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The school’s mission is to prepare scholars who are ready to work in diverse environments and collaborate with members of the community from different backgrounds. Some of the core values that guide the school in achieving this mission include

  • Global citizenship

  • Pursuing excellence

  • Leading through innovation

  • Helping children grow by learning

The school pursues its mission by collaborating with other stakeholders (including the personnel), applying the latest technology to facilitate learning, and exploiting the available community resources to enhance the wellbeing of the students.

Myths Related To the Culture of Poverty

The institution is aware of several myths that some members of the community have regarding the impact of poverty in the academic achievement of their children. These myths do not hold, and most of them are mere misconceptions.

Myth: Children from poor families are unmotivated and weak learning ethics.

The reality: There is no empirical evidence to show that being poor makes students possess less learning ethics and motivation compared their counterpart from the rich families. On the contrary, experience and studies have taught us that the tendency of the society to label the poor people as lazy is a form of stereotyping (Gorski, 2012).

Myth: Poor parents are less involved in their kids` learning since they do not attach any value to education.

Reality: The low-income and high-income parents develop the same attitude towards learning (Oudo, Poipoi &amp Were, 2014). However, we have learned that the low-income parents are more likely to miss in school functions compared to their high-income counterparts. Our investigation showed that these avoid the school functions and refuse to be involved in the learning process, not because of their attitude towards education, but the fact that they have to work for long hours to make the ends meet leaves them with no extra time. As an institution of learning, we create an environment and schedules that are convenient for parents as well as students from low-income and high-income families. Therefore, the institution of learning has a role to play in facilitating the involvement of poor parents in the learning of their children.

Myth: Students from poor families are linguistically deficient

Reality: Studies and our experience as an institution have helped us realize that all people apply a full continuum of language registers, irrespective of their economic status or other social as well as demographic characteristics (Lin, 2016). Therefore, we take it as our responsibility to help all our students understand and learn how to apply these continuums of language with the objective of empowering all of them to learn and communicate effectively.

Characteristics of Our Inclusive Culture

The school has strived to establish an environment that helps it accommodates every child and help them feel as part of it. Our desire to create an inclusive environment is based on the fact that the institution serves as a learning center that attracts students from different backgrounds. Our buildings are accessible to children with disabilities, which helps learners with special needs to compete fairly with the rest of the students. Our teachers come from different races and all of them have undergone the cultural sensitivity training. This has empowered them to treat all students equally and understand different things from their perspectives. Our school uniform and the policy of inclusivity are significant tools that enable us to establish an environment that help learners from poor backgrounds to become part of the institution and compete with their peers from the rich families. A combination of these factors has resulted in the development of an inclusive culture.

Community Resources That Foster an Inclusive Culture

Although we understand that the institution of learning has a primary responsibility to establish an inclusive culture, we appreciate the fact that the community has a lot of resources that can foster inclusivity. By inviting the students to take part in the community work programs (such as cleaning the streets), the community can create a platform on which learners can interact with adults and their age mates from different backgrounds. In addition, there are many cultural and music festivals that are organized by the community annually. These events allow students to learn values as well as beliefs of others, thus empowering them to interact with them effectively in school and other settings.

High-Order Thinking and Technological Skills

The school teaches high-order thinking skills in order to prepare its personnel and students for the challenges that they are likely to face in the 21st century. We believe that students and members of staff who possess the skills (such as problem solving, logical reasoning, and judgment) are well prepared to exploit the resources available in the community. These skills are developed among the personnel by organizing the staff training programs. The schools enhance the high order thinking skills by integrating them into the curriculum and using technology-based platforms (such as the Blackboard) to facilitate an engagement between learners and educators.





Gorski, C. (2012). Perceiving the problem of poverty and schooling: Deconstructing the class stereotypes that mis-shape education practice and policy. Equity and Excellence in Education, 45 (2), 302-319.

Lin, A. (2016). How language varies: Everyday registers and academic registers. New York, NY: Springer.

Oudo, E., Poipoi, W. &amp Were, D. (2014). Relationship between parents’ attitude towards educational involvement and academic performance of day schools in Samia. International Journal of Human Resource Studies, 4 (3), 147-156.