Members of the Upper Perkiomen School Board's newest committee met earlier this month to discuss a framework for its goal of actionable strategies to reduce bullying and foster culture, dignity, kindness, belonging and empathy in its schools.

            During the initial meeting of the ad hoc committee, Chair Leah Cianfrani said the members hope to create a groundwork for developing educational programs and resources for students, faculty and staff that promote inclusivity and understanding.

            "Empathy and understanding must guide our work," Cianfrani said during a Dec. 12 meeting, according to video posted on the district's website.

            Last month, school board President Melanie Cunningham announced the creation of an ad hoc committee to address racial insensitivity, bullying, belonging, kindness, awareness and empathy. According to the committee chair, the purpose is to explore and implement viable solutions to ensure every student enjoys a safe, welcoming and inclusive school environment regardless of their identity.

            Cianfrani directed the board to improve the district's partnerships with community organizations that provide additional support for students in need. The committee chair encouraged community members to share concerns and present strategies that work. She also expressed the need to establish a clear framework for tracking progress and ensuring accountability.

            "We need to come up with a plan to engage the community," said Cianfrani, who described the meeting as a good first step.

            Assistant Superintendent Andrea Farina delineated the district's racial makeup. She identified 82.82 percent of the 3,085 students as white, 7.84 percent Hispanic, 4.54 percent multi-racial, 2.85 percent Black/African American, 1.59 percent Asian, 0.19 percent Native Hawaiian or Pacific Islander and 0.16 percent American Indian/ Alaska Native.

            Low-income students account for 35.98 percent of the population, according to Farina. She told the members that the population of the district's Title III students, who utilize English as a second language, has grown significantly since she joined the district in 2015 and now numbers 50. The administrator said the district currently has one migrant student who fled a home country.

            "It's really important to understand who we are talking about," Farina said.

            A recent study of 343 responding students found that 57 percent reported feeling safe from bullying only sometimes or never, according to Farina. She said that a majority said they felt like they didn't belong.

            "Is that number palatable to this committee?" Farina asked.

            Approximately 60 percent of students feel substance abuse is also an issue, according to the assistant superintendent. Farina said the data in the study tracks with information provided to administrators by a smaller group of students.

            The committee – consisting of school board Members Elizabeth Fluckey, Emily McCormick and Cunningham in her ex-officio role as president – debated the specific issues to focus on. Concerns over bullying in the district dominated the conversation.

            Georgiann Fisher, the district's director of human resources, suggested that the committee focus on a more comprehensive approach to helping students feel like they belong. She described bullying and belonging as exclusivity issues.

            If the committee decides to focus on issues of belonging, Farina suggested the members consider the impact of decisions made by administrators that impact the issues. She also challenged them to take a look at the district's enrollment levels for students of color in advanced placement programs and attendance and completion rates.

            "Students from a low economic group usually don't have the bandwidth to access Honors or AP classes," Farina said. "Are we institutionally limiting those options?"