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Diversity, Equity & Inclusion


Canterbury School embraces a commitment to diversity and seeks to ensure a sense of belonging and inclusion for all members of our community. We believe the ideal learning environment is one that recognizes and celebrates the unique story of every individual, allowing their perspectives to be valued, their needs to be supported, and their voices to be heard.  

Our school welcomes the myriad histories, backgrounds, and identities of each of its members, and we believe their shared experiences, in and out of the classroom, inspire meaningful relationships and mutual respect that enrich our school life. Our students come together from around the world and develop lifelong cross-cultural skills that they need to lead ethical, compassionate, and successful lives—both on our campus and beyond. By learning these skills and expanding their minds and hearts, our Saints are prepared to be the next generation of moral leaders who will creatively and empathetically work towards a more just and equitable world.

All who live, learn, and work on our campus share the unceasing responsibility of cultivating diversity, equity, and inclusion at our school. Through our program, policy, and practice, we commit ourselves to forming a welcoming, secure and healthy community that fosters acceptance, celebrates differences, and promotes respect for each of our students, their families, and all of our colleagues. 

Diversity within Canterbury encompasses
race, ethnicity, gender, socio-economic status, religion, intellectual and physical ability, gender expression, sexual orientation, age, family structure, language, and geographic place of origin. 


“To be sure, it is Canterbury’s values and infrastructure that create the opportunities for us to teach and challenge our students to think more broadly, take care of one another more deeply, and work at playing a true role in social justice more proactively, personally, and genuinely.  It is these very values and infrastructure that welcomed student voices in recent years, voices that identified programming and “spaces” our students needed for conversation, affirmation, and action.” HEAD OF SCHOOL RACHEL STONE P '23, '24