Who Attends Parkmont?
Who are our students?

Students come to Parkmont looking for more help — more help in school, more individualized teaching at the pace and level that suits the student, more opportunity to explore things they want to learn, and sometimes more of an opportunity to escape the world of special education.

They're in search of another shot at succeeding in school academically, being accepted socially, and working collaboratively with adults who know and care about them. They want to prepare for college or possibly return to their neighborhood high school. In some cases, they want to "get back on track" after challenging life episodes that may have derailed their course in school.

While there is no "typical" Parkmont student, our diverse population may fall into one or more of these categories, requiring our individual attention and unique solutions:

  • Students who have fallen through the cracks and are underachieving in school. We provide a stronger platform, more personal support, and alliances with teachers that make a difference.
  • Students who have learning disabilities or other learning challenges. They benefit from our smaller school setting and teachers who know their strengths and weaknesses.
  • Students grappling with ADHD and attention and executive function challenges. Parkmont's remarkable structure and individual support help them to focus and organize.
  • Students who experience anxiety, depression, or emotional instability, sometimes resulting in school attendance difficulties and/or erratic school performance. They are encouraged by the intimate size of our community and the continuity of adult relationships and conversations.
  • Students struggling with work completion and processing speed issues. Our experienced staff enlist fresh approaches to engage them and improve their sense of accomplishment.
  • Families challenged by dislocations, breakups, or stresses related to adoption and connectedness. Parkmont acts as a safe haven, where academic progress can continue while other issues get worked out.
  • Students "on the spectrum," often best at communicating with adults. They appreciate our simpler social environment while they pursue interests and talents that can shape their futures.
  • Home-schooled students looking for a more creative and flexible place to start or restart school-based education. Parkmont eases them through that transition.
  • Older students trying to finish and "clean up" a choppy or interrupted conventional school experience. They come to us to become college-ready.

While we don't have just one type of student, the range of students who've sought our help during the past forty years has been consistent. Today, they may have more labels, and we may have more information about their learning styles, strengths, and challenges. But we and they have become leery of being “boxed in” by the language of disability. We've become progressively more expert about working with a variety of learners, and we have resisted the notion that our students should be segregated in school by label or difference.