The earlier the right environment, the better the outcome.
Third grade is when the gap between what your child knows and what they can consistently produce first becomes visible. That's not a willpower problem. It's an environment problem. The Craig School was built specifically for students with ADHD, ASD, and executive functioning challenges. Not as an accommodation. As the design.
No pressure. No commitment. Just a real conversation about your child.
Now enrolling for 2026–27.
DOES THIS SOUND FAMILIAR?
If your 3rd grader came home frustrated today, you're in the right place.
By 3rd grade, school stops being about showing up and starts being about performing. Reading independently. Writing multi-sentence responses. Staying organized. For kids with ASDS, ASD and executive functioning challenges, this is often when the gap first appears.
| A bright child who can explain everything at home but can't get it down on paper by 10 a.m. |
| Homework that takes three times as long as it should and ends in tears or shutdown |
| A teacher who genuinely likes them but doesn't know how to reach them |
| A diagnosis that finally explained a lot but didn't tell you what to do next |
| Accommodations that helped at the margins but didn't change the underlying problem |
| A growing worry that if something doesn't change soon, the gap will only widen |
You didn't miss anything. The environment missed them.
And 3rd grade is not too late to fix it.
5:1
Every classroom.
Every day.
35 Years
UC Irvine research behind TCS
Daily
Social skills instruction.
Not occasional.
93%
Of 8th graders return to traditional school
"This school has given her confidence, academic growth, and a genuine sense of belonging."
Heather S. Miethe-Wong
Parent of a 6th grader at TCS
BUILT FOR YOUR CHILD
Most schools add accommodations. We build from scratch.
There is a real difference between a school that supports students with ADHD and a school that was built around how those students learn. The first is still a traditional classroom with a layer of help added. The second is something different entirely.Architecture, Not Accommodation
The structure, routines, and pacing were built for their brain. Not layered on top of a traditional model.
5:1 Student-to-Staff Ratio
For every 5 students, there is at least 1 staff member in the classroom. That's our standard.
Founded on 35 Years of Research
Not a Philosophy. The TCS model is grounded in research developed over 35 years at UC Irvine.
OUTRIDE PROGRAM
Learning doesn't stop at the classroom door
Every other week, TCS students ride or explore the San Diego Creek Trail, right outside our building. This isn't recess. It's not a reward. Text
For students with ADHD and ASD, movement and nature aren't extras — they're part of how learning works. The OutRide Program is structured, intentional, and adult-guided. It reinforces the regulation, focus, and teamwork students build inside the classroom, in an environment that's a wildlife sanctuary and creek trail.
TCS sits next to the San Diego Creek Trail and the Irvine Wildlife Sanctuary. We put that to use.
WORKING TOGETHER TO ENSURE A FIT
The first step is just a conversation.
Families often come to us after navigating multiple placements, professionals, and diagnoses that each explained part of the picture but none explained all of it. Our admissions process is a real conversation, not a screening.
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Tell us about your child. Fill out a short inquiry. About three minutes, no formal application, no paperwork. Just the basics so we can have a real conversation.
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We talk. An admissions conversation, not a test. You tell us what's happened. We'll tell you honestly whether TCS is likely to be the right fit. No pressure in either direction.
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Come see it. If there's a mutual sense of fit, we'll invite you and your child to visit. You'll see how the day flows. Your child will spend time in the classroom. We'll know more. So will you.
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We move at your pace. No pressure.
Exploring other grades?
The Craig School serves students in grades 3 through 8.
Questions we hear from 3rd grade families
No. Many students arrive without one. We focus on whether our environment fits how your child learns. If they struggle with attention, regulation, or organization in ways traditional school doesn't address, that's enough to start a conversation.
That's the right time to reach out. Many families come to us early, before they've made any decisions. We're happy to be part of that process. Early conversations are often the most useful ones.
We most commonly support students with ADHD, executive functioning challenges, anxiety, and autism spectrum disorders. Students should have average intellectual ability and be able to participate in a small group setting without requiring continuous one-to-one support.
We encourage families to reach out early. Contact us to learn about current availability for the 2026-27 school year.
The right time to find the right environment is now.
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