Your child is both. Most schools plan for one.
TCS serves grades 3–8 with ADHD and autism combined. Small classes. Explicit instruction. Built for the way their brain actually works.
No pressure. No commitment.
Now enrolling for 2026–27.
Does this sound familiar?
Parents of AuDHD students describe the same patterns.
| Swings between hyperfocus and complete shutdown |
| Has genuine depth but can't always access it when the environment is asking too much |
| Needs predictability but feels internal chaos even in a calm room |
| Has tried ADHD programs and ASD programs and fit neither |
| Wants connection but finds the social landscape exhausting to navigate |
| Comes home depleted in a way that suggests the day cost more than it should have |
AuDHD students don't need a school that handles one diagnosis and tolerates the other.
They need a school built for both.
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
One environment. Both addressed.
The same structure that supports ASD also makes ADHD more manageable. TCS was built on that overlap.
5:1 Ratio in every room
Both profiles need adults who know them. That doesn't happen at 30:1.
Predictable Structure
Reduced cognitive overhead for both the ASD need for routine and the ADHD need for scaffolding.
Explicit Social Skills
Direct instruction in what most kids absorb by osmosis. Daily. Built in, not pulled out.
It is not defiance. It is the profile.
Teachers read hyper focus as a motivation problem. If that can focus on that, why not this? At TCS it is treated as a profile feature we plan around.
Clear transitions, explicit expectations, adults who know each child well enough to tell the difference between engagement and avoidance. That does not happen in a classroom of 30.
OUTRIDE PROGRAM
Learning doesn't stop at the classroom door
Every other week, TCS students ride the San Diego Creek Trail right outside the building. The movement and regulation benefit that ADHD students need, in the structured, adult-guided context that ASD students require.
This is not recess. It is intentional learning through movement.
WORKING TOGETHER TO ENSURE A FIT
It starts with a 10-minute call.
No paperwork. No formal application. Just tell us about your child.
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Tell us about your child. A short inquiry.
Three minutes.
We read every one.
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We talk. An admissions conversation, not a screening. You tell us what had been hard. We tell you honestly if TCS fits.
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Come see it. If there is a fit, visit. Your child spends time in a classroom. You will know.
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Your child's grade. Your child's questions.
Every grade at TCS looks different. Start with yours.
Questions we hear most
Built for it. The same structural features that support ASD regulation also reduce the cognitive overload of ADHD. TCS does not divide the student into their diagnoses. It serves the whole student.
Not at all. We focus on the functional picture: how the student experiences the environment, what makes it harder, what structure changes things. We are not verifying a diagnosis. We are trying to understand a student.
Yes. Admission is based on fit between your child's profile and our environment. If needs are not fully reflected in current documentation, tell us that in the conversation.
Yes. TCS is certified by the California Department of Education as a Nonpublic School. Families with an active IEP may be eligible for district-funded placement. Our admissions team can walk you through how this works.
Your child deserves a school that gets it.
The first step is a short inquiry. We will take it from there.
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