The First Step Is Just a Conversation.

Some of our strongest fits are students on the autism spectrum who are bright, verbal, and academically capable — but socially struggling in ways traditional schools don't know how to address. These are kids who want connection but haven't found their footing in environments that don't make the rules explicit. They've often been told they're too intense, too rigid, or just don't read the room. Their families are exhausted from advocating for a child who clearly has so much going on but keeps falling through the cracks.

The structure at TCS — predictable routines, small groups, consistent adult relationships, and daily explicit social skills instruction — is precisely what these students need. It's not an accommodation. It's how the school is built.

The honest qualifier: students need to be able to participate in a classroom environment with peers without requiring continuous one-to-one support throughout the day. If your child can function in that kind of structured small group setting, this conversation is worth having.

The students who thrive here are typically kids who are cognitively strong, communicative, and motivated to connect with peers — but who struggle with the unspoken social expectations of traditional school environments. They benefit from adults who say what they mean, environments where the schedule doesn't change without warning, and classrooms small enough that the noise and unpredictability of a typical school don't overwhelm them.

They are not students who need intensive behavioral intervention or a primarily therapeutic setting. They are students who need a smarter environment — one that was designed with their nervous system in mind from the start.

If that sounds like your child, start with a conversation. Carol will listen first.

Many of our students come to us after experiencing difficulty in public or private school. That history does not disqualify them — it often tells us exactly what kind of support they need.

What we look for is not a clean record. It is fit: whether this environment, with its structure and support, is the right match for this student at this point in their development.

No. A formal diagnosis is not required.

Many students have ADHD, anxiety, or executive functioning challenges. Others simply struggle to meet the increasing demands of school. We focus on functional fit, not labels.

Most students experience challenges related to attention, regulation, or executive functioning. Some have specific learning differences. Many are academically capable but struggle in traditional environments.

This is a school built for students whose learning experience improves with structure and support.

We commonly support students with:

Diagnostic assessments are available for currently enrolled families through licensed professionals familiar with our model.

Yes. The Craig School is certified by the California Department of Education as a Nonpublic School and may contract with districts for appropriate placements.