The School Program offers academic programming to 24 children and youth, grades 6 to 12.
The youth who attend The George Hull School Program reside in the Boys House, Libby's Place, and within the community.
The youth who attend School Program exhibit acute or chronic behavioural, emotional, or learning difficulties. Youth are typically introduced into the program when traditional schools are unable to meet their specific and unique needs.
The purpose of the program is academic achievement and the development of cognitive, social, and linguistic skills. These skills are necessary for successful adjustment at home, school, and in the community.
The School Program is provided in partnership with the Toronto District School Board and the Toronto Catholic District School Board.
School Program classes are composed of only eight students, providing a high level of individual attention for each student. These classrooms each host a dedicated teacher, as well as a child and youth worker.
The curriculum is credit based and delivered within Ministry of Education guidelines. Therapeutic and educational groups are integrated into the curriculum.
Parents and families of all youth who attend the School Program are involved with a clinician from the Centre and meet regularly with the teacher and School Program staff.
Teachers and staff work closely with community schools upon a student’s admission and prior to discharge - to facilitate a smooth transition and integration back into the community
Rachel entered the School Program as a painfully shy girl who had experienced a three-year descent into depression, isolation and institutional care. She had not attended school in more than a year and had no friends. Her father said, “I do not recognize my daughter anymore’.
The academic and clinical staff worked with Rachel to help her manage her negative thought patterns and Rachel’s entire family engaged in treatment.
At the School Program, Rachel began to experience academic success and began to open up and connect with her classmates and participate in the art program and student leadership. Most importantly, Rachel learned to manage her recurring bouts of depression. With the assistance of the School Program staff, Rachel was able to graduate from high school and was accepted to college.