e Story Within
Fostering Identity, Belonging, and Purpose Through Education
Alvaro Loza Middle School Dean of Students
Roxy Nielsen
Director of DEIB & Associate Director of Admissions
At Episcopal Day School, we understand that education is not just about academics—it is about shaping individuals who know themselves, understand their place in the world, and move forward with confdence and purpose. From the earliest years, our students are encouraged to explore their identities, articulate their values, and develop the self-awareness that will guide them through high school and beyond. Our curriculum is carefully designed to create moments of deep refection and meaningful engagement, allowing students to see themselves as capable, thoughtful, and empowered members of their communities.
This year, we have been fortunate to host several assemblies centered around cultural exploration and celebration. For Lunar New Year, we welcomed Lion Dance Me to campus. Featured on America’s Got Talent, this dedicated team works to preserve the cultural art of dragon and lion dance. Students watched in amazement as the performers executed skilled stunts and danced through the crowd, ofering an up-close look at their beautifully designed costumes.
In February, during Black History Month, students explored the history of stepping and the power of Black percussive dance in America. This engaging presentation was led by Molodi Live, an organization dedicated to centering, serving, and celebrating the art and language of step-dance. Later in the year, we welcomed author Omar Mohamed for Author’s Day. He shared his graphic novel, When Stars Are Scattered, a true story about his experiences growing
up in a refugee camp with his brother. Through heartbreak, hope, and gentle humor, Omar’s story highlights the challenges of waiting for a better future while fnding ways to create family and home in the most difcult circumstances. Students embraced our Episcopal value of inquiry by asking thoughtful questions about his life and journey. In early spring, we hosted our frst Multicultural Potluck, which was a huge success! Families gathered in the courtyard to share delicious food, experience the varied cultural traditions within our community, and enjoy time together.
School assemblies and cultural celebrations like these are just a few of the ways we empower students to learn about themselves and their classmates, fostering a deeper understanding of the diverse world around them.
Through Leadership and Service Class, students learn not only about civic responsibility but also about their own strengths and passions. They engage in discussions that challenge them to think critically about justice, empathy, and their ability to make an impact.
These lessons are reinforced in studentled conferences, where students take ownership of their learning, setting goals and speaking openly about their growth. Rather than being passive recipients of feedback, they develop the skill of selfadvocacy—an essential tool for their future academic and personal success.
This journey of self-discovery is further enriched through chapel talks, where students have the opportunity to share their refections and experiences with their peers. Standing before their classmates, they articulate their beliefs, tell their stories, and gain confdence in their own voices. In these moments of vulnerability and courage, students begin to see themselves as individuals with perspectives worth sharing and as members of a community that values their unique contributions.
Identity formation at EDS is also interwoven with our commitment to developing an appreciation in our students, for cultures that erent from their own. Through community presentations and celebrations that honor diverse traditions, students gain a broader understanding of the world and their own place within it. Whether participating in events that highlight Hispanic Heritage Month, Lunar New Year, Diwali, Ramadan or Black History Month, they see the richness of diferent experiences while also deepening their understanding of their own backgrounds. The ability to appreciate both personal identity and collective history is essential to developing a well-rounded, empathetic perspective.
Projects like The Best Part of Me further reinforce this sense of self-discovery. When students refect on and celebrate an aspect of themselves—whether physical, personal, or intellectual—they learn to recognize their own worth.
This exercise, simple in concept but profound in impact, encourages students to take pride in who they are, fostering both confdence and belonging. It is one of many ways EDS helps students see themselves not just as learners but as individuals with agency and purpose.
Together, these experiences—academic refection, public speaking, appreciation for cultural diferences, and self-expression— form the foundation of a holistic approach to education. The journey of identity formation is not confned to a single program or moment but is instead an ongoing process that unfolds through each intentional experience EDS provides. When our students leave for high school, they carry with them more than knowledge; they carry a deep-rooted
understanding of who they are, the confdence to advocate for themselves, and the awareness that they have the power to shape their own futures. At Episcopal Day School, identity is not just discovered—it is cultivated, nurtured, and celebrated, ensuring that each student steps into the world with purpose and resilience.
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What Does It Mean to Be a Mustang?
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For our inaugural Blue & Gold Pride Day this year, we asked students to write re be a Mustang. From friendship and courage to trying new things, their ideas show just how many ways there are to embody the Mustang spirit and why it is so special to be a Mustang. Being a Mustang means something di every student—and that’s what makes our community so special. Here, you get to be you!
“A moment that I will never forget as a Mustang is during May Day, they played the wrong track, but we kept dancing with big smiles on our faces anyway. That’s what being a Mustang is to me.”
Haley, Fifth Grade
“ Being a Mustang means to be kind and showing new people around. Go Mustangs!”
Evan, First Grade
“Mustangs fght for their beliefs, and they do so with love and compassion for themselves and others.”
Vana, Seventh Grade
“I like being a Mustang because the school is welcoming, and the school has kind students. I also like how everyone is unique, I feel supported and never left out. I like how the school cares about safety. I like how everyone is smart in their own way. That is what I like about being a Mustang. Go Mustangs!”
Cate, Fourth Grade
“ Being a Mustang shows who we are as humans. It shows how we treat people. It makes you feel brave to share your emotions. It is an inclusive environment and will always lift you up when you are down.”
Advik, Sixth Grade
“I like that my sisters go here. I get to see them during the day sometimes. My favorite thing is naptime, of course"
Remi, Pre-K
“Every kid in our school is kind and smart. Every kid is a Mustang down deep in their heart. They have their own day to fll with fun. I learn all day, and I’m sad when it’s done. Go Mustangs!”
Ellen, Second Grade
“Being a Mustang means spreading love”
Healy, Kindergarten
“Mustangs make others smile. A time I have seen someone show true Mustang spirit is Ms. Julien as a person. She saw me running to Chapel one time from the sidewalk, and she yelled “HI AUDREY” to me, and it made me smile.”
Audrey, Eighth Grade
“I think being a Mustang means you will be part of a community that is caring and helps each other like a family. For example, if someone gets hurt, someone else would go get them an ice pack or a band-aid. Being a Mustang will encourage you to be you! You don’t need to blend in, just be you! This is what I think makes a Mustang!”
Caleb, Third Grade
