When fear and insecurity dominate, communication cannot succeed and achievement cannot occur. Curiosity seems dangerous; "trying" risks humiliation. Distrust inhibits self-expression in written work, in classroom responses, in personal friendships, even in play.
New students arrive at Robert Louis Stevenson School with understandable apprehension and uncertainty. But in the reassuring environment created by the staff and students, newcomers soon feel accepted. Each boy and girl is free to be who he or she really is, no longer needing to conform to some idealized image formed by an adult. In this atmosphere of acceptance and positive regard, students begin to believe in themselves again. They can succeed.
The school environment strongly conveys respect for learning and is designed to prepare students for college. Though the program is not formal or rigid, expectation of achievement is tangible and import; support is provided to allow all students to succeed.
Teaching gifted adolescents who have not realized their potential involves special responsibilities. Teachers at Stevenson are sensitive to individual needs, but also provide the leadership and control necessary for students to feel secure. While setting clear limits, they accept their students sincerely and are quick to give recognition to every sign of effort and achievement. Our teachers excel in their academic fields and are involved in ongoing training and supervision to enhance their pedagogical skills and psychological understanding.