5
not operate in
isolation. Given
their intersec-
tions, we can
use mutually
supportive and
reinforcing strate-
gies to address
them. As SPS incor-
porates an integrated
social norms and bystander
model more fully, it appropriately complements the
Living in Community curriculum, established in the fall
of 2013 to replace and enhance the pre-existing Residential
Life curriculum, and other messages designed to sup-
port healthy student culture.
The introduction of such prevention and education
programs is important, yet a public health approach also
explores the broader context and environment in which
behaviors occur. The environment is in many ways more
influential than individual skills and knowledge in shaping
behavior. So, we have more work in front of us to examine
the “system” of St. Paul’s School, ensuring there is full
alignment with SPS values and mission.
This close attention occurs within an important broader
context. We are operating in a new era. The searing focus
of college officials on sexual violence and its related risks
concentrates attention on high-risk students and groups,
incoming students included.
There are positive external forces also at play, suggest-
ing that we not focus exclusively on reducing risk, but
rather on lost opportunity when it comes to issues of
student health and safety. Schools and colleges increas-
ingly are creating science-based well-being efforts to
support students across the physical, emotional, social,
intellectual, and spiritual domains, allowing them to
thrive and flourish in their years on campus and beyond.
This, too, is a worthy course for St. Paul’s School.
I remain hopeful for the St. Paul’s community. I have
witnessed numerous campuses apply the evidence base
and requisite resources against these challenges to good
effect. Moreover, St. Paul’s can engage its many strengths,
assets, and allies in the School’s efforts to become a leader
among secondary schools on these issues. As the SPS
mission includes modeling and teaching “a respect for self
and others; for one’s spiritual, physical, and emotional
well-being,” I encourage you, as alumni, to consider your
own role in protecting and promoting the collective
health, safety, and well-being of our community.
Building a Healthy and
Inclusive Community
St. Paul’s School introduced the Living in Community (LINC)
program in the fall of 2013. The comprehensive residential
life curriculum is built on evidenced-based public health
models. LINC strives to nurture students’ healthy develop-
ment by building their social and emotional competencies in
areas of self-awareness, self-management, social aware-
ness, relationship-building, and positive decision-making.
LINC includes foundational courses for Third and Fourth
Formers and reaches the entire student body during Com-
munity Outreach and LINC Days, house and advisory team
meetings, and a new Focus on Healthy Community initiative
that brings expertise from around the country to enhance
the School’s relationship-building curricula.
The sexual assault and trial have been deeply painful for
the members of the St. Paul’s School community. What has
emerged is the School’s commitment to residential educa-
tion using a system-based public health approach that fos-
ters a safe, healthy, and inclusive community and culture.
“It’s about closing the gap between our stated values and
our lived values,” says Vice Rector for School Life Jada
Hebra. “And when we’re not living up to those values, we
identify what we need to do to make sure we are.”
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