The mission of Greenwood School is to provide specialized college- and career-preparatory curriculum for middle and high school students with learning differences or difficulties.
Greenwood School's small class sizes and relationship-based approach contribute to our physically and emotionally safe and supportive environment and allow us to focus on students' strengths.
Although Greenwood does engage students’ individual learning styles, we prefer to speak in terms of a students’ individual strengths and needs. Additionally, we refer to a student’s learning differences rather than as a learning disability.
The foundation of Greenwood School programs is our specialized instruction, which includes the expert use of research-proven practices beneficial to all students, but especially to students with specific learning differences. We provide strategies, supports, and accommodations to create learning opportunities that effectively address the individual needs of students and enable them to experience success with a challenging, college-preparatory level curriculum.
Greenwood School provides the most appropriate balance of challenge and support for all students. We are regularly recommended by families and professionals throughout the Jacksonville area for our supports to students with a variety of challenges, including ADHD, auditory and/or visual processing delays, autism spectrum disorders (those formerly specified as Asperger's Syndrome or Pervasive Developmental Delay), dyscalculia, dysgraphia, dyslexia, executive functioning difficulties, general anxieties, and other differences.
In addition to core subjects, Greenwood students benefit from interscholastic athletics, National Honor Society, Student Council, and a variety of other extracurricular activities and clubs, such as Archery, Chess, Ecology/Zoology, Fencing, and Running. Core classes are supplemented by enrichment courses: Art, Band, Coding, Drama, Graphic Design, History electives, Physical Education, Science electives, Sociology, and many other options.
