Students Considered for Admission:

Students with ADD, ADHD, learning disabilities, Tourette Syndrome, seizure disorders, traumatic brain injury and related conditions—whose difficulties with organization, planning, motivation, social/emotional development and information processing are not being met by other educational facilities

• Students with Pervasive Developmental Disorders (PDD), and related disorders that affect social development, who demonstrate the potential for independent social functioning
• Students who have primary difficulties with impulsive behavior and/or emotional regulation, as long as they do not pose a risk of harm to themselves or others; they may be diagnosed with anxiety disorder or a mood disorder

Students Who May Not Be Considered for Admission:

• Students with primary drug and alcohol problems
• Students with primary conduct disorder and other anti-social behavior problems
• Students whose cognitive handicaps indicate a limited potential for engaging in problem solving and independent functioning
• Students who are not yet ready to benefit from The Monarch School’s structured social environment
• Students in active phases of psychoses, schizophrenia or thought disorder
• Students who pose a short-term risk of harm to themselves and/or others
• Students who require day hospitalization rather than a therapeutic day school
• Students who are evaluated as unlikely to benefit from Monarch’s program

Profile of Typical Monarch Students Prior to Admission:

• A history of never being carefully evaluated
• A history of being misunderstood, mistreated, experimented on and treated as an object
• A history of being over-rated, falsely praised and not held personally accountable for their actions and performance
• A history of denying, avoiding and hiding from weaknesses rather than coping
• A history of relying on splinter skills without a developmental foundation and integration
• Little apparent motivation for competence
• Developing numerous obstacles that interfere with competence
• Feeling totally overwhelmed with the act of processing and organizing the information presented in the course of an average day
• Functioning totally in the immediate present, never considering past experience prior to acting, never anticipating future goals
• Expecting others to do all the work of initiating, maintaining and repairing social encounters, never understanding the true meaning of a relationship or a friendship, using other people as means to an end
• Blaming others for their emotional reactions, not taking responsibility for regulating their emotions
• Passive style of learning
• Poor self-awareness
• Poor resilience

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