Equity and Inclusion

our intention

- Cultivating a diverse and inclusive community that honors and celebrates difference through dialog and engagement;
- Embody a wide range of multicultural perspectives in the curriculum through practice and materials; 
- Commitment to further diversifying the community of families, faculty and staff through active recruitment of a diverse student body, faculty, staff, and administrators; and
- Be informed by the NAIS (National Association of Independent Schools) Principles of Good Practices - Equity and Justice

Our Commitment to Inclusivity

Boulder Country Day School recognizes and values all forms of diversity and is dedicated to providing an inclusive environment which honors each member for their individual differences, experiences, and strengths. Our intentional commitment to embracing and exploring aspects of diversity, equity, and inclusivity in support of social justice empowers all members of our school community to flourish as unique, confident, compassionate, and ethical individuals.

Parent Testimonial

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  • From the first tour we took until today, our family has been treated like every other family. Being gay is a non-issue.

    When we were researching kindergarten for our now-8th grade daughter, we wanted to find a place where our two-mom family would be welcome. We found that place at Boulder Country Day. From the first tour we took until today, our family has been treated like every other family. Being gay is a non-issue. Our kids have made friends, been invited to playdates, and gone to birthday parties just like other kids. We made friends with other parents and regularly socialize with them. When my wife was diagnosed with a serious illness, the BCD community stood by us: meals delivered, carpools arranged, kids taken to the movies -- so many acts of kindness it's hard to recount them all. This is an intentionally kind and inclusive community. Both our kids (who are very different people) have thrived at BCD. The school has a strong academic focus and a structured environment. I wasn't completely sold on the "structured" part when my daughter first started kindergarten. Would it be rigid or stifle creativity? But I realized over time that the structure made my kids feel more secure which meant they could learn and do more. Frank Reagan said that life should be a series of daring adventures from a safe base. BCD has given my kids a safe base. I can already tell my oldest is ready for the daring adventure of high school -- she's thoughtful, confident, academically prepared, and excited for the next challenge. BCD has been a wonderful school for our family.

                           - Shelly Cadora, Board Member

anti-bias education is...

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Lessons from within our classrooms

Below are examples of lessons that have been taught in our classrooms.


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Elementary (K-2)

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elementary (3-5)

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Middle School

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  • Meet Randi Reinhold, BCD's Coordinator of Equity & Inclusion

    As far back as I can remember, I have always felt driven by a desire to see, know, and understand others who are both similar to and different from myself.
    Read More

List of 3 frequently asked questions.

  • Randi Reinhold's bio

    Randi Reinhold is a progressive educator who has spent the last 14 years working in various capacities to support young people’s social, emotional and academic development. He has taught grades K-3, predominantly in independent schools in New York City and most recently held the position of Afterschool Program Coordinator at The Little Red School House and Elisabeth Irwin High School before moving to Colorado. Throughout his career, Randi has been actively involved in the work of equity and diversity. He designs and facilitates workshops for youth and adults that focus on identity, ally work and inclusive teaching and has worked as a volunteer counselor for youth in crisis. Randi aims to make people feel seen and validated, to support folks in building connections and to engage in brave conversations. He enjoys creating, performing, exploring nature and connecting with family and friends.

    College of Staten Island, CUNY (Staten Island, NY)
    BA English May 2001

    Hunter College, CUNY (NYC)
    Completed 36 credits toward MS Childhood Education

    • NAIS People of Color Conference (PoCC), improving inter-cultural climate in Independent Schools (2019)
    • Racial Identity, theories, development, systematic effects & best practices with students (2018)
    • Rocky Mountain Early Childhood Conference, professional development for EC Educators (2018)
    • Restorative Practices Orientation, introduction to Restorative Practice & Restorative Justice (2018)
    • TRANSforming Gender Conference, increasing visibility and education about transgender identity (2018)
    • Mindful Schools: Mindfulness Fundamentals Course, mindfulness meditation for educators (2017)
    • NYSAIS After School Conference, focusing on mindfulness and applied attention (2016)
    • Seeking Educational Equity and Diversity (National SEED Project), driving community changes (2015)
    • Math in the City Summer Institute: Early Number Addition and Subtraction (2014)
    • Responsive Classroom Summer Institute on creating a positive learning community (2013)
    • White Privilege Conference, led discussion with faculty about white privilege in education (2010)

    • Darn! Bit Again?! Addressing Micro-Aggressions in Proactive Ways: for High School students & faculty at annual #ItHappensHere Conference (2016)
    • Are You A Boy or a Girl? Gender Identity Development
    for New York State after school administrators at NYSAIS After School Conference (2016)
    for educators and caregivers of pre-school students at Maple Street School (2016)
    for pre-school educators at national Little Chairs Big Differences Conference (2015)
    Introduction to Gender Identity & Sexuality: for middle school faculty at Blue School (2016)
    • Personal Identifiers and Ally Work: for first and second grade teachers at Blue School (2015)
    • Wild Creatures, Queer Families, Process Drama: A Workshop on Gender Roles and Stereotypes: for faculty
    and educators at global Teaching Innovations Conference (2014)
    • Gender Roles & Bullying: for students and families of LREI (2011)
    • Diversity & Inclusive Teaching: for lower school faculty at LREI (2009)
  • What is a Coordinator of Equity and Inclusion?

    The Coordinator of Equity and Inclusion serves as a resource for all members of the BCD community, providing education and support for faculty, staff, students and families in relation to cultural competence and social justice. This work involves providing strategic leadership in the areas of diversity, equity and inclusion in connection with the school’s mission and vision.
  • What Does a Coordinator of Equity and Inclusion Do?

    • Provides strategic leadership in the areas of diversity, equity, inclusion, and justice to ensure that all of the school’s efforts and activities take into account BCD’s diversity, equity, and inclusion needs and goals
    • Chairs the faculty and staff Diversity, Equity, and Inclusion Committee
    • Develops and presents workshops for faculty, staff, and parent learning; connects with outside organizations and individuals for relevant training and learning
    • Supports faculty with curriculum development and implementation
    • Works with students in all three divisions in support of equity and inclusion related activities
    • Acts as a resource for various diversity and affinity groups within the school community
    • Serves as a resource for faculty/staff, trustees, parents, students, and administrators seeking information about diversity and equity-related issues, including responding to issues and difficulties as they arise in the community, and helping constituents find the most appropriate route for addressing their particular concerns 
    • Networks with other diversity, equity and inclusion leaders from independent schools in Colorado and across the country

Ways to Engage

BCD invites community members to engage in our various equity and inclusion initiatives.

BCD's Parent Discussion Group on Diversity, Equity & Inclusivity
The goals of this group are to provide an opportunity for BCD parents and caregivers to:
  • Explore social and cultural identities
  • Strengthen relationships and build community
  • Develop tools for supporting children’s positive identity development
Purpose Statement:
We seek to create a positive space for reflection, dialog, learning and growth as opposed to a forum for debate or problem solving around specific issues. It is only through this personal work that we can seek to better understand and support others. In order to create and maintain a welcoming and supportive space in which to engage in such work, we will establish and practice guidelines for discussions and draw upon relevant texts and frameworks, keeping respect and learning at the center.

BCD Affinity Groups
Meetings of people with shared affinity provide opportunities to build community, identify issues and generate discussion. The ultimate goal is to create group environments where parents share experiences, learn from one another and strengthen our community. Affinity groups are for parents, by parents and hosted in casual off-campus locations.
Affinity groups have included:
  • Parents of Students of Color
  • Modern Families
  • Parents of Students with Unique Learner Profiles
NAIS on Affinity Groups

Equity & Inclusion Stories

Boulder Country Day School    4820 Nautilus Court North • Boulder, Colorado 80301 • Phone - 303.527.4931 • info@bouldercountryday.org
Boulder Country Day School, where academic distinction meets education with character. BCD is a top rated, accredited private school in Boulder, Colorado where every child has the opportunity to discover their own unique excellence. Distinguished by small class sizes, outstanding faculty, engaging academics and a focus on community, our preschool, elementary and IB middle school teachers strive to create a well-rounded educational environment that balances traditional subjects with the arts, world languages, athletics and project-based learning.