At the Hazelden Betty Ford Graduate School of Addiction Studies, we frequently scan the environment to identify trends that may impact counselor education, training, and practice. One notable trend occurring in the United States is related to the increasing racial and ethnic diversity of the population. Our vision is to set the international standard for expertise, and our intent is to prepare future leaders in addiction counseling. Diversity benefits institutions of higher learning by fostering stronger commitment to multiculturalism, increasing research and classroom emphasis on racial issues, increasing student involvement in multicultural courses and seminars, and exposing students to a wider variety of experiences and perspectives. For these reasons, the Hazelden Betty Ford Graduate School of Addiction Studies academy of scholars is committed to increasing diversity among its faculty and students. This commitment is exemplified in our strategic priority to “increase ease of access for more diverse student populations.” The Graduate School's learning environment is inclusive of considerable variation in age, gender, race, ethnicity, physical ability, sexual identity, international origin, learning styles, and recovery from alcohol and drug dependence. As a result, our learning environment is welcoming and the school embraces diversity as a real-world learning opportunity. Campus Climate Statement At the Hazelden Betty Ford Graduate School of Addiction Studies, we recognize the increase in hate crimes on college campuses across the United States. The Hazelden Betty Ford Graduate School of Addiction Studies is dedicated to providing a welcoming, safe, and inclusive campus environment for all graduate school students, faculty, and staff. Our campus is inclusive of variations in age, gender, race, ethnicity, ability, sexual identity, international origin, learning styles, and recovery from alcohol and drug dependence. We embrace these variations as real-world learning opportunities, and strive to maintain and improve our commitment to diversity and inclusion. Clinical Placements External clinical placements offer students opportunities to work with clients from racial, ethnic, sexual, gender, socioeconomic, age/generational, ability, religious, nationality, and immigrant cultures. Currently, we have more than 50 public service placements reaching a diversity of clients who come from under-served and under-privileged groups. Each term we work to expand our number of training opportunities with a specific focus on connecting with external sites that serve a diverse clientele. We value diversity and make every effort to ensure that our students are multiculturally sensitive and tolerant; have multicultural self-awareness, knowledge, and skills; and understand the nuances of treating clients from varying cultures.