Here at City Elementary, we recognize that children inhabit a wide spectrum. We teach social and emotional skill-building alongside academic subjects like math, reading, and science. Our students thrive in small classrooms with expert teachers, who provide support for attention, regulation, and social connection. Collaborating with parents, we design educational plans that enhance the continuity of learning between home and school, and foster students’ exponential growth. Near the University of Chicago, we cultivate countless partnerships that infuse our community with vitality, vigor, and innovative ideas. City Elementary affirms and inspires diverse learners to achieve their fullest social and academic potential. 

Our school is neurodiversity affirming.  Research shows that autism, ADHD, sensory processing disorder, and similar are rooted in differences in brain wiring and chemistry. Our school is founded upon the idea that children deserve to be taught as they are, with the bodies and brains they have. We are not seeking to change a child’s way of being, and we do not seek to normalize behavior. We understand that differences are organic, and are worthy of respect, acceptance, curiosity, and celebration.

Our environment is designed to support many kinds of learners. Some of our students have diagnoses, some do not; some have more sensory sensitivity than others; and so on. We cater to students who are academically at, near, or above grade level, but who benefit from a more supportive school environment. If your student is “sensory” or “neurodivergent” or has a “spiky profile”—meaning they have wide-ranging and varying strengths and areas for growth—they may thrive at our school. Kiddos who are “2e” or “twice exceptional”, such as autistic and gifted, also do well at our school.

Most environments — from schools, to stores, to social situations—are designed around neurotypical norms and are often stressful for learners who diverge from these standards. We focus on creating environments that are friendly and comfortable for a diverse group of learners whose brains are beyond typical. Our aim is to understand who our students are as individual learners, and to meet their unique needs.

The teachers and staff at City Elementary recognize and affirm that
neurodiverse people experience the world differently than neurotypical people. Instead of trying to change the child, we changed the school. We focus first on making environments that are less stressful and overwhelming. We focus second on skill-building with attitudes of gentleness and positivity. This is called “strengths-based education.” The school is designed to work with, and enhance the growth of, your unique child.

In practice, affirming behaviors that you will see in our school include:

• Students allowed to stim, freely move around, or use a quiet fidget
• Flexible seating such as bouncy balls and sensory cushions
• Free, continuous access to the sensory gym throughout the child’s school day
• Students allowed to snack, drink water, and use the bathroom freely
• Self-regulation tools and techniques developed collaboratively with        students
• Teachers and collaborators who are neurodivergent
• Curricular materials that celebrate neurodiversity
• Ongoing professional development for staff and teachers on best practices
• Support for students’ special interests and passions