What We Heard at NATSAP: Trends Shaping Therapeutic Education

Our Admissions team had the opportunity to attend this year’s regional conference for the National Association of Therapeutic Schools and Programs (NATSAP), held right here in Burlington, VT. Rock Point School was also one of three local programs to host a program crawl, giving conference attendees the opportunity to visit supportive programs in the area.

We came away from the conference with many new connections and ideas, but three themes stood out to us: the important role of “step-down” programs like Rock Point in supporting students transitioning out of clinical therapeutic settings, the growing emphasis on support for parents and families, and the value of playful, interest-based learning.

A "Step-Down" Continuum of Care for Students

When a student leaves a therapeutic program, an important question is: What comes next?

Some students may be ready to return to a more traditional educational setting, while others may continue to benefit from a smaller, more personalized environment. Programs like Rock Point can help bridge that gap, offering students continued support as they transition from a more intensive therapeutic setting into a school environment that is not clinically focused, but still supportive.

We see the value of this kind of transition firsthand through the relationships we build with colleagues at therapeutic programs and treatment centers. By working together, we can help students and families identify an educational setting that meets their needs as they take their next steps.

Continued Care for Parents

Students aren't the only ones navigating change. Parents and caregivers often need support, too, as they learn how to best help their child through new educational and personal challenges.

One trend discussed at NATSAP was the growing interest in parent coaching, which gives parents access to professional guidance and support as they navigate these experiences alongside their children.

At Rock Point, we've seen the value of creating space for parents to connect with one another. Twice a month, our Head of School hosts a parent Zoom meeting, giving parents in our community an opportunity to share experiences, ask questions, and support one another. We're also excited to begin offering interested parents access to Other Parents Like Me, an online peer-support platform that connects parents with other parents supporting children with mental health struggles.

Playful, Interest-Based Learning

Another theme we continue to see in therapeutic education is the value of incorporating play, creativity, and students’ individual interests into the classroom.

Hands-on activities tailored to students’ interests can help make learning more engaging and meaningful. At Rock Point, our small class sizes give teachers the flexibility to offer students choices in how they demonstrate their learning. A student might create a zine instead of writing a traditional paper in history class, for example, or explore a concept through photography rather than painting in art class.

Our electives also change regularly to reflect the interests of our students. And sometimes, learning simply looks like having a little fun: students might design carnival games to explore math concepts or conduct a science experiment involving a potato launcher and Lake Champlain.

These experiences reflect something we value deeply at Rock Point: students learn in different ways, and giving them opportunities to connect their learning to their own interests can make a meaningful difference.

Learning from Our Colleagues

Attending conferences like NATSAP gives our team the opportunity to learn from colleagues, strengthen relationships with programs supporting students and families, and bring new ideas back to our community. We’re grateful for opportunities to listen, learn, and continue thinking about how we can best support the students and families we serve.

Interested in learning more about Rock Point School and our supportive approach to education?