Vision Statement

The Exeter Elementary School District is dedicated to creating and sustaining an inclusive school community where all families are welcomed and valued.

We are committed to supporting equitable school experiences and outcomes for all students through an anti-bias education and curriculum that fosters positive social identity development, empathy, and social justice as they grow into citizens in a global community.

A Message from your School Leaders

Dear Exeter Elementary School Families:

Our district is dedicated to creating a safe, welcoming, and accepting environment for all. In our schools, all students and families should feel valued and represented. We welcome you with all of your uniqueness, no matter your race, religion/spiritual beliefs, sex, age, national origin, sexual orientation, gender identity, ability/disability, or family structure.

We are committed to advancing diversity, equity, inclusion, and justice (DEIJ) across the curriculum, classroom communities, professional development, policies and procedures, hiring practices, student discipline, and campus culture.

As we move forward in this important work, we invite you to join us in having courageous conversations that will strengthen the entire Exeter community. Through our partnership, we can eliminate barriers and forge pathways to allow all students and their families to flourish.

Ryan McCluskey, LSS Principal

Deanna Donnelly, LSS Assistant Principal

Tonja Neve, EDP and MSS Principal

Beth Cadorette, EDP and MSS Assistant Principal

Diana DeNitto, Director of Special Education

Abby Hood, Assistant Director of Special Education

What is Restorative Justice

Restorative Justice is a an inclusive process that brings educators and students together to form stronger communities.

RJ practices help to strengthen relationships and empower everyone to be recognized, respected and valued, creating a joyous school environment.

In our schools we practice RJ Circles - a simple, structured process that creates a safe space for all.

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