Community
Diversity, Equity, Inclusion, and Justice

Policies and Statements

We believe in and respect the innate worth of every human being. We seek to affirm the identity and self-expression of each individual, creating a safe environment in which all members of our community are treated with dignity and equity.

Antiracism Commitment

We contend that education is one of the most powerful tools for disrupting racism and bias. As a community of faith, love, and reason, our commitment to racial equity work and to the dismantling of systemic oppression is fundamental to our core values and is non-negotiable.

We vow to build a community that is explicitly anti-bias and anti-racist and to do this work in a manner that is transparent and accountable through regularly reporting on our progress towards these goals.

Through the continued creation of intentional spaces for learning, reflection, and courageous conversations we will shape our culture and practices in accordance with our values. The explicit lens of diversity, equity, inclusion, and justice will be applied to curriculum, faculty/staff professional development, faculty evaluation, hiring practices, the admissions process, in addition to other facets of school life.

We condemn white supremacy, racial hatred, structural inequality, and systemic oppression in all forms. We are dedicated to dismantling these systems and disrupting both the complicity and silence which surrounds these systems. Campbell Hall will not tolerate racist, biased, or demeaning acts or language and will take swift action against any one deemed to have inflicted psychological, emotional, or physical harm against another community member. There is no room for racism, discrimination, or bigotry of any kind in our community.

Our community members deserve to feel safe, supported, valued, and seen. We therefore, commit ourselves to active listening, reflection, and engagement and to creating purposeful, lasting change.

Transgender & Gender-Expansive Student Support Policy

Campbell Hall affirms the dignity, worth, and belonging of every student. Guided by our Episcopal identity and our commitment to equity, inclusion, and justice, we recognize that supporting transgender and gender-expansive students is vital to ensuring a safe, affirming, and joyful learning environment for all. This policy reflects our responsibility to balance individual privacy with community care, honoring each student’s right to self-identify while ensuring their safety, well-being, and access to full participation in school life.

We recognize that gender identity and expression exist on a spectrum and can evolve. As such, our practices are grounded in respect, flexibility, and responsiveness, guided by best practices in education, current research, and the lived experiences of our students and families. We acknowledge that terms, understandings, and cultural contexts continue to evolve, and we commit to ongoing learning and adaptation.

This policy is not simply a set of procedures; it is an expression of our school’s values. It reflects our conviction that each student deserves to be known, respected, and supported as their authentic self. In partnership with families, faculty, staff, and students, Campbell Hall strives to create an environment where all individuals can thrive and where every student, regardless of their gender identity, experiences safety, dignity, and a sense of belonging.

Oversight of this policy falls under the scope of the DEIJ department in partnership with the Head's Office. 

A glossary of key terms can be found at the end of this document. We acknowledge that terms keep evolving and are open to updates. 

Relationship with School and Home

As part of a contractual relationship between the School and parents/guardians, the School retains both the right and responsibility to communicate with families about matters that may significantly impact a student’s educational experience, well-being, or safety. This includes circumstances relating to a student’s gender identity.

While the School affirms each student’s right to privacy and autonomy regarding their gender identity, the School also acknowledges the responsibility to work closely with parents in all areas of their child’s development. In general, disclosure to parents/guardians is important to ensure safe, appropriate, and practical support of the student. When the parents are unaware of the student’s evolving gender identity, the School will work to help the student bring the parents into the conversation, working with care to preserve the student’s dignity and safety, and in consultation with appropriate support personnel. If the student’s safety is in question, the School will manage the situation accordingly in close contact with the school’s counseling offices and all relevant reporting responsibilities.

Campbell Hall commits to:
  • Balancing the student’s right to privacy with the School's duty to maintain a safe and supportive learning environment, and the parents’ right to participate in important developmental discussions regarding their children.
  • Ensuring that any disclosure is guided by professional judgment, legal requirements, and the School’s mission and values.
  • Communicating with parents/guardians in ways that are clear, respectful, and centered on supporting the student’s well-being.

By enrolling their child at Campbell Hall, parents/guardians acknowledge this agreement and understand that the School may, when deemed necessary and appropriate, disclose information to the parents/guardians regarding their student’s gender identity to ensure the student receives safe, consistent, and developmentally appropriate support.

Any such disclosure will be handled and maintained through direct communication with the Head of School’s Office.

Policy in Detail

List of 9 items.

  • 1. Issues of Privacy

    1. Students have a right to privacy; this right includes keeping a student’s gender identity and gender expression private.
    2. School personnel should not disclose a student’s actual or perceived sexual orientation, gender identity, or gender expression to others, including, but not limited to, other students, parents, and/or other school personnel, unless there is a specific “need to know.”
    3. If the student desires, the school counselors may provide support and services to any student with questions related to gender identity. Additionally, the Director of Counseling can serve as a point of contact for transgender and gender-expansive students who seek to take initial steps to assert their gender identity in school.
    4. While the school will try to communicate in partnership with families, School faculty and staff must be mindful of the privacy rights of students when contacting parents/legal guardians so as not to reveal, imply, or refer to a student’s actual or perceived sexual orientation, gender identity, or gender expression.
    5. All students, including transgender and gender-expansive students, have the right to discuss openly and express their sexual orientation, gender identity, and gender expression and to decide when, with whom, and how much to share private information.
    6. The school will provide safe meeting spaces for students with the elementary Rainbow club open to students in grades 3-6, MS Gender Sexuality Alliance (GSA) club, open to all students in grades 7-8, the HS Gender Sexuality Alliance (GSA) club, open to all students in grades 9-12,  and with Spectrum, the affinity group open only to students who identify as LGBTQ+ in grades 9-12. The Rainbow club, GSA clubs, and the Spectrum affinity group meet under the guidance of faculty sponsors.
    7. There is no medical or mental health diagnosis or treatment threshold that students must meet in order to have their gender identity recognized and respected.

  • 2. Official Records

    1. A student is to be addressed by a name and pronoun that correspond to the gender identity that the student asserts at school.
    2. Students may request to be addressed by their preferred name and the pronoun that corresponds to their gender identity without obtaining a court order or without changing their official records.
    3. School publications that reference transgender and gender-expansive students will print the gender pronouns used by the student, unless doing so impacts the students’ right to privacy. 
    4. The parent/guardian with legal custody of a child may also request in writing that their child be addressed by the student’s preferred name and preferred gender pronouns in school communications (narratives, comments, emails home, student lists, directories, etc) without obtaining a court order or without changing the student’s official records. 
    5. Transcripts will remain in the student’s legal name.
    6. School personnel will privately ask transgender and gender-expansive students how they want to be addressed in communications to the home or at conferences with the student’s parents/legal guardians.
    7. For initial communications with a student’s parent/legal guardian, school personnel should use the student’s legal name, unless the parent/legal guardian has provided a written request to the school for their child to be referred to by their self-identified name/gender pronoun.
    8. While inadvertent slips or honest mistakes in the use of a student’s preferred name or self-identified gender pronoun may occur, the intentional and persistent refusal to respect a student’s gender identity is discriminatory and should not occur. Repeated mistakes will be addressed with support and/or consequences as needed.

  • 3. Restroom Accessibility

    1. Students shall have access to the restroom that corresponds to their gender identity asserted at school.
    2. Twelve single-stall gender-inclusive restrooms on campus may be used by any student who desires increased privacy, regardless of the underlying reason. The use of such a restroom shall be a matter of choice for a student, and no student shall be compelled to use such a restroom.
      1. 12 Locations: 
        1. ACAL- 6 (2 per floor)
        2. Elementary Office - 2
        3. High School Office - 1
        4. MS 8th Grade Quad - 1
        5. HS Lower Quad - 2

  • 4. Locker Room Accessibility

    1. Students shall have access to a locker room facility that corresponds to the gender identity they assert at school, considering the available accommodation and the needs and privacy concerns of all students involved.
      1. Assistant Principals will review options with each student before the start of school. 
      2. PE and Dance teachers will be informed of accommodations before the start of school. 
    2. If there is a reason or request for increased privacy and safety, regardless of the underlying reason, any student may be provided access to a reasonable alternative locker room such as:
      1. Use of a private area in the public area of the locker room facility (i.e., a nearby restroom stall with a door).
      2. A separate changing schedule (either utilizing the locker room before or after the other students).
      3. Use of a nearby private area (i.e., nearby restroom).
      4. Any alternative arrangement should be provided in a way that protects the student’s privacy.

  • 5. Field Trips, Athletic Trips, Experiential Education Trips, or Other School-Sponsored Events that Require Overnight Accommodations:

    1. Because gender identity, sex assigned at birth, and outness are unique to each transgender and gender-expansive student, the division director and/or the appropriate grade level dean will work with transgender and gender-expansive students (and their parents/legal guardians, if deemed necessary) individually to determine the best accommodations for overnight school-sponsored activities.
    2. It is the school’s goal to maximize each student’s social integration and equal opportunity to participate in overnight activities and to ensure the safety and comfort of transgender and gender-expansive students while minimizing stigmatization of students.
    3. In no case will a transgender or gender-expansive student be denied the right to participate in an overnight field trip because of the student’s transgender or gender-expansive status.

  • 6. Single Gender Groupings in Classes, Advisory, and Sports

    1. Transgender and gender-expansive students are to be provided the same opportunities to participate in physical education as are all other students.
    2. Students are permitted to participate in any gendered school programs and activities, including single gender classes, affinity groups, advisory groups, and athletic teams and competitions consistent with the student’s asserted gender identity at school, irrespective of the gender listed on the student’s records. Participation in competitive athletic activities and contact sports is to be addressed on a case-by-case basis. Any California Interscholastic Federation (CIF) and Independent Elementary School Athletic League rules that describe the criteria for athletic participation must also be considered. Middle school sports and physical education curriculum will follow high school policies.

  • 7. Dress Code/School Uniform Policies

    1. The school dress code policy is to be applied uniformly to all students.
    2. All students, including transgender and/or gender-expansive students, have the right to dress in accordance with the uniform guidelines and can wear any of the pre-approved uniform options.

  • 8. Discrimination, Harassment, and Bullying of Transgender and Gender-Expansive Students

    1. Campbell Hall will ensure that all students, including transgender and gender-expansive students, are provided with a safe school environment that is free of discrimination, harassment, and bullying.
    2. The School’s commitment includes ensuring that any reported incident of discrimination, harassment, bullying, hazing, or violence is given immediate attention by taking action, which may include, but is not limited to, the following:
      1. Intervening immediately to stop the discrimination, harassment, bullying, and/or violent behavior.
      2. Investigating the incident.
      3. Determining and enforcing corrective actions, as appropriate, sufficient to stop the discrimination, harassment, and/or bullying.
      4. Monitoring to ensure that the behavior does not persist.

  • Notes

    The Campbell Hall Transgender Student Support Statement was enacted in the Spring of 2014. The statement was revised in 2015, again in 2018, and most recently in 2025 by the CH Transgender Students Support Working Group. Most of the language in our statement is adapted from the Los Angeles Unified School District (LAUSD) Transgender and Gender Expansive Student- Ensuring Equity and Nondiscrimination Reference Guide and from the U.S. Department of Education document, Examples of Policies and Emerging Practices for Supporting Transgender Students, May 2016. 

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Campbell Hall

4533 Laurel Canyon Blvd., Studio City, CA 91607
Phone: 818.980.7280
Campbell Hall is a K-12 independent, Episcopal, gender-inclusive day school. We are a community of inquiry committed to academic excellence and to the nurturing of decent, loving, and responsible human beings.

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Campbell Hall admits students of any race, color, gender, sexual orientation, national, and ethnic origin to all the rights, privileges, programs, and activities generally accorded or made available to students at the school. It does not discriminate on the basis of race, color, gender, sexual orientation, national, and ethnic origin in administration of its educational policies, admission policies, scholarship and loan programs, and athletics and other school-administered programs.