GDS for a high schooler with ADHD/Autism

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:My autistic, ADHD, low processing but high IQ kid attended an MCPS high school, with an IEP, then a 504 in his last year. He had double time, typing and calculator accommodations, and was able to do 11 AP courses.

Just something to consider, OP, especially if finances are tight and you're looking at funding college for him and other kids.

We currently live in bounds for Jackson Reed. Extremely reluctant to send her to such a huge place when she’s been in small privates her entire life.

PP you replied to. My two kids attended/still attend large MCPS schools. They're both on the spectrum, actually, but only one has the additional ADHD. The size of the school doesn't matter since kids just go to their classes and have lunch, and there's de facto a lot of structure built into the school day. The noise or feel of the crowds can matter enormously, but size of school and noise/crowds don't automatically go together: it depends on the building, specifically the corridors, and how it's all set up. They've never felt lost, and for certain neurodivergent profiles with social anxiety, the relative anonymity of a large school can be less intimidating than everyone knowing who you are.

I still suggest you visit with your child, just to make sure it's not an option. Also, keep in mind that at some point your kid will attend college. My autistic/ADHD kid attends a large private university in a urban campus open to the city - he chose it over our state flagship and lots of smaller LACS and rural, quieter institutions. His autism diagnosis entitles him to a private room, which is nice. He absolutely needs his own space and would feel incredibly anxious with a roommate sleeping in the same room. Keep that in mind for when your kid goes to college!

I have an AuDHD kid who is thriving at JR and agree that headcount should not be the only factor. My kid actually hates crowds but says passing time (which is only really twice a day, because of the block schedule) is just like “white noise.” The school provides a clear, non-negotiable structure but after that the kids have an enormous amount of freedom regarding courses, activities, and even field trips. We have friends and family at GDS and various Catholic schools but think that for my particular kid, JR is a better fit than any of those options. Your kid is not my kid, but I encourage you to consider the option.

[Anonymous]

GDS is super selective, so I think you can be assured that for high school:
1) if a kid doesn’t get in, it doesn’t necessarily mean anything negative about them
2) if a kid does get in, the school is confident they will do well.

I’m an alumna from a long time ago when it wasn’t as competitive. There weren’t many genuinely struggling students, and none of them were 9th grade admits.

[Anonymous]

Your kid might be a good fit for Templeton Academy. Small, close knit, project based, kind… but pretty high academic bar. My high- IQ AuDHD kid is there, loves it, is thriving, and it’s challenging in a good way for him. It’s in downtown DC and also really fun in that regard, esp. the off campus lunch. Admissions are rolling so you haven’t missed any deadlines. You can go for a tour/shadow day in February.

[Anonymous]

I have a child with ADHD who is doing very well at a strong private but it’s one that is way more structured than GDS. We left a progressive elementary school bc it was a poor fit despite loving the community and the idea of the school. Having been through this I would suggest being transparent during the admissions process. At least for the adhd, all these schools have kids with ADHD. Autism, I would assume is less represented.

[Anonymous]

Anonymous wrote:I have a child with ADHD who is doing very well at a strong private but it’s one that is way more structured than GDS. We left a progressive elementary school bc it was a poor fit despite loving the community and the idea of the school. Having been through this I would suggest being transparent during the admissions process. At least for the adhd, all these schools have kids with ADHD. Autism, I would assume is less represented.

It’s worth highlighting what the poster above hinted at: progressive schools generally provide less structure and explicit guidance which is going to tax EF more. Progressive schools are probably more challenging than traditional schools for an Autism/ADHD profile in ES and MS than in HS for that reason but it’s worth considering the structural downsides of a more progressive learning environment if your child’s EF is not very strong. They will most likely be working harder to navigate expectations than they would be at a traditional school and that can be surprising.

I would also caution against assuming any GDS 9th grade admit won’t struggle if admitted. Just because students choose not to speak openly about their academic struggles in a competitive environment doesn’t mean there are no students who struggle. Although I would say the students who struggle are disproportionately admitted in early grades or as a result of legacy, siblings, donor parents, or similar.

[Anonymous]

None of these elite schools are good fits for students who have neurodivergence and need hand-holding or accommodations.

[Anonymous]

Anonymous wrote:None of these elite schools are good fits for students who have neurodivergence and need hand-holding or accommodations.

This is false, and likely comes from someone who misunderstands the diagnosis and hasn't actually managed this successfully. Plenty of kids with this profile have found a place at the so called "elite" schools. It's not for everyone, but this kind of blanket "no" is just ignorant.

[Anonymous]

Anonymous wrote:

PP you replied to. My two kids attended/still attend large MCPS schools. They're both on the spectrum, actually, but only one has the additional ADHD. The size of the school doesn't matter since kids just go to their classes and have lunch, and there's de facto a lot of structure built into the school day. The noise or feel of the crowds can matter enormously, but size of school and noise/crowds don't automatically go together: it depends on the building, specifically the corridors, and how it's all set up. They've never felt lost, and for certain neurodivergent profiles with social anxiety, the relative anonymity of a large school can be less intimidating than everyone knowing who you are.

I still suggest you visit with your child, just to make sure it's not an option. Also, keep in mind that at some point your kid will attend college. My autistic/ADHD kid attends a large private university in a urban campus open to the city - he chose it over our state flagship and lots of smaller LACS and rural, quieter institutions. His autism diagnosis entitles him to a private room, which is nice. He absolutely needs his own space and would feel incredibly anxious with a roommate sleeping in the same room. Keep that in mind for when your kid goes to college!

Is BCC one of them? I have an AuDHD 5th grader in private (high IQ but still struggles with emotional regulation / overwhelm) and starting to try to figure out where she will go next and wondering if BCC might be an option for high school.

[Anonymous]

Anonymous wrote:GDS is super selective, so I think you can be assured that for high school:
1) if a kid doesn’t get in, it doesn’t necessarily mean anything negative about them
2) if a kid does get in, the school is confident they will do well.

I’m an alumna from a long time ago when it wasn’t as competitive. There weren’t many genuinely struggling students, and none of them were 9th grade admits.

Maybe if you applied at K they would have taken your kid, maybe if your kid is a genius, they would consider it, but from what you’re describing, it doesn’t sound likely. There’s so many strong applicants for grade 9.