Made for exceptional kids
Cajal Academy accepts children who have high cognitive profiles who are looking for an intellectually-engaging environment in which to develop their gifts, including students who have learning, social and emotional differences. Our program, environment and approach is different by design: we recognize that a traditional classroom environment and curricular approach were architected for a different time and place, and without the benefit of all modern science reveals about the basics of how children’s bodies and minds work together. Our goal is to empower each child with the strategies they need to monitor, manage and advocate for their various learning, social, physiological and emotional needs, while inspiring them to ignite and develop their own learning sparks, through project-based learning that relates back to their real world experiences.
We are currently accepting applications on a rolling basis for an expanded pilot program of up to 12 kids for the fall of 2019, drawn from elementary and middle school grade levels. Eventually, we expect that we will expand to a student body of approximately 100-150 kids in grades K-12. Our class sizes are and will always be small: each student has an individualized program, and students will work in small groups within each cohort of 12 students, according to their strengths and support needs with respect to a given element of a particular project. Our academic studio is co-taught by content and clinical experts, so that our instruction is as integrated as a child’s life-experience is. This also results in small and highly-trained staff to student ratios, with additional, one-to-one therapeutic intensives where appropriate.
Finally, we recognize that where children have had a bad experience or felt unsuccessful in prior school environments, they may require a gradual and highly-supported adjustment into a new program. Cajal Academy is a trauma-informed school, and our staff is trained in understanding how to identify and support both emotional and neurological factors that may contribute to children’s emotional, social and learning experiences.