Learning Support

Seeing the Whole Student
Holden recognizes that each of our students is unique and we do not categorize or stereotype them by disability. Our low student to teacher ratio allows teachers to pay more attention to students’ individual needs, skills and interests.

Experienced and Collaborative Staff

Our four co-directors have over 100 years of combined experience teaching students who have faced social, emotional and academic challenges. All of our academic teachers are trained by co-director Abby (a credentialed Education Specialist) on strategies for working with various learning styles. Individual students’ educational backgrounds are shared with all academic teachers so that we can best meet student needs. In addition, both academic and counseling staff work together in weekly meetings in order to identify students’ strengths and problem solve areas of need.

Individualized Attention & Support

We provide appropriate accommodations, modifications and supports for students with disabilities with input from students, parents, staff, educational testing and prior student records. We value that our students learn in different ways. By differentiating instruction, we make a successful educational experience accessible for all types of learners.

Student needs are also addressed through grade level seminars, teacher evaluations, after school homework labs, individual counseling, limited family counseling, end of semester conferences, transition counseling and behavioral support meetings (all included in the cost of tuition), as well as individual tutoring interventions or ongoing family therapy (for an additional cost). Holden’s counselors, directors and academic teachers meet weekly and work collaboratively to support all students.


Holden students make measurable progress in skills, show improved self-esteem and have knowledge of their personal and academic strengths and areas of growth. They are able to more effectively communicate with adults and peers, think critically and advocate for themselves.

Students with IEPs

If a student is funded by a district, Holden will participate in IEP meetings on site with district staff. We do not take primary responsibility to create and implement IEPs if we do not have a contractual agreement with the district. However, we will do our best to implement such non-contractual IEPs.

We hold annual end of year conferences with all of our students and their families to discuss student progress, strengths, accomplishments and goals related to their academic and social growth and transition. These are not formal IEP meetings, but address similar issues.

Experienced in Supporting Students with a Range of Diagnoses

Attention-Deficit/Hyperactivity Disorder (AD/HD)
Learning Disabilities (ie. Dyslexia, Dyscalculia, Dysgraphia)
Central Auditory Processing Disorder (CAPD)
Visual Processing or Visual Spatial Integration Disabilities
Mild Non-Verbal Learning Disability (NLD)
Emotional Blocks to Learning (e.g.,depression, anxiety)
Post Traumatic Stress Disorder (PTSD)

Special Circumstances
We want to make sure Holden is a good fit for all of our students. If the prospective student has ever been in a treatment program or hospitalized, one of our counseling supervisors needs to speak with their program or therapist before a student can be considered for acceptance. Unfortunately, Holden is not structured to serve students with medically diagnosed psychoses or psychotic features, or those who need line-of-sight supervision.