Centered on Each Individual’s Potential, Strengths, Interests and Needs
Schools for Children wraps its two arms around students who flourish and are best served in learning environments that are distinct from, and/or extensions beyond, those offered within traditional public schools. The organization currently runs a totla of five schools and programs.
The first arm embraces students who face a complex mix of academic, social and emotional challenges. This arm excels at helping students who experience emotional hardships -- including those resulting from anxiety, lagging social skills and/or trauma histories -- compounded by academic hardships resulting from significant learning disabilities. They thrive in therapeutic communities that offer foundational skill development along with experiential and exploratory learning experiences -- all to enrich core preparatory academic programming. (Dearborn Academy, Seaport Academy, Dearborn STEP)
The second arm embraces students who thrive and excel academically in supportive, enriching learning environments that challenge them to work at higher levels while they engage in a broad range of studies and avenues for creative self-expression. Students experience a rigorous academic curriculum infused with an integrated anti-bias approach, as well as a strong arts program – all within the context of a warm and welcoming community. Our before and after school programming, another area of specialization, is similarly designed to enhance student learning, provide enrichment activities, teach sportsmanship and teamwork, and promote overall student development. (Lesley Ellis School, Winn Brook Extended Learning)
Each arm excels at identifying every individual’s academic and social strengths, as well as any barriers to success. The school programs build on these strengths and provide personalized approaches to support students in their educational journey. These are strong, nurturing learning communities that highly value inclusivity and innovation. They encourage self-advocacy, foster social-emotional learning and steadily build their students’ confidence and academic competencies.
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