Program for Student Leaders
Roots to Routes: A Call Forward is a groundbreaking national conference designed for independent school K-12 educators and administrators, and high school students to engage in bold learning, transformative dialogue, deep reflection on self, school, and society, and skill-building for strategic change. Rooted in the principles of equity, inclusion, justice, and belonging, this intergenerational gathering offers powerful programming and unique experiences that center the voices and well-being of those most often marginalized. Guided by committees of dynamic practitioners from independent schools across the country, Roots to Routes creates space to reimagine education—and move ourselves and our schools forward.
Students attending Roots to Routes will be joined by student leaders from across the country to gain a deeper understanding of themselves through the lens of identity development, strengthen their leadership and advocacy skills, and renew their sense of purpose in shaping inclusive school communities. The student program will follow a uniquely designed curriculum that blends smaller working groups with larger collective experiences. Participants will engage in identity-based affinity groups and have multiple opportunities for peer connection, collaboration, reflection, and action planning. The student program will be grounded in interactive learning led by a team of trained, experienced adult practitioners from independent schools.
Roots to Routes is open to independent school students in grades 9-12
Roots to Routes is open to independent school students in grades 9-12
What is the Schedule for Students at Roots to Routes?
Below is a schedule; subject to change.
Student and adult attendees will join together throughout the conference for select featured sessions.
Student and adult attendees will join together throughout the conference for select featured sessions.
What Will Students Learn at Roots to Routes?
Who is a Roots to Routes Student?
Roots to Routes students are changemakers in the making—curious, aware, reflective, and driven by personal growth and a desire to make a positive impact in their school community. They embody a variety of leadership styles, leading formally and informally, and are known as upstanders and example setters on their campuses.
Roots to Routes students understand and honor the importance of exploring and expressing the multiple identities we all hold, and the ways those identities shape our lived experiences. Within a larger societal context, they are attuned to the dynamics of power and privilege, and they strive to amplify voices that have been historically marginalized.
Roots to Routes students are committed to the peaceful resolution of conflict and engage genuinely in restorative practices. They practice giving and taking space to process through discomfort with a focus on building understanding and strengthening relationships, knowing that resolution is multifaceted and requires time. They carry a deep reverence for our shared humanity and care for the well-being of those around them. These students thrive where diversity, equity, inclusion, justice, and belonging (DEIJB) are the norm—and where deep, complex conversations are not only welcomed but expected. They want to be both affirmed and challenged, to grow in their understanding of themselves and the world around them. They arrive at Roots to Routes having already done meaningful work—such as participation in events, clubs, discussions, classes, and conferences related to DEIJB—and they are ready for more.
Roots to Routes aims to deepen these qualities, skills, and capacities in our students.
Roots to Routes students understand and honor the importance of exploring and expressing the multiple identities we all hold, and the ways those identities shape our lived experiences. Within a larger societal context, they are attuned to the dynamics of power and privilege, and they strive to amplify voices that have been historically marginalized.
Roots to Routes students are committed to the peaceful resolution of conflict and engage genuinely in restorative practices. They practice giving and taking space to process through discomfort with a focus on building understanding and strengthening relationships, knowing that resolution is multifaceted and requires time. They carry a deep reverence for our shared humanity and care for the well-being of those around them. These students thrive where diversity, equity, inclusion, justice, and belonging (DEIJB) are the norm—and where deep, complex conversations are not only welcomed but expected. They want to be both affirmed and challenged, to grow in their understanding of themselves and the world around them. They arrive at Roots to Routes having already done meaningful work—such as participation in events, clubs, discussions, classes, and conferences related to DEIJB—and they are ready for more.
Roots to Routes aims to deepen these qualities, skills, and capacities in our students.
Who is a Roots to Routes Faculty Member?
Roots to Routes faculty are professional educators, facilitators, and leaders who are well-versed in independent schools. They are trained in creating spaces where high school students can meaningfully explore identity, equity, belonging, allyship, and leadership. They bring both professional and personal experience in diversity, equity, inclusion, and belonging work, along with an unwavering commitment to student growth and transformation.
Roots to Routes faculty understand identity development as a fundamental process of human development. They use developmentally appropriate practices to maximize student learning and engagement. As lifelong learners themselves, they are reflective and ever-evolving in their understanding of self and society. They are innovative and adaptive educators, responsive to student needs in real time. Attuned to the social and emotional needs of high schoolers, they prioritize student safety above all else and embrace the learning that happens through healthy challenge. When conflicts arise, they draw on a strong foundation in restorative practices to guide students with care and clarity. They are skilled at holding space for complex conversations that honor multiple truths and lived experiences. They model authentic, ethical leadership grounded in cultural competence and cross-cultural fluency.
Roots to Routes faculty know that power and privilege are systemic phenomena. They are passionate about diversity, equity, inclusion, justice and belonging. They bring academic rigor, emotional intelligence, joy, collaboration, and compassion to every space. They are energized by their work with students and school communities, and they value being co-creators of a space where students feel seen, heard, challenged, cared for, and empowered.
Roots to Routes faculty understand identity development as a fundamental process of human development. They use developmentally appropriate practices to maximize student learning and engagement. As lifelong learners themselves, they are reflective and ever-evolving in their understanding of self and society. They are innovative and adaptive educators, responsive to student needs in real time. Attuned to the social and emotional needs of high schoolers, they prioritize student safety above all else and embrace the learning that happens through healthy challenge. When conflicts arise, they draw on a strong foundation in restorative practices to guide students with care and clarity. They are skilled at holding space for complex conversations that honor multiple truths and lived experiences. They model authentic, ethical leadership grounded in cultural competence and cross-cultural fluency.
Roots to Routes faculty know that power and privilege are systemic phenomena. They are passionate about diversity, equity, inclusion, justice and belonging. They bring academic rigor, emotional intelligence, joy, collaboration, and compassion to every space. They are energized by their work with students and school communities, and they value being co-creators of a space where students feel seen, heard, challenged, cared for, and empowered.
The Roots to Routes 2026 Student Program Faculty
Amanda Barksdale Lyttle
Educational Consultant |
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Devin Graham
Meharry Medical College |
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