Gender & Inclusivity Statement

Anti-Discrimination Statement

SVCMS is committed to providing an environment within which all employees, faculty, students, volunteers and others are treated with respect and that is free of harassment. SVCMS prohibits conduct that is disrespectful, disparaging or unprofessional as well as harassment based on race, color, national origin, ancestry, creed, religion, sex (which includes marital status and pregnancy), sexual orientation, gender identity, gender expression (which includes transgender), disability or need for special education services or any other basis protected by federal or state law.  

Affirmation (youth-specific)

As Montessorians, we know that children construct themselves through interactions with their environment and therefore know themselves best. We listen when children tell us about their identities and follow the child as always. SVCMS respects the individuality of each child and nurtures a sense of wonder and curiosity about our differences. Gender is complex and unique to each individual, and we acknowledge the individual journey of every child as they explore their own identity. SVCMS affirms youth of all gender identities: agender, cisgender, gender-fluid, non-binary, transgender, and any other genuine expression or exploration of gender identity.

Gender Across Levels

Montessori is a child-centered, developmental approach to education. As such, gender and identity topics are addressed using age-appropriate language and concepts. Many times these discussions are initiated by the children’s questions, observations, and connections.  

In our Children’s House, as a part of Grace and Courtesy lessons like Shaking Hands, Introducing Self, and Introducing Others, children learn about using a person’s correct name and pronouns. When working on language skills, children use Learned Word Lists that include gender-neutral pronouns. During Family Sorting work, children are able to create a family using figures featuring different genders, ages, ethnicities, and abilities. Children learn about each other’s identities and families through family photos and self-portraits displayed in classrooms. Our classroom libraries also include books that feature a variety of families with different genders, ethnicities, and abilities represented.  

In our Lower Elementary classrooms, students learn about gender pronouns (she/he/they)  as a part of the Grammar curriculum. As a part of our Reader’s Workshop, children learn about identity and the many types of identities we each hold as an individual, a member of a family, and part of a larger community. A lesson using the book Who Are You? by Brook Pessin-Whedbee introduces concrete terminology for gendered language, gender pronouns, and gender expansiveness. Within Art class, students have the opportunity to draw and share their self-portraits. Staff affirm identity expression in clothing and hair style choices, and strive to support students wherever they are in their exploration of their identities. 

In our Upper Elementary classrooms, our students learn about gender pronouns (she/he/they)  as a part of the Grammar curriculum. Additionally, during lessons about the History of Language, the translation of gendered words into English is discussed. Students also notice types of gender equality when studying historical fiction in literature groups. Guides continue to support students in their identity formation, as individuals and community members. 

In our Middle School, most of our students’ work with gender occurs as they navigate systems and the wider world. In the Peace curriculum, students participate in lessons about different types of identities we all hold and experience. In SEL Improv and Performance lessons, students explore self-expression—including their gender expression— during character work, along with work on perceptions, stereotypes, and conflict resolution. During skills lessons, students continue to learn about pronouns during Grammar work, including differences between English, Latin, and Spanish. In addition, students often initiate discussions in literature groups around how a character’s gender influences their choices and behavior. Staff and students work to acknowledge and support each student’s individual identity, especially in preparation for the transition to high school. Adolescents at SVCMS may initiate creation of a gender communication plan on their own if desired.

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