Menlo School
May 2026
A Blueprint for Belonging
In this KnightLine, learn how the latest EDIB Strategic Plan aims to deepen Menlo's culture of belonging, from student support systems and identity-affirming classrooms to cross-departmental collaboration and authentic parent engagement.
Menlo has long believed that real, transformative learning requires risk-taking. And that to feel safe enough to take risks, you must first feel like you belong—that you matter here, and that the school is stronger because you are part of it.
As many organizations soften their commitments to these values, we see them as core to who we are as a school. “A sense of belonging strengthens relationships across lines of difference, encourages empathy and courage, and prepares our students to lead in a diverse, complex world,” said Director of Institutional Belonging, Carmen Borbón. Which is why we’re doubling down, investing in the people and programs that sustain community, putting the finishing touches on our third EDIB strategic plan, and aligning our strategic priorities around culture, belonging, and student well-being.
“Belonging does not happen by chance,” Borbón said. “It must be built intentionally, strengthened consistently, and reflected in every part of school life.”
“Belonging does not happen by chance. It must be built intentionally, strengthened consistently, and reflected in every part of school life.”
—Carmen Borbón, Director of Institutional Belonging
Belonging Together
In her first year leading Menlo’s EDIB effort, Borbón draws on more than a decade of experience at Menlo as an Upper School history teacher, department chair, and inaugural Director of Student Belonging. She can’t help but smile when raving about her team—Director of Family Support Miriam Magaña, Assistant Director of Family Support Fatima Taungahihifo, and Assistant Director of Student Belonging Courtney Tyler—who work tirelessly to ensure that every student knows they matter here, every adult sees themselves as a steward of our culture, and every family feels they have a valued place in our community. “This work is essential and I can’t imagine a better team of people to lead it,” said Head of School Than Healy.
Menlo’s latest EDIB Strategic Plan reflects the department’s expertise, collaboration, and commitment. Constructed in collaboration with the EDIB Board Subcommittee and informed by the Authentic Connections and pulse-check surveys, this plan builds on Menlo’s first two strategic plans (from 2014 and 2022) to apply what we’ve learned as an institution and what we believe is possible. “Our goal was to create a plan that moves beyond isolated programs or short-term responses and instead provides a long-term vision for the kind of community we want to become,” said Borbón.
Built around three pillars—student culture, teaching and learning, and community partnerships—the plan prioritizes the initiatives that the team believes hold the greatest potential to shape daily life at Menlo. It also intentionally distributes leadership across a wide swath of stakeholders: faculty, student life, deans, college counselors, wellness counselors, coaches, administrators, and families to promote alignment, sustainability, and shared ownership.
“I believe this is what excellence looks like in education,” said Healy in his recent State of the School address. “It starts with creating a culture where students feel they belong. It continues with teaching and learning grounded in the idea that every student should feel seen, valued, and supported, and it endures through strong family partnerships.”
Pillar 1: Cultivating a Culture of Belonging
The first pillar centers around the idea that every student, family, and employee deserves to feel respected, included, and connected to something larger than themselves. From the classroom and playing fields to arts programs and extracurriculars, the new strategic plan aims to embed EDIB programming—relationship building, empathy, and leadership development—into all facets of the Menlo experience. This offers opportunities to learn, practice, and reinforce lessons and language around belonging, accountability, and respectful dialogue. “These are such formative years that the values that you pick up here you’ll carry throughout the rest of your life,” said Borbón.
Menlo’s 12 student affinity groups—Asian Affinity Alliance, Black Student Union, Different Learning Styles, Jewish Affinity Group, Latinos Unidos, Menlo Gay/Straight Alliance, Middle Eastern & North African Affinity Group, Middle School BSU, Mixed at Menlo, Society of the Pacific, South Asian Affinity Group, and United Menlo Muslims Alliance—offer students spaces to feel safe, supported, and grounded as they navigate Menlo and beyond. With support from Assistant Director of Student Belonging Courtney Tyler, student leaders organize meetings and events that foster connection and shared experience among students with similar backgrounds or identities. In turn, these groups help Tyler stay attuned to a wide range of student experiences so she can help develop programs that reflect the needs and interests of the community.
As a member of Menlo’s Student Support Team (and former college athlete), Tyler recognized a prevalence of academic concerns among ninth-grade student-athletes. So she partnered with the athletics department to develop a Student-Athlete Success Plan. She’s building support systems specifically for student‑athletes to find balance, build self‑advocacy, and hone time management skills that will help them thrive in both their academic and athletic pursuits.
“Ultimately, belonging at Menlo means students can come as they are, feel safe and valued, and actively embrace and support one another,” said Tyler. “When people can show up as who they are, they are able to be at their best and get the most out of their experience and education at Menlo.”
While our student culture work is already yielding results and gaining momentum, the EDIB Strategic Plan also prepares us to respond more swiftly and thoughtfully when incidents occur that challenge community values. The team is collaborating with Student Life and Athletics leaders to refine and clarify reporting protocols; develop consistent communications and expectations for addressing bias, harassment, or harmful conduct; provide professional learning for navigating challenging situations; and improve coordination across school leadership.
“When people can show up as who they are, they are able to be at their best and get the most out of their experience and education at Menlo.”
—Courtney Tyler, Assistant Director of Student Belonging
Pillar 2: Advancing Inclusive Teaching and Learning
The second pillar recognizes that adults play a critical role in shaping the student experience. “Teachers, coaches, and staff have an extraordinary influence on school culture, which is why investing in their growth and leadership is essential to lasting change,” said Borbón.
As a former history teacher, Borbón recognizes how central identity-affirming classroom environments are to students' sense of belonging and engagement. So she developed a cross-departmental professional learning community (PLC) to support ongoing reflection and alignment across academic departments. From inclusive pedagogy and equitable participation structures to the integration of diverse perspectives into the curriculum, the PLC adds a layer of intentionality around making sure all students can see themselves as capable learners and contributors.
Professional development is key in building a shared language and deeper understanding of complex EDIB topics. Borbón coordinates closely with Dean of Teaching and Learning Bridgett Longust, Upper School Director John Schafer, and Middle School Director La Vina Lowery to provide ongoing learning opportunities for staff. Not to mention her own growth and reflection. This year, she served on the National Steering Committee for the Roots to Routes conference, which convenes independent school educators, administrators, and students for bold dialogue and skill-building for strategic change. And this spring, she brought students in grades 6–12 to a Student Diversity Leadership Gathering at The Harker School and attended a Restorative Practices workshop at The Nueva School focused on relationship-centered approaches to school culture, conflict resolution, and community building.
Teachers, coaches, and staff have an extraordinary influence on school culture, which is why investing in their growth and leadership is essential to lasting change.” —Carmen Borbón, Director of Institutional Belonging
This is the way we Menlo. This is the way we do things in a way that's inclusive and thoughtful for everyone.” —Miriam Magaña, Director of Family Support
Pillar 3: Strengthening Community Through Inclusive Parent Engagement
The third pillar reflects the understanding that schools are strongest when families are true partners in the life of the institution. The more families feel informed, welcomed, and meaningfully connected to the school’s mission, the more students benefit from an increased sense of belonging and stronger networks of support. While there are a plethora of opportunities for parent engagement, the EDIB Strategic Plan aims to broaden participation, access, and impact across the community.
As Director of Family Support—and a Menlo parent herself—Miriam Magaña experiences every day on this campus through a lens of belonging. She is always looking for ways to meet families where they are and break down barriers to involve them in the life of the school in ways that feel authentic and manageable.
Magaña is currently leading a task force with Upper School Wellness Counselor Jake Fauver to redefine, streamline, and strengthen the purpose of parent education at Menlo. The aim is to help match families with the events and resources that will best support them as active partners in the 6–12 parent-school experience.
Her team supports families at every stage, from enrolling in summer readiness programs and accessing translation or interpretation services to joining affinity groups and acclimating to independent school culture. As their Menlo journey continues, the EDIB team partners with College Counseling, Learning Support, Athletics, Counseling, Global Programs, MSPA, Development, and others across divisions to facilitate trusted connections to people and programs that will open doors and expand opportunities. “This is the way we Menlo,” said Magaña. “This is the way we do things in a way that's inclusive and thoughtful for everyone.”
The EDIB team frequently collaborates across campus to dream up and develop new programming. Like a recent first-generation family information night, where college counselors shared resources and first-hand experiences with Menlo’s first-gen families. Or a BIPOC potluck dinner series for students, families, faculty and staff. “These aren’t just events, they’re moments where families connect, share culture, and build relationships with each other and with the school,” said Assistant Director of Family Support Fatima Taungahihifo.
“Belonging at Menlo, to me, looks like families and students feeling seen, understood, and truly connected to the school,” she continued. “It’s when a parent feels comfortable reaching out before there’s a problem, when students see their identities reflected and celebrated, and when people genuinely feel like they have a place here.”
“Belonging at Menlo, to me, looks like families and students feeling seen, understood, and truly connected to the school.”
—Fatima Taungahihifo, Assistant Director of Family Support
Belonging Beyond Menlo
Together, this focus on culture, people, and partnerships forms the foundation for a healthy, inclusive, and future-focused school community. And much like Menlo’s mission, this commitment extends beyond our own campus.
As the only school in the Bay Area with a dedicated family support team, Menlo is leveraging its resources and expertise to serve as a model for belonging work across the country. In addition to Borbón’s role on the National Steering Committee for the 2026 Roots to Routes conference, Magaña and Taungahihifo presented at the People of Color Independent School Northern California Regional Conference in March to share strategies for building strong family support systems with other independent schools. They have formed close partnerships with community-based organizations like Peninsula Bridge and Foundation for a College Education in order to be a liaison for families beyond Menlo. And they are currently putting together a network of family engagement practitioners to meet twice a year to learn from each other and tackle complex issues together.
“I hope this plan helps make belonging not just something we talk about, but something people genuinely feel every day they are on our campus,” said Borbón. “And that it helps Menlo continue to grow into the kind of institution that not only serves its own community well, but also stands as an example of what is possible when excellence and belonging go hand in hand.”
I hope this plan helps make belonging not just something we talk about, but something people genuinely feel every day they are on our campus.” —Carmen Borbón, Director of Institutional Belonging
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