A Community-Centered Social Curriculum
Many intellectually gifted and twice exceptional kids struggle socially even as they may excel in other areas. For some, it may be challenging to connect with other kids their own age who don’t share their same interests. Others may not pick up social rules intuitively as their peers do, or difficulties processing sensory input or maintaining regulation might impair their ability to act in accordance with those rules. We learned early on that taking a traditional, “here are the school rules” kind of approach with a bunch of highly intelligent kids who have a wide array of learning, neurophysio and social-emotional differences requires doesn’t go well for the grown up left to negotiate the ins, outs and split hairs of those rules with a pack of future litigators. However, when we switched focus from “what are the rules” to “what is your goal” coupled with instruction in the precepts behind our Neuro- and Trauma-Informed Approach, the pieces fell into place. The net result is an extraordinary culture of shared progress within Cajal, with our students are increasingly being recognized outside Cajal for the leadership and inclusion skills they bring to after school pursuits in the community.
Use these links to find out more about our approach.
We foster empathy by teaching kids how to understand each others’ actions through the lens of their “Not Yet Skills”
Social interactions engage a complex array of neurocognitive and neurophysiological skills, so having uneven neuropsychological profiles can have profound impacts on how they communicate, interpret social communications and develop emotional resilience. Our exclusive, “Human 101” curriculum incorporates elements of neurology, psychology, sociology and immunology, leveraging our students’ high analytical abilities to demystify the great diversity of being human. Curriculum is tailored to the need of each cohort, building a bridge between each student’s unique challenges and communication patterns and those of their peers. This helps them to develop better compassion towards themselves for their areas of challenge, empathy towards peers who have their own unique challenges and a growth mindset as they come to understand how the human brain can change.
We turn moments of social-emotional learning into tools and understandings kids can use to foster truly-inclusive neurodiverse communities
Our approach to social challenges and “behaviors” focuses on helping students connect their behaviors to their own social goals, and identify alternative choices that would better achieve their pro-social goals. This is embodied in our exclusive, “4 Columns” school-wide code for understanding behaviors and bringing social reconciliation and growth.
Building community starts in our admissions process
Through this unique approach, we have been able to develop a community in which students are able to find common ground despite a wide range of learning, social-emotional and neurophysiological differences. This allows them to extend empathy towards one another, forgiveness for atypical patterns of communication and investment in their own growth processes. It is, we have come to realize, our most valuable therapeutic asset, as students are motivated to to gain self-direction over their actions by the pull and encouragement of the group.
And, it won’t be effective for all students.
In order for our unique approach to be effective, students don’t have to know how to build connections to or foster a sense of community, but they do have to be motivated to try. They don’t need to understand social interactions or how to interpret others’ behaviors, but they must be able to feel the empathy that is required to convert that information into compassion and kindness towards others as we work to develop those understandings.
Thus, ours is not an appropriate program for students who do not feel a desire for social connection, or who lack the ability to experience empathy for others, are physically assaultive towards staff or peers, have a history of bullying, are intentionally emotionally hurtful or show sadistic tendencies, as these tendencies are destructive to the emotionally safe environment that is essential for a trauma-informed program, and to the community itself. Students who repeatedly engage in bullying behavior towards staff or students may be asked to leave.
Cajal Academy is an avowedly inclusive community, and does not discriminate on the basis of race, religion, nationality, sexual orientation, gender identity, physical disability or any other protected class.