“But still we must be humble and root out the prejudices lurking in our heart. We must not suppress those traits which can help us in our teaching. We must check those inner attitudes and characteristics of adults that can hinder our understanding of the child.”

— Maria Montessori, from The Secret of Childhood

Jordan Samejima
Equity and Inclusion Facilitator

Jordan Samejima works to create an environment where every student is felt seen and heard no matter their background or who they are.

GRS Statement on Equity

GRS will urgently seek equity by translating emergent needs into ongoing action.

Equity in our learning community at GRS means that all members with marginalized identities will have access to the resources and support they need to thrive, per their own definition of thriving. In order to thrive in community, all students, staff, and families must feel safe and supported, an essential element of an equitable learning environment.

GRS acknowledges that systems of oppression both benefit students with privileged identities and harm students with marginalized identities. These marginalized identities include racial identity; religious identity; ethnic identity; nationality; physical, emotional, developmental, and/or intellectual ability; neurodiversity; sex and/or gender identity; sexual and/or relational orientation; familial status; socio-economic status; immigration status; emergent language status; personal and/or intergenerational trauma history; and educational needs.

Equity action at GRS enhances our Montessori learning environment.

EQUITY PRIORITIES

GRS prioritizes accountability from an equity lens.

GRS centers the experiences of community members with marginalized identities that are not centered under White supremacy culture. White supremacy culture is an often invisible set of norms, values, tendencies, expectations, emphases, focuses of attention, practices, processes, and products that perpetuate the idea that whiteness is superior.

GRS works to dismantle White supremacy culture in its many expressions, work which is the responsibility of members of the dominant culture.

The entire GRS community rigorously examines our present systems for areas of inequity.

Staff Spotlight:
Olivia Lee Reinhardt
Upper Elem., EA

An alum and an illustrator, Olivia shares a love of culture and what they’ve been up to since graduating from Great River.

Student Spotlight:
Jamal Randle ‘25

A leader among his peers and in sports, Jamal, only in 11th grade, is already making a name for himself and setting goals with the support of family.

GRS Affinity Group

Affinity groups are spaces created for people to connect based on shared identities, ideologies, or interests. The creation of these spaces are important in cultivating community and belonging. Today, there are several such affinity groups that provide safe spaces for our students.

Upper Adol. BIPOC
Lower Adol. BIPOC
Elementary BIPOC
GSA (Gender Sexuality Alliance)
BIPOC GSA (Gender Sexuality Alliance)
SAM (Students Against Misogyny)

Learn more

Upcoming DEI Events in April 2024

Autism Acceptance Month

April 2nd
Autism Awareness & Acceptance Day
Celebrating neurodiversity and honoring the contributions of people on the autism spectrum and the autism community to our nation and the world!

April 9th
Eif al-Fitr
(End of Ramadan)
Festival of breaking the fast

The translation of “Eid al-Fitr” from Arabic sums up the holiday as it means “festival of breaking the fast.” Eid al-Fitr is celebrated during the first three days of Shawwal, which is the tenth month in the Muslim (lunar) calendar.

April 25th
BIPOC Parent Committee Meeting

We are on Native land [Miní Sóta Makhóčhe], land from which Dakota [Dakhóta Oyáte] people were forcibly removed. This land carries the stories of the Dakota people, of their struggles for survival and identity, and of their resilience and wisdom.~ Colleen Bell