Shin ’23 reported the Student Equity Board’s upcoming project: “Right now, we are working to finish up our long-term project: the reporting system and supplementary pathway guide. The pathway guide will facilitate potential courses of action for students who have experienced or witnessed offensive speech or conduct, compiling resources and options for community members.” Members of the Board were inspired to create a reporting system and pathway guide after seeing similar initiatives put forth by other schools, such as Phillips Andover Academy’s “Reporting Guide” for students experiencing bias. The Board hoped that “the reporting system will provide a space for students to report incidents applicable to DEIJ issues anonymously if they choose.” Shin noted, “Overall, the SEB is super excited to get this framework up and running, and we think it will be a great addition to the resources available at Winsor.” 

The Board stands as a strong symbol for Winsor’s desire to make needed changes for the Winsor community and to bring recognition to important work revolving around equity and DEIJ issues. While initiatives such as the reporting system will take time, the end result will be a great addition to Winsor’s current resources promoting DEIJ work, and in the meantime, the school can admire the beautiful tree.