Learning Differences are in Oak Hill Academy’s “Wheelhouse”

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As I often say, Oak Hill Academy occupies a very unique place on the boarding school spectrum.  We are college prep without being “sink or swim.”  We are skilled and experienced at working with students who have the intentions but, for a variety of reasons, have not learned to execute effectively.  Our kids are smart, they often just learn differently.  What we find, over and over, is that once a student tastes success, they want more of it.

While I do not portray Oak Hill Academy as a specific “learning disability school,” the fact is that we have a lot of experience in this area.  Oak Hill Academy’s small size and relational approach historically attracts a lot of inquiries from families with a student who may be struggling academically and are seeking a change in environment that addresses learning challenges.  It is not uncommon for applicants to come to us with a specialized learning plan, or an IEP as it is commonly known, and we often find that the majority of suggested accommodations are part of our normal course of business here.

In a classroom of 8-12 students, we can do that.  Individual strengths and comparative weaknesses are known, and more importantly addressed, by our teachers.  Relationships based on trust and a sense of investment abound in this environment, especially since most of our faculty live on campus with their own families.  The kids know us too!

This unique dynamic – students and teachers living together in a small community – also shows up in the amount of time we can dedicate to “shoulder to shoulder” coaching in addition to the classroom instruction time.  Our schedule includes a dedicated “8th period” for subject-specific tutorials, organizational check-ins, and homework remediation.  Our principal is also hands on through her management of the Resource Center, an administrative study hall to address executive and learning challenges across the curriculum.

Perhaps the most dynamic situation comes in the form of structure and a positive peer surrounding.  While we are definitely a college preparatory school (95% college acceptance for our students over the last 10 years), we are not the hyper competitive situation many associate with boarding school.  Our students like to study together and support each other’s success.  It is “cool” to do well and handle academic responsibility here.  Our students high-five each other as tests and quizzes are returned in class, often because they studied together!

The structure of afterschool support is complemented by the mandatory “quiet time” in the dorms where students are required to be in their rooms, independently working or in arranged peer tutoring.  The library is also available for use during the mandatory evening study time.

In small classes, learning styles are also recognized.  Material is presented in a variety of ways – visual, auditory, hands-on for example – before teachers move on.  The predominate teaching style at Oak Hill Academy is to facilitate dynamic class discussions.  The diversity of our student body makes this method particularly engaging and our students develop their “voice.” An emphasis on coaching the processes of writing across our curriculum means that they better express themselves and develop necessary skills to write well in college.

In this setting, maintaining this mission since 1878, Oak Hill Academy has developed an intentionality of working with students whose learning differences and personal habits flourish in our structured, supportive environment.  If you are seeking such a “turning point” for your student, please contact the Admission Office at mrodgers@oak-hill.net or call (276) 579-2619.