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Health & Safety Updates

“We have always made a point to address the individual needs of our students. Now, we are extending that effort to families who have their own needs and concerns.”

Adrianne Finley Odell Head of School

Student Experience

Roycemore Faculty "Go the Distance" with Remote Instruction

Parent Testimonial

Roycemore really astounded us with the quality of their online learning during the sheltering for the pandemic.  The creative resources for math, grammar, writing, science, social studies and even social/emotional learning were chosen with much thought and used judiciously. Special projects that integrate the disciplines were also developed.  My child was stimulated, busy learning, not overwhelmed, but genuinely engaged.  The teacher offered synchronous learning twice a day to the group of students, cutting down my child’s isolation, creating a fun learning environment with math games, and encouraging student responses in real time.  She also kept my child accountable to the schedule with charts and emails, as well as having office hours for the children to ask any questions daily. As someone offering online classes at the university, I am keenly aware of the hard work Roycemore engaged in to create a truly excellent online learning experience. Bravo! 

– Dr. Regina Schwartz

Lower School Parent & Northwestern University Professor

Social Emotional Learning

Roycemore offers a small student to teacher ratio providing an environment where educators have a better chance to identify individual talents and unique needs of each student in their classroom. Teachers in smaller classroom settings have an opportunity to encourage and enlighten their students to understand their unique learning styles. Studies show that when children feel that they are a valuable part of their school community, participation rates rise in the classroom and in extracurricular activities. Engagement also stimulates a sense of personal responsibility that helps students develop important leadership skills, problem-solving techniques, and teamwork ingenuity.

A strong student-teacher relationship gives kids the confidence to have a voice in class and feel comfortable taking risks socially and academically. Roycemore’s faculty values their relationship with students and parents, and strives to help them maintain a strong personal bond even through remote learning. These strong bonds allow teachers and students to navigate failure and cope with feelings of frustration, stress, and anxiety. Students who have a safe and supportive environment when those experiences arise start to see failure in a different light. This is shown to improve their social-emotional development and ultimately increase self-confidence in an authentic way.

“In the Early Childhood and Lower School at Roycemore, we creatively use tools and programs to attend to the students’ needs and social emotional growth. We are a “Leader in Me” school, and practice a proactive approach to developing leadership skills. We incorporate mindfulness into daily lessons with “Calm Classroom” and yoga. Morning meetings are a time to discuss various themes and grow our sense of self. These areas will be addressed in both on-campus and off-campus learning, through synchronous activities that foster student relationships. Social emotional learning is paramount here at Roycemore.”

– Darcy Aksamitowski

Roycemore Lower School Head 

“In Roycemore’s Middle School, we understand that before our students can grow as scholars, we need to create a safe and supportive environment where they can develop and flourish socially and emotionally.  We do this through a comprehensive, developmentally-appropriate social-emotional program that teaches critical life skills such as recognizing and managing emotions, solving problems, developing positive relationships, and using mindfulness techniques to improve cognitive performance as well as resilience in the face of daily stressors.”

– Adrienne Floro

Roycemore Middle School Head

“In Roycemore’s Upper School, Advisory becomes the students’ safe space.  Students choose their own Advisor who is their advocate.  Advisory activities are designed to provide both academic and social-emotional support. Additionally, Upper School students and teachers are encouraged to practice mindfulness to support their emotional well-being.  Because our Upper School is small, the wonderful relationships our teachers and students develop with one another is an additional, informal, but very powerful way in which students at Roycemore are supported.”

– Stefanie Rivera

Roycemore Upper School Head

Have Any Questions?

Please contact: 

Angela Peters Murphy – Director of Admissions

admissions@roycemoreschool.org

 

Beth Shutters – Director of Curriculum & Innovation 

eshutters@roycemoreschool.org 

 

Darcy Aksamitowski – Lower School Division Head 

daksamitowki@roycemoreschool.org

 

Adrienne Floro – Middle School Division Head 

afloro@roycemoreschool.org 

 

Stefanie Rivera – Upper School Division Head 

srivera@roycemoreschool.org