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Inside a comfortable, roomy Victorian house in the middle of Cambridge, Massachusetts, small miracles are known to happen. These are the building blocks of change: they aren't flashy, but instead, grow out of the everyday structure and traditions of a residential school that balances rules and expectations with support, patience and respect.
Serving up to 12 adolescents ages 13 - 18+ in residence, both boys and girls, and a few more in a day school component, Castle School provides year-round education, treatment, and daily experiences in making better choices.
What makes Castle School so special?
- A small, personalized approach to special education and therapy with therapeutic intervention around the clock.
- Trained and compassionate staff
- 24-hour milieu therapy with opportunities for new ways of thinking and decision-making
- A small group, individualized school program that is creative, special education-approved and diploma-granting
- A range of counseling and therapy services: individual, group, family, psychiatric, nursing crisis counseling, and in the community, outside individual therapy.
- Active family involvement, support and collaboration
- Community activities and proximity to the many resources of the Boston area, including partial mainstreaming at the local high school
- A year-round day school component with an extended day, offering many of these supportive services.
- The normalizing environment of a home-like neighborhood setting
Above all, Castle School is a place of hard work, deep involvement and hope.
Castle School Inc. is a non-profit, tax-exempt organization. It is licensed by the Massachusetts Department of Early Education and Care, approved by the Massachusetts Department of Education as a Chapter 766 special education residential school and certified by the Cambridge Public Schools as diploma-granting. Castle is also a member of the Massachusetts Association of 766-Approved Private Schools (MAAPS). Its policies prohibit discrimination based on race, color, religious affiliation, national or ethnic origin in the admission or delivery of services to students, as long as they qualify under our admission guidelines.
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© 2006
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