School Policies & Statements

Mission Statement | April 2011

Stoneleigh-Burnham School is an academic community that fosters an international perspective. We inspire girls to pursue meaningful lives based on honor, respect, and intellectual curiosity. Each student is challenged to discover her best self and graduate with confidence to think independently and act ethically, secure in the knowledge that her voice will be heard.

Community, Equity & Justice Vision Statement | August 2021

Stoneleigh-Burnham School strives to inspire our students to pursue meaningful lives, and we celebrate our students and our community in all that we do. As a school, we endeavor to be an anti-bias, anti-racist, and culturally responsive educational environment. We value lived experiences, diversity, and wisdom in all forms. Our collective goal is to help every member of our community feel seen, heard, supported, and empowered to thrive.

As a community we make a commitment to each other to speak and act with humanity,  integrity, justice, and compassion toward a shared goal of diversity, equity, and inclusion.  These principles serve as expressions that honor diverse perspectives and experiences not simply as enrichment, but as an essential aspect of a quality education, and as our duty to each other.

Gender-Inclusivity Statement | August 2021

As an educational institution that inspires girls to pursue meaningful lives based on honor, respect, and intellectual curiosity, it is our duty to create a space in which all members of our community feel safe and valued. Central to our mission, Stoneleigh-Burnham School was founded as, and remains a school that supports the education of girls. As a gender inclusive girls’ school we value gender expression and diversity and the school will consider applications from students who identify as girls or who were assigned female at birth.

These guidelines, consistent with the National Coalition of Girls Schools (NCGS) and NCGS member schools, apply to all Stoneleigh-Burnham applicants. Stoneleigh-Burnham honors that each student’s path is unique and values the safety of all members of our community. As a community, we make a commitment to each other to speak and act with humanity, integrity, justice, and compassion toward a shared goal of diversity, equity, and inclusion.

AHERA Annual Notification | August 2021

Dear Parents, Faculty, Staff, and all Building Occupants:

In 1986, Congress passed the Asbestos Hazard Emergency Response Act (AHERA) which required schools to be inspected to identify asbestos containing building materials (ACBM) located within their school buildings. Within the Stoneleigh-Burnham School, suspected ACBM were located, sampled (or assumed), and rated according to condition and potential hazard. The results of the inspection were incorporated into an Asbestos Management Plan in August 2020.

This plan includes periodic surveillance of these materials every six months and proper removal when any renovation is planned. As part of the management plan, any identified materials are monitored and kept in good condition. During the 2021-2022 school year, Stoneleigh-Burnham School will be taking steps to implement the updated Asbestos Management Plan, including Recommended Response Actions.

It is the intention of Stoneleigh-Burnham School to comply with all federal and state regulations controlling asbestos and to take whatever steps are necessary to ensure building occupants a healthy and safe environment. The Asbestos Management Plan is available for review upon request, a copy of which is maintained in the School’s Reception area. Mr. Mark Pelis is the asbestos Designated Person, and all inquiries regarding the asbestos plan and asbestos-related issues should be directed to him at 413-774-2711 x268 or mpelis@sbschool.org.

Concussion Policy and Procedure | September 2021

Concussion:

Any concussed student demonstrating signs and symptoms of expanding intracranial lesion will be referred immediately to a physician, including EMS transport to ER if loss of consciousness (LOC) has occurred, if symptoms worsen, or if symptoms are not resolving to the satisfaction of the certified athletic trainer or attending physician. A concussed student with signs and symptoms that completely resolve and meet return to activity standards may return to participate at the discretion of a physician, physician assistant, and certified athletic trainer.

Grade I concussion:

  • No LOC; transient confusion; mental status abnormalities on examination resolve in less than 15 minutes. Retrograde amnesia should be resolved in less than 5 minutes.
  • Remove student from activity. Examine immediately and at 5-minute intervals for the development of mental status abnormalities or post-concussive symptoms at rest and with exertion.

Grade II Concussions:

  • Transient confusion, no LOC, concussion symptoms, or mental status abnormalities lasting more than 15 minutes, or amnesia greater than 5 minutes.
  • NO return to activity that day. Examine on-site frequently for signs of expanding intracranial pathology. Communication of monitoring instructions to the caregiver, including symptoms for immediate transportto the hospital. Re-examine the following day.

Grade III Concussion:

  • Any LOC.
  • Maintain C-Spine immobilization and have the student transported via EMS for physician evaluation.

Observable Red Flags:

If any signs and symptoms from the following list are observed, an immediate referral to the ER is warranted:

  • Decreasing LOC or fluctuating LOC
  • Increasing confusion
  • Increasing irritability 
  • Numbness in the legs and arms
  • Pupils becoming unequal in size
  • Repeated Vomiting
  • Seizures
  • Slurred speech or inability to speak
  • Inability to recognize people or places
  • Worsening headache

Recovery from a concussion requires the limitations of physical activity and mental activity in order to allow the brain to heal. These activities may include limiting assignments, allowing more time to complete quizzes and tests, and reduced homework. Activities such as watching TV, texting, playing games or excessive computer use may slow the recovery process. Neurocognitive tests like the ImPACT are computerized tests that document the student’s cognitive and speed skills. The test has been validated as an accurate measure of brain function recovery following a sports concussion. All students should have a baseline test before practice or competition, and should a student sustain a concussion, a repeat test can be performed and compared to the baseline test. This can help show the degree of injury and help measure when recovery has occurred. Stoneleigh-Burnham School has implemented ImPACT for our student-athletes.

To better manage instances of concussion in our sports program, Stoneleigh-Burnham requires the following:

  1.  All coaches must complete annual training in the area of current concussion management practices. This training should include up-to-date information on the identification of concussions, the signs, and symptoms associated with the injury, the risks involved with allowing athletes to continue to play while symptomatic, methods of concussion assessment, and the importance of gradual return to play practices.
  2. Students suspected of having a concussion should be immediately removed from the activity and evaluated before being allowed to resume physical activity. All concussion evaluations should be done by a licensed health professional (physician, physician’s assistant, nurse, and/or athletic trainer). All concussions sustained during an athletic activity will be evaluated by the athletic trainer or nurse on campus, ImPACT tested, and referred to a physician. All students MUST be evaluated by a physician who will determine the treatment protocol both athletically and academically, based on the severity of the concussion. Academic limitations will be at the discretion of the attending physician and set forth by the academic dean. Students on academic restrictions that are experiencing residual symptoms longer than 3 weeks are required by the school to be evaluated by a Neurologist or equivalent specialist.
  3. Students will be required to be in full academic standing BEFORE they will be eligible to participate in the athletic return to play protocol. Full academic standing is considered to be asymptomatic for at least 24 hours, returned to a normal academic schedule, and normal course load. Students on a reduced academic schedule will be unable to participate in ANY non-academic activities in or outside of school. Students with prolonged absences may be required to take a medical leave from school.

Return to Play Policy

According to a change in Massachusetts legislation, in addition to treating physicians, physician assistants are now able to clear individuals with concussions both academically and physically.  Once cleared academically, students must follow the proper return to play protocol presented by the athletic trainer before they resume physical activity.

  1. Students must be asymptomatic for more than 24 hours.
  2. The student must display normal cognitive function as exhibited on the ImPACT test.
  3. The student must provide written clearance from a physician or physician assistant.
  4. Graduated Return to Play Protocol:

If at any time the student begins experiencing symptoms, all activity should stop and the student should be re-evaluated. The student will not be allowed to progress to the next step if the symptoms are experienced within 24 hours. All students will be treated on an individual basis, based on the results and treatment protocol set forth by the attending physician, physician assistant, or nurse.