Students who are most successful at Great Lakes Academy are those who are intellectually capable, or gifted. However, they may not have been successful in previous environments due to a lack of individualized support, specifically trained teachers or just simply did not have the structures in place to ensure their success.
With classrooms that do not exceed 10 students in fourth through eighth grade, or 12 students in ninth through 12th grade, teachers are afforded the opportunity to connect with their students in a way that is not possible in large classrooms with 20 or more students.
For parents of learning different children, finding an environment that can meet the needs of their child in the areas of academic, social and communication skills can be a challenge.
“After we tour with the family, we do a meet and greet with the student,” Executive Director and founder Marjolein Borsten said. “If everyone feels fairly confident that the student would be successful in our environment, we schedule a three-day visit. At the end of the three days, I sit down with the parents to review our observations. The comment that I hear most often from families whose child is visiting is, ‘My child got into the car and couldn't stop excitedly talking about their day.”
This shift in a child’s perspective originates from the way each teacher presents material, connects with their students and meets each child where they are. With small class sizes and a hands-on learning approach centered on projects and presentations, the school fosters an environment where students thrive. In addition, by reframing failure as a natural part of the learning process, students are encouraged to take risks, learn from mistakes and grow with confidence.
“Our students feel more comfortable and feel safe to take risks in the classroom and to attempt to answer questions they may have avoided in the past for fear of failure,” Jay Campbell, Principal and Director of Curriculum and Instruction, said.
The results of this approach extend beyond academic progress. Students begin sharing their work and their day with their parents, signaling an increased sense of pride, as well as improved academic and social skills.
“We try to reframe our students’ perspective by saying, ‘It's not a matter of you being wired from birth to do math. It's about practice and learning new tools and skills. It's about efficiency, asking questions and self-advocacy. With these skills in place, you can learn anything,’” Campbell said. “We see that change in mindset in the work they do here. We see it in presentations when we host academic open houses. When our students stand up and present their projects, it signals that they have gained some confidence and feel more capable. That kind of growth is really wonderful to see. It's why we are here.”
This independence and confidence instilled in students extends beyond their time at GLA, often paving the way for substantial success in college and beyond.
“We had a graduate who came to us when he was in the seventh grade who struggled with anxiety and focus,” Campbell said. “At the beginning, he struggled even getting out of the car. He was failing classes at his previous school and felt like an academic and social failure. During his senior year, this student had straight A’s and was a much more confident and capable student. He enrolled into a four-year university and has since earned his doctoral degree in mechanical engineering.”
Each educator at the school is required to complete 30 hours of professional development training annually.
“Research changes regularly, so we repeat training as we get new information about certain learning differences or processes. For example, our understanding of processing speed has changed dramatically in 10 years,” Campbell said. “We now break down information into smaller chunks, allow extra time for processing, use visual aids, establish clear routines and practice cognitive exercises like brain training games for those who need it.”
At Great Lakes Academy, success is measured not just in grades but in the quiet transformation that takes place when students are supported in an environment that values their individuality.
“So many of our kids are made to feel that ‘different’ is not a positive word; it’s a burden,” Borsten said. “‘Different’ is what made the world what it is. We have had so many wonderful inventions in our world, and all of these things are because of people who saw it differently, did it differently [and] thought differently. It’s individuality and differences that we celebrate here at GLA.”
To fill out a New Student Inquiry form, click here. To learn more about Great Lakes Academy, visit their website.
The above story was produced by Multi Platform Journalist Sydney Heller with Community Impact's Storytelling team with information solely provided by the local business as part of their "sponsored content" purchase through our advertising team.
