Halcyon understands that successful communities learn and create together, supported by a culture of shared values. We are committed to creating an inclusive community that appreciates and respects each person.
All are welcomed to contribute and develop a sense of agency and ownership of the school and its mission. Just as we wish all students to fulfil their unique potential, we actively nurture the same opportunities for growth for everyone in our community. We also commit to participating in the wider community through service-learning and engaging constructively with wider social challenges.
As an international school delivering a life-readying, IB education, Halcyon is committed to building a learning community that respects and celebrates individuals of different backgrounds and identities.
Halcyon London International School recognises and values that each human being is unique. Our dedication to an innovative, collaborative and community-focused school, informs and drives our commitment to diversity, equity and inclusion.
We strive, continuously, to deliver a curriculum that is strengthened by the diverse perspectives, interests, and identities of our community. We understand that by engaging with diverse ideas, perspectives, cultures, and people, our school creates the conditions for meaningful personal and academic development.
To be inclusive is to ensure that pedagogy, curricula and assessment are designed and delivered to engage students in learning that is meaningful, relevant and accessible to all.
An individual commitment to the building of a diverse, inclusive community means the active, intentional, and ongoing engagement with differences, in a purposeful manner, so as to increase one’s cultural and diversity-related competencies.
Diversity “acknowledges the variety of characteristics and categories of identity that make people unique, including but not limited to physical, social, and other characteristics (such as race, ethnicity, gender, sexual orientation, gender expression or identity, socioeconomic status, age, physical, mental and learning abilities, religious beliefs, and political beliefs.”Facing History and Ourselves, 2020
In keeping with its focus on international-mindedness and its place in the heart of London, a global city. Halcyon seeks to create a student body that is characterised by diversity of nationality, ethnic background, education and life experience. This not only helps members of our school community to learn from one another, but also it provides a life-readying educational experience that promotes a balanced, engaged social and learning community, and educates our students in an environment which represents our multicultural world.
We recognise that as a fee-paying school, social mobility and financial resources may be significant obstacles to enabling access to the widest possible pool of potential students. The Board of Trustees are committed to broadening access to the school by offering to eligible parents/guardians of students who otherwise meet our admissions criteria means-tested financial support.
The curriculum can be defined as every intentional learning experience in our school, including after school activities, trips, service opportunities, school meetings and student government. Learning at Halcyon promotes equality of access and fosters respectful, tolerant and equitable relations in a manner that values, preserves and responds to diversity and supports the IB Learner Profile.
Decolonising the curriculum is to ensure that we are inclusive of diverse knowledge and cultural systems, and how these frame different ideas and perspectives about the world.
We strive to create an open and full-participation work environment in which all individuals are valued, treated fairly and with respect and have equal access to opportunities and resources. We are pro-active in recruiting high-quality staff and ensure that the principles of Diversity, Equity and Inclusion are embedded in our internal processes and how we attract and recruit diverse talent.
We recognise that each of us has socialised, learnt cultural behaviours and norms and that to step outside of these habits of mind, and their expectations, requires “the ability to use critical-thinking skills to interpret how cultural values and beliefs influence conscious and unconscious behaviour”. To be culturally competent is the foundation of inclusive professional practice.
If you would like to contact our DEI Committee, please email us here.