Neurodiversity at Summit

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A school where all thinkers belong

Summit Micro School is a neurodiverse-affirming learning environment where differences are understood, respected, and valued. Many students with ADHD, giftedness, and specific learning disabilities thrive here—not because of added supports, but because our program is intentionally designed to align with how neurodivergent learners think, explore, and grow.

Rather than forcing students to fit into a traditional model, we create an engaging, hands-on, project-based learning experience that values flexibility, autonomy, movement, and diverse ways of thinking. Our classrooms reduce common barriers found in conventional schools, allowing students to develop independence, confidence, and a love of learning.

Our commitment to ongoing staff training in research on neurodivergence ensures that our approach evolves with the latest understanding of how neurodivergent students learn best. We foster a culture of acceptance, self-advocacy, and respect, helping students feel seen, heard, and empowered in their learning journey. At Summit, neurodivergent thinking isn’t just accommodated—it’s embraced as a strength.

Designed for students to thrive and shine.

  • Group of children exploring a forest, walking with sticks, and smiling.

    A Supportive Environment for Learning

    Schools should feel welcoming, not overwhelming. A calm, inviting space helps students feel safe and supported, even during challenges. Time in nature further promotes well-being, reducing stress and supporting mental health.

  • A young girl with curly hair smiling and writing in a notebook at a wooden table.

    Flexible Learning, Prioritizing Well-Being

    Our structured yet flexible approach ensures students get what they need, when they need it. Individualized math and language programs, along with project-based learning, allow students to keep progressing even when life interrupts. This reduces stress and ensures continued academic and skill development without the pressure of falling behind.

  • Children playing tug of war outdoors on a grassy field.

    A Strengths-Based Approach Builds Confidence

    Too often, unique thinkers are defined by their challenges rather than their abilities. Our strengths-based approach focuses on what students can do, building confidence, increasing engagement, and fostering inclusive learning communities without limiting them with labels.

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We understand the power of relationships.

Connection and community are at the heart of everything we do. We believe that meaningful learning happens in relationships—between students, teachers, and families. By fostering a culture of trust, collaboration, and belonging, we create an environment where students feel seen, valued, and supported in their growth. Through shared experiences, open dialogue, and collective problem-solving, our community thrives, empowering each child to learn with confidence and curiosity.

A woman and a young boy are sitting at a table playing a game with colorful pieces. The woman is blowing bubbles while the boy looks at her, holding a game piece in his hand. The background is a bright room with shelves.

Our Village Approach: A Collaborative Community

We believe that education is most effective when it’s a team effort. While we are not a therapeutic environment, we recognize that many students benefit from additional support outside the classroom. When possible, we welcome collaboration with support professionals—such as therapists, tutors, and other specialists—who are already working with our students.

This “village” approach ensures that each child’s learning experience is supported holistically, fostering consistency between home, school, and external support networks.

Learn more about our community of partners.

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How does Reggio Emilia support neurodivergent thinkers?

JK to Grade 1

  • Reggio Emilia-inspired programs focus on the individual needs, interests, and abilities of each child. This personalized approach allows neurodivergent students to learn at their own pace and in ways that suit their unique learning styles.

  • The curriculum in Reggio Emilia programs is emergent and evolves based on the students' interests. This flexibility can be particularly beneficial for neurodivergent students, allowing them to engage deeply with topics they are passionate about and providing opportunities for spontaneous and meaningful learning experiences.

  • Reggio Emilia recognizes the "hundred languages of children," encouraging various forms of expression, such as drawing, storytelling, and building. This approach can be particularly beneficial for neurodivergent students who may find traditional verbal or written communication challenging.

  • These programs foster a collaborative learning environment where students work together on projects and learn from each other. This can help neurodivergent students develop social skills and feel more integrated into the community.

  • The Reggio Emilia approach views the learning environment as the "third teacher." Classrooms are designed to be inviting, flexible, and responsive to the needs of all students, providing sensory-friendly spaces and materials that can help neurodivergent students feel comfortable and engaged.

  • Building strong, respectful relationships between teachers, students, and families is a cornerstone of Reggio Emilia programs. This emphasis on relationship-building ensures that teachers are attuned to the needs of neurodivergent students and can work closely with families to support their development.

  • Teachers in Reggio Emilia programs extensively document students' work and progress, using this documentation to reflect on each child's learning journey and adapt their teaching strategies accordingly. This continuous observation and reflection process allows for timely and tailored interventions to support neurodivergent students.

Three children working on a science project at a table with wooden and foam models and craft supplies.

How does Project-Based Learning support neurodivergent thinkers?

Grade 2 to 8

  • Project-Based Learning supports individual strengths by allowing students to work at their own pace and explore topics that interest them. Neurodivergent learners can approach projects in ways that match how they think and learn best, building confidence and ownership of their learning along the way.

  • PBL creates a dynamic learning environment where students can build, create, and explore. This hands-on approach is especially helpful for neurodivergent learners who may find traditional seat-work challenging but thrive when learning is active, meaningful, and connected to the real world.

  • PBL connects learning to real-life topics and challenges, helping students understand the why behind what they’re doing. For neurodivergent learners, this meaningful context can increase motivation and make learning feel more purposeful and engaging.

  • PBL provides a clear framework but allows for flexibility in how students reach their goals. This balance supports neurodivergent learners who benefit from structure but may need different ways to plan, process, or demonstrate their learning.

  • PBL offers authentic ways for students to develop and practice social skills while working toward a shared goal. With support from the teacher, neurodivergent learners can strengthen their ability to collaborate, communicate, and navigate group dynamics. For students who are naturally social, it creates space for connection and conversation to become an asset—supporting both their own learning and that of their peers.

  • PBL gives students a chance to shine by using their natural strengths—whether that’s creative thinking, problem-solving, research, or unique ways of communicating and expressing ideas. Neurodivergent learners are encouraged to lead with what they do best, which builds self-esteem and motivation.

  • PBL helps students build important executive function skills like planning, organization, time management, and self-monitoring. Because projects unfold over time with teacher guidance, neurodivergent learners have opportunities to practice these skills in real situations, with the support they need to grow.

  • PBL gives students some control over their learning — whether it’s choosing a topic, deciding how to present their learning, or finding their own solutions — which helps keep them engaged and invested. For neurodivergent learners who may not connect with one-size-fits-all instruction, having meaningful choices allows them to take ownership, work in ways that make sense to them, and feel more responsible for the outcome.

  • PBL celebrates original thinking and invites students to approach problems in new and creative ways. For neurodivergent learners, this is often where they shine—bringing fresh ideas, unique perspectives, and unexpected solutions. Instead of being pressured to find the “right” answer, they’re encouraged to think differently, which builds confidence and highlights the kind of innovation our world truly needs.

“Our ability to reach unity in diversity will be the beauty and the test of our civilization."

— Mahatma Gandhi