Switching Schools and Finding the Perfect Fit
Introduction
Alexandra* was not happy at her private school for several reasons. First of all, it was a religious private school, and Alexandra did not consider herself a religious person at all. In fact, the focus on weekly mass and required religious curriculum made her uncomfortable. Second of all, Alexandra felt that there was a stigma surrounding students who attended the school’s learning center. Alexandra went to the learning center every week to work on her math skills, since she suffered from severe dyslexia. Third of all, much of the school community and events were centered around sports, and Alexandra hated sports. Because she was not an athlete, she felt like an outsider who did not belong to any particular social circle. Ultimately, Alexandra wanted to connect with other students and explore the performing arts. She always wanted to try theatre acting, however the only production her school ever sponsored was the annual Christmas play that was the same every year. Alexandra became withdrawn and stopped trying to get to know people at school. She lacked close friends, and ultimately Alexandra just wanted to feel like she belonged.
Alexandra’s parents Cyndi* and Eduardo* agreed that Alexandra might want to try attending a different school, but they didn’t know where to begin. They were certain that they wanted this to be the only time Alexandra would have to switch schools, so they wanted to be sure they picked the right one. Eduardo assumed that since he attended private religious schools his entire childhood (and had a great time), it would be a good choice for his daughter. Since their initial strategy in finding the right school for Alexandra had failed, Cyndi and Eduardo reached out to me to help them evaluate their options.
*(names have been changed for confidentiality purposes)
Methodology
First, we evaluated Alexandra’s needs and prioritized them. First and foremost, she needed a school that was not religious, or at least as not as religious as her current school. If Alexandra was going to feel comfortable at her school, there couldn’t be any required religious curriculum. Second, Alexandra needed a school that could provide academic support for her dyslexia without separating her from the rest of the students. It was obvious that with the appropriate type of assistance, Alexandra was a highly competitive student. In fact, her drive to improve her reading skills led her to become a better reader than most of her peers. Third, Alexandra needed the opportunity to make friends outside of the sports activities and teams. She needed a place where she could spend time with other students exploring drama and the performing arts, which were areas of study that she had always wanted to pursue.
Solution
Even though Cyndi and Eduardo both worked full-time in their careers, they did not want to hire a full-time nanny or babysitter. As a result, in order for Alexandra’s new school to make sense logistically, it had to be located within a 30-minute drive of their residence. After presenting all the school options within a 30-minute drive of their residence, I chose to show them another school that was a 45-minute drive from their residence. While it was another 15 minutes farther than what they wanted, it appeared that it might be a really good fit for Alexandra because of their integrated dyslexia curriculum and extensive options for performing arts electives. They even had musical theater class!
Of course, the person whose opinion matters the most is the student. Alexandra was extremely determined to find the right school for her, and she insisted on taking tours of every single school option in her area, even if she didn’t like the school initially. This turned out to be a great strategy.
Results
In the end, Alexandra narrowed her choices to two schools. She took the necessary standardized tests, submitted her applications at both schools, and was offered admission to both. She still couldn’t decide between the two schools. One school offered a summer drama camp, and the other offered 8 different drama classes. It ended up being the dyslexia support offered at the school that was 45 minutes away that really helped Alexandra make her decision. At this school, she would be assigned a dyslexia specialist who would help her with each course, especially math. The dyslexia specialist would come and sit with Alexandra in her courses where she needed the most help. This made it so that Alexandra wouldn’t be separated from her peers due to her learning differences.
Even though the school was 45 minutes away, Alexandra’s grandmother decided to move in with her family and help with raising Alexandra. This meant Grandma could drive Alexandra to school.
