Programs & Activities

SLUH is committed to fulfilling its equity and inclusion mission through a variety of programs, partnerships and policies.


The Association for Cultural Enrichment at SLUH (ACES) has two goals:

  1. to promote awareness and discussion of diversity issues at SLUH
  2. to make all students feel welcome at SLUH

Through weekly meetings, ACES offers students a chance to come together as an affinity group devoted to understanding and dismantling racism. Through its yearly Philia Retreat, ACES provides a prayerful setting for students to consider their experiences and issues of diversity from a spiritual perspective. Through film screenings, fundraising car washes, prayer services, and discussion forums, ACES gives students a chance to organize important community events, raise their voices, and have fun. ACES is moderated by English teacher Frank Kovarik, with the assistance of math teacher Dan Schuler.


Created in 2014 by Brendan Underwood '16 and co-moderated by theology teacher Danielle Harrison, STARS (Student-Teacher Association for Racial Study) brings together students and faculty members to discuss books about issues of race and racism. STARS book discussions have focused on works such as Michelle Alexander’s The New Jim Crow: Mass Incarceration in the Era of Color-Blindness; Thomas Shapiro’s The Hidden Cost of Being African-American; The Autobiography of Malcolm X; and Ta-Nehisi Coates’s Between the World and Me.

Youth Leadership St. Louis

Each year, a team of SLUH students, led by moderator Frank Kovarik, participates in this program run by FOCUS St. Louis, the region’s premier leadership organization. Youth Leadership St. Louis brings together students from over 30 local high schools for a year-long series of field trips and collaborative learning activities designed to familiarize students with the challenges and opportunities facing our region. YLSL gives SLUH students experience collaborating with diverse groups of people while also guiding them to use their skills to provide leadership within SLUH.

SLUH for Gender Equality

This club, known as SLUH4GE (pronounced “SLUH Forge”), addresses sexism both at SLUH and in our culture in general. Inspired by conversations in their theology classes, students formed the club in 2015. Math teacher Stephen Deves moderates the club.

Justice League

As its slightly tongue-in-cheek name suggests, the Justice League, like its cartoon superhero namesake, brings together many of the forces at SLUH that are working to make the world a better place. With periodic meetings of representatives from the groups listed above and others (Pax Christi, SLUH Students for Life), the Justice League seeks to provide a space for collaboration and cross-pollination among justice-minded SLUH students. Theology teacher Dan Finucane and counselor Mary Michalski are the primary facilitators of the league, with assistance from the moderators of the other contributing clubs.

Upward Bound

This summer study skills program began at SLUH in 1966. Its original purpose was to serve at-risk students and provide them with a taste of the school. Upward Bound currently offers four weeks worth of full-day academic experiences, with a bit of recreation as well, to boys who have completed seventh grade.

The Minority Action Plan of 1991 renewed the program’s commitment to students of color. Since that time, students of color compose one-quarter to one-third of the Upward Bound class. In a city where many schools are still, sadly, not very racially diverse, Upward Bound offers all students a challenging academic program with classmates from a variety of backgrounds.

SLUH commits itself financially to supporting the program at an affordable cost to all families. Beyond that, financial aid is available for those who qualify. While many Upward Bound graduates do go on to attend SLUH, the majority do not. Upward Bound helps to bring students of color into the door at SLUH, but beyond this recruitment purpose it also represents an important service that SLUH provides to the St. Louis community.

Loyola Academy

In the fall of 1997, a committee of educators at SLUH convened to discuss the challenges facing low-income students and to explore ways of assisting these students and their families. The Nativity School model emerged as one of the most compelling responses. As a result of these conversations, Loyola Academy, sponsored by the Jesuits of the Missouri Province, was founded and opened its doors to students in 1999.

Loyola Academy is a Jesuit middle school, grades six through eight. The school serves boys who have the potential for college preparatory work but whose progress may be impeded by economic or social circumstances. Loyola is a Catholic school but the vast majority of its students come from other religious backgrounds and the faith tradition of each boy is respected.

SLUH is proud to maintain a close relationship with Loyola, having admitted dozens of its alumni. Conversely, many SLUH alumni now work at Loyola—President Eric Clark ’83, Principal Paul Bozdech ’88, science teacher Fernando Vigil ’82, and even Business Manager Katheleen Batts, who for years worked as lead accountant at SLUH.

Equity & Inclusion Policies for Hiring

SLUH is an equal opportunity employer.

Our hiring process for faculty and staff positions makes every effort to identify candidates who are faith-filled, competent in their disciplines, able to engage adolescent boys in a rigorous academic program, and ultimately willing to make the words of SLUH’s mission statement a lived reality.

Consistency is a top priority when it comes to hiring. Candidates for faculty and staff positions follow the same instructions, answer the same types of questions, and are judged according to the same criteria.

As we continue our initiative to enhance the racial, cultural, socioeconomic and academic diversity of our community, we consider the role that prospective candidates can play in enhancing this effort and enabling us to become a more inclusive community. In addition, as we continue to encounter new challenges in educating young men of diverse learning styles, we ask how prospective candidate can play a role in meeting their needs.