We are committed to the education and development of all children through the fostering of an inclusive community. We provide a caring, competent, engaged, and diverse staff. In the interest of fostering a vibrant community, the school admits and welcomes students and families of all backgrounds. School programs such as the Student Support Committee, based on the work of Kim John Payne, foster a sense of inclusiveness and seek to address issues of social conflict and discrimination before they begin. With student support work, the entire community is responsible for the safety and civility of the campus culture, both in the classroom and in the wider school community.
Waldorf curriculum is inherently diverse as it covers a global range of subjects. By the time the students are in eighth grade, they have had a wide exposure to the geography and many cultures of the world. Through authentic exposure to different celebrations and cultural practices, we prepare the students to be world citizens, with the goal of reducing ignorance and racism. Teachers support class celebrations related to the curriculum and to reflect the student population, which may include Chinese New Year, Persian New Year, Sukkot, Passover and Diwali, among others.
All extracurricular activities, clubs and sports, are open to all students. We have a strong basketball program, in which most of the 6th, 7th, and 8th grade students of all genders participate. We have a gender neutral dress code for school and concert attire.
What is the appropriate pronunciation of each of the indigenous names?
- Patwin [PUTT-win]
- Cachil Dehe [CATCH-ill DEE-HEE]
- Kletsel Dehe [KLET-SELL DEE-HEE]
- Yocha Dehe [YO-chuh DEE-HEE]
- Wintun [WIN- tune]
Our School's Non-Discrimination Policy States:
The Davis Waldorf School believes no person should be excluded from participation in, be denied the benefits of, or be subject to discrimination in any educational program or activity available in the School on the basis of race, color, sex, religion, age, marital or familial status, sexual orientation, physical or mental disability, pregnancy, national origin, ancestry, veteran status, , gender, gender identity, gender expression, nationality, race or ethnicity, religion, sexual orientation, or any other protected characteristic under federal, state, or local law, including that which is contained in the definition of hate crimes set forth in Section 422.55 of the California State Penal Code. State law requires all students shall be permitted to participate in sex segregated school activities and programs, including athletic teams and use facilities consistent with their gender identity, irrespective of the gender listed on the student’s records. (Education Code 221.5) For the purposes of this policy, “facilities” includes restrooms and sleeping facilities for school activities (field trips), etc.
Davis Waldorf School further believes individuals with disabilities are entitled to full and equal access, as other members of the general public, to the School’s services, privileges, and/or advantages, etc., subject to the conditions and limitations established by law, or state and federal regulation.
Davis Waldorf School Statement on Diversity, Inclusion and Equity
The cornerstone of Waldorf education is the active commitment and practice to honor the sacred being in each of us as we work in community together. We prioritize values that foster diversity, equity, and inclusion in the daily academic lives of all students and faculty members in our community.
We acknowledge that racial biases are embedded in the very fabric of our culture and support systems of privilege and oppression. In our striving to cultivate an anti-racist and culturally responsive school community we are actively engaged in the ongoing evaluation of curricular content, teaching practices, and institutional policies to find and eliminate racial biases. We are dedicated to creating an inclusive community that respects and affirms each of our members, honoring our diversity of culture, ethnicity, race, religion, family structure, socioeconomic status, sexual orientation, gender identity, physical abilities, and unique learning styles.
The founder of the first Waldorf School and anthroposophy, Rudolf Steiner (1861-1925), was an artist, scientist, philosopher, and spiritual researcher. He developed insights into many practical applications for the benefit of humanity, including medicine, farming, and of course, education. Rudolf Steiner addressed questions of individuality, race, ethics, and religion among his talks and writings in the early 20th century. We acknowledge and understand that some of these lectures and passages that characterize race and other group identities are deeply offensive. The negative views of race and religions in these passages are unacceptable and do not inform Waldorf education or any aspect of the work at the Davis Waldorf School.
We are opposed to any form of racism or nationalism and find that these are in complete contradiction to the mission of Waldorf education and to the modern change in consciousness.
As a result, our aim is to establish a community that reflects Steiner’s Social Motto: The healthy social life is only found when, in the mirror of each human soul, the whole community finds its reflection, and when, in the community, the virtue of each one is living.