What is The Craig School?

The Craig School is a private, nonprofit school serving students in grades 3–8 whose success depends on structure, clarity, and consistent support. Standards-aligned academics taught by credentialed teachers in small, supportive classrooms.

Who does The Craig School serve?

The Craig School serves students in grades 3–8 whose learning experience is impacted by ADHD, executive functioning challenges, anxiety, or similar needs. Diagnosis is not the starting point. Fit is.

What is the Science of Learning Lab?

Through SOL, our Science of Learning Lab, research actively informs daily practice. Staff meet regularly to review data, observe patterns, and adjust supports. Multiple research projects run each year so the program continues to improve based on evidence and experience.

What is Riding for Focus?

Middle school students have the option to participate in Riding for Focus, a research-based cycling program developed by Outride to support attention, regulation, and overall well-being. Every other week, students ride the San Diego Creek Trail in a structured, supervised setting where movement, focus, and teamwork reinforce skills they are building in the classroom.

Refer With Confidence. We’ll Take It From There.

If you work with children who have ADHD, executive functioning challenges, or related needs, you know how hard it is to find a school placement that actually fits. The Craig School was built for exactly the students you're describing.

Founded on 35 years of UC Irvine research into ADHD and learning, TCS provides a full academic program — credentialed teachers, California State Standards, grades 3–8 — alongside the integrated behavioral and social support these students need.

This page is designed to give you what you need to refer with confidence

Who We Serve

The Craig School serves students who are often bright and capable, but not consistently successful in traditional classrooms where attention, organization, and regulation are assumed.

Our students typically benefit from:

Small, structured classrooms
Clear expectations and routines
Integrated behavioral support throughout the day
Daily social skills or communication instruction
Close collaboration between school and home

Many students arrive after repeated frustration despite strong underlying potential.

ADHD & Executive Functioning Challenges

Difficulty with attention, task initiation, organization, working memory, and follow-through.

Emotional & Behavioral Regulation Difficulties

Frustration, anxiety, impulsivity, or dysregulation that interferes with learning.

Social Pragmatic Needs

Challenges with communication, flexibility, peer interaction, or perspective-taking.

Mismatched with Traditional Settings

Students whose needs are not met in larger classrooms with inconsistent support.

Academic Program

Standards-aligned instruction delivered by credentialed teachers in small classrooms.

Science of Learning (SOL)

Research and data directly inform instruction, support, and program design.

Built-In Support

Behavioral and executive functioning support is embedded throughout the day.

Daily Social Skills

Explicit instruction in communication, self-advocacy, and peer interaction.

Students Who May Be a Good Fit

A student may be appropriate for TCS if they:

Have ADHD or executive functioning challenges
Need more structure than traditional schools provide
Benefit from a small, supported classroom
Experience difficulty with regulation, flexibility, or peer relationships
Are capable of participating in a classroom with support
Require integrated academic, behavioral, and social support

Students Who May Not Be the Best Fit

TCS may not be appropriate for students who require:

A highly restrictive or therapeutic setting
Acute psychiatric stabilization
Continuous 1:1 behavioral support
A program designed for severe intellectual disability
A primarily autism-specific or nonverbal program

If a student is not a fit, we aim to provide clear guidance on next steps.

What Professionals Can Expect

We value collaboration with referring professionals.

With family consent, this may include:

Review of psychoeducational or neuropsychological reports
Consultation regarding student fit
Coordination with treating clinicians
Insight into behavioral and social-emotional functioning in school
Ongoing communication as appropriate

Our goal is appropriate placement and long-term success.

Referral Questions to Consider

Professionals often reach out when asking:

Is this student capable but not functioning in their current setting?
Does this student require more structure during the school day?
Would integrated behavioral support improve access to learning?
Is emotional or social functioning limiting academic progress?
Does the family need a school that understands ADHD in practice?

If several of these apply, TCS may be worth exploring.