Strong communication skills are more than just finding the right words—they’re about knowing how much to say, when to say it, and how it will be received by others. For many children, this kind of social awareness does not come naturally and must be explicitly taught.

Enrollment for the 2024–25 school year is now full, with approximately 100 children and teens participating across a range of carefully structured social skills groups. These groups are trusted by families, educators, and mental health professionals for providing meaningful support to children and adolescents navigating social challenges.

When we think about progress—especially in children—it is easy to look for quick results. A child begins therapy, joins a social skills group, or starts working on emotional regulation, and we hope to see visible change right away.

In many complex cases, psychoeducational assessments do not fully address questions related to autism spectrum disorder (ASD). While these assessments offer valuable insights into a child’s cognitive and academic profile, they may not always capture the subtle social-communication patterns or developmental history needed for a confident ASD determination.

Teaching students with ADHD can feel like tending to a tree whose roots are growing invisibly underground. Progress may not always be immediate or obvious. At times, it may seem like nothing is working...