Open Door Policy: Inspired by Inclusivity

"Developing introspection in our students is what we want to do with Open Doors," said Belo, who, in addition to coordinating Open Doors programming, is also the Second Grade Teaching Assistant. "It’s about giving our youngest Admirals this foundation of looking within and also understanding that other people could feel the same, or differently, as you."

 

Open Doors is one of Severn's many character-focused initiatives. The program helps Lower School students identify how to learn about each other and themselves. Every trimester, Belo selects a new theme centered around understanding and self-growth and develops lessons tailored to each age group. The first trimester theme is inclusivity. 

 

Belo believes that inclusivity is an idea that all students can relate to. "I was thinking about all the new students coming in, and I wondered what it's like to be the new kid," she said. "It's a scary feeling, and one that we all feel at some point."

 

Belo drew inspiration from watching her students throughout the last school year. While positive social interactions generally happen naturally, she recognized an opportunity to create awareness around being inclusive and that, by pointing this out, students might become more intentional about making room for others.

 

"We want our students to look past themselves and recognize their classroom as a whole," says Belo. "It's so easy to include someone. We want to encourage that." 

 

Making the Message Meaningful 

 

The most challenging part of Belo's process is tailoring her messaging for every grade level, from preschool to fifth grade. 

 

Belo starts with her second-grade students. "I build the program based on a book I pick for the students I teach," she said. Once I find that book, I can find books with similar themes that will be approachable for each grade level."

 

Belo selected The Invisible Boy by Trudy Ludwig for fourth—and fifth-grade students as it perfectly aligns with the theme of inclusivity and offers valuable lessons on acceptance and understanding.

 

In the book, a boy who feels invisible to his classmates eventually becomes friends with a new student. Their friendship starts with a simple smile. A vital component of this trimester's theme is how small actions – a simple smile – can help make everyone feel included.

 

Each grade level participates in Open Doors during their scheduled library time. After reading the chosen book together, they hold a group discussion. They are often asked to put themselves in the characters' shoes and describe how, for example, being excluded would feel. This allows the theme to become tangible.

 

Every Open Doors session from first grade up starts with a message of affirmation from each student. This message helps students recognize they are in a safe space to share their stories, which increases their ability to relate to the message. 

 

"Having students open up their minds and emotions to others is key," said Belo. "We want them to challenge themselves to be vulnerable while still feeling comfortable in their skin."

 

Open Doors sessions for preschool through kindergarten students are more structured. Guided group reading, focused on recognizing emotions and thematic elements, helps the youngest of Severn's students conceptualize inclusivity. 

 

"Our preschool, prekindergarten, and kindergarten students love to read picture books, and they also love to move," said Belo. "We read the book and do an activity teaching them about the concept while also having fun." 

 

One activity that Belo uses to showcase inclusivity involves a large canvas. Students lift and hide under the canvas but are asked to exclude an adult. They discuss how it must feel to be excluded from the fun, if they want to feel that way, and what they can do to include everyone in their activity.

 

Targeting the Takeaway 

 

The true goal of Open Doors is to ensure that students take what they've discovered and utilize the lessons as they form their own opinions and perspectives.

 

"Students notice their surroundings more after these lessons," said Belo. "With the inclusivity lesson, they are learning that you don't have to do much to make someone feel like they belong. That it's easy to include someone and make sure they feel like they have a place in their community."

 

This opening theme has been a hit with students. A few have found themselves comfortable enough to share personal stories about times they've felt excluded. These honest discussions have allowed students to understand their relationships and themselves better.

 

The positive impact of these lessons is evident schoolwide. Students are taking what they have learned, putting it into practice, and teaching their peers to do the same. And, as Belo says, "You can say so many things with just a smile."