Students are at the center of the Haverford experience. Faculty become mentors while staff support students by fostering an educational and living environment that promotes growth and, with that, the fulfillment of every student's potential. The past year has exposed a number of shortcomings in College systems and programming that leave many students inadequately served and/or unable to thrive in this institutional setting and campus climate.

Haverford offers a highly personalized, hands-on education characterized by student agency and ownership of experience. In the academic setting, this is manifest in the degree to which professors work side-by-side with students to do high-level research in service of developing analytical thinking while pushing the boundaries of each discipline. Because this occurs within an intentionally crafted set of curricular requirements, students can become expansive thinkers and lifelong learners. But it has become clear that such opportunities are not equally open to all Haverford students, either because of institutional barriers to participation and growth, and/or on account of learning dynamics (including misalignment between student and faculty demographics) that leave some students feeling disenfranchised, alienated, and unsupported.