Who Should Apply

Students Considered for Admission:

Students with ADD, ADHD, learning disabilities, Tourette Syndrome, seizure disorders, traumatic brain injury and related conditions—whose difficulties with organization, planning, motivation, social/emotional development and information processing are not being met by other educational facilities

  • Students with Pervasive Developmental Disorders (PDD), and related disorders that affect social development, who demonstrate the potential for independent social functioning
  • Students who have primary difficulties with impulsive behavior and/or emotional regulation, as long as they do not pose a risk of harm to themselves or others; they may be diagnosed with anxiety disorder or a mood disorder

Students Who May Not Be Considered for Admission:

  • Students with primary drug and alcohol problems
  • Students with primary conduct disorder and other anti-social behavior problems
  • Students whose cognitive handicaps indicate a limited potential for engaging in problem solving and independent functioning
  • Students who are not yet ready to benefit from The Monarch School’s structured social environment
  • Students in active phases of psychoses, schizophrenia or thought disorder
  • Students who pose a short-term risk of harm to themselves and/or others
  • Students who require day hospitalization rather than a therapeutic day school
  • Students who are evaluated as unlikely to benefit from Monarch’s program
  • Students with primary sexually problematic behaviors

Profile of Typical Monarch Students Prior to Admission:

  • A history of never being carefully evaluated
  • A history of being misunderstood, mistreated, experimented on and treated as an object
  • A history of being over-rated, falsely praised and not held personally accountable for their actions and performance
  • A history of denying, avoiding and hiding from weaknesses rather than coping
  • A history of relying on splinter skills without a developmental foundation and integration
  • Little apparent motivation for competence
  • Developing numerous obstacles that interfere with competence
  • Feeling totally overwhelmed with the act of processing and organizing the information presented in the course of an average day
  • Functioning totally in the immediate present, never considering past experience prior to acting, never anticipating future goals
  • Expecting others to do all the work of initiating, maintaining and repairing social encounters, never understanding the true meaning of a relationship or a friendship, using other people as means to an end
  • Blaming others for their emotional reactions, not taking responsibility for regulating their emotions
  • Passive style of learning
  • Poor self-awareness
  • Poor resilience

Contact our Admissions Office »