As another successful summer session comes to a close, more than 50 students returned home with far more than memories of summer adventures. They left with new friendships, greater confidence, stronger independence, and a deeper belief in themselves.
Designed specifically for neurodivergent students, Summer at Franklin combines academic enrichment, social development, and experiential learning in an environment where students are encouraged to take healthy risks, explore new interests, and discover what they are capable of achieving. According to Head of School, Dr. Alex Morris-Wood “What made this summer truly remarkable was not simply what our students accomplished, but how they accomplished it together. In more than 20 years leading summer programs, I can confidently say this was the strongest group of students I have ever had the privilege to work with.” He continued “they embraced challenges, supported one another through the uncertainty of being away from home, and demonstrated the kind of resilience and authentic connection that defines the Franklin experience.”
Throughout the summer, students immersed themselves in engaging academic and enrichment Paths that reflected a wide range of interests and talents. Programs in robotics, cooking, animal science, cybersecurity, theater, printmaking, student leadership, and college application preparation challenged students to develop new content-area knowledge while building the essential life skills that support long-term success. Whether collaborating to solve a complex robotics challenge, preparing a meal in a shared kitchen, rehearsing a theatrical performance, or working together on creative projects, students practiced communication, teamwork, flexibility, problem-solving, self-advocacy, and shared responsibility. Every experience was intentionally designed to help students strengthen not only what they know, but also how they learn, work with others, and navigate the world with greater confidence and independence.
Learning extended well beyond the classroom. Students explored New England through trips to Six Flags, Dave & Buster’s, the New England Aquarium, ConnectiCon, the Basketball Hall of Fame, Mystic Village, Providence Place Mall, and the Beardsley Zoo. They also became familiar with the local community through visits to Moodus Ice Cream, Tomo Japanese Market, Lyman Orchards, Salem Valley Farms Creamery, Colchester Movies, nearby beaches, and Connecticut state parks.
On campus, students balanced academics with recreation, wellness, and community-building through activities including bowling, ice skating, laser tag, mini golf, hiking, swimming, weight training, farm programming, and friendly athletic tournaments. Every activity was intentionally designed to help students strengthen executive functioning skills, develop social confidence, and experience the joy of belonging.
Returning Franklin Academy students also played an important role in shaping the experience for new participants. They served as mentors and leaders, helping younger students navigate campus, build friendships, and quickly feel at home within the Franklin community. “Choosing Summer at Franklin reflects what makes Franklin Academy different,” said Dr. Morris-Wood, “our commitment to students and families extends well beyond the school year.”
This year’s program also highlighted Franklin Academy’s commitment to developing the next generation of educators and leaders. Franklin faculty were joined by alumni who returned to campus as Peer Mentors, working alongside the very teachers who once guided their own journeys. Together, they brought the Franklin experience to life for a new generation of students, offering encouragement, mentorship, and a powerful example of what growth and belonging can look like. They were also joined by four college interns studying social work, psychology, and education at universities across the country. By learning alongside Franklin’s experienced faculty and alumni mentors, these future professionals gained firsthand experience with authentic, strengths-based best practices for supporting neurodivergent students in a residential school setting, helping to prepare them to carry those approaches into schools and communities of their own.
“After five years of working with summer pre-college transition programs for neurodivergent high schoolers, I thought I understood how meaningful these experiences could be, but Summer at Franklin was something truly special,” said Brody Glidden, Chief of Staff & acting Director of Summer at Franklin. “There was an incredible sense of connection throughout the program. We watched students take risks, discover strengths they did not know they had, form friendships that gave them a true sense of belonging, and grow more confident in who they are and what they can accomplish. Seeing students arrive unsure of themselves and leave feeling proud, capable, and excited about what comes next was deeply moving. It is the kind of experience that stays with you long after the summer ends.”
As Summer at Franklin concludes another remarkable season, its impact will continue well beyond the summer months. Students leave with a comprehensive evaluation and clear recommendations for continued growth, and return to their schools and communities carrying new skills, lasting friendships, and the confidence that comes from being part of a community where they were accepted, challenged, and celebrated for exactly who they are.
