One of my favorite parts of being Head of School is spending time in classrooms across our three campuses, observing teaching and learning in real time. Recently, during a visit to the Lower School, I was struck by the depth of pedagogical expertise built into the lessons, and the subtle, responsive ways educators understand and meet each student exactly where they are.

As we near the end of the school year, I’ve been reflecting on this question: What are the essential elements of teaching and learning that effectively change the course for students with language-based learning differences?

For nearly 60 years, Carroll educators and staff have been refining a set of practices grounded in research and experience, and changing lives in the process.

Below are a few key insights that stand out.

Mindset Matters

At the center of effective, compassionate dyslexia education is a core belief: students don’t have problems to fix, but unique strengths to develop. This asset-based ethos is an intrinsic value held by our educators. It permeates all aspects of school life, from instruction to daily interactions, and creates a learning environment where students are consistently seen for  their abilities and potential.

Relationships Are Foundational

When students feel fully seen, valued, and heard, the stage is set for the development of deep, trusting relationships with teachers and classmates. Safety and belonging pave the way for engagement and growth. It’s why social-emotional learning is tightly interwoven with academic instruction at Carroll. As Katelyn Murphy, a third grade teacher said, “Kids need to feel emotionally ready to learn before they can feel academically ready.”

Lean Into Language-Rich Learning

A particularly unique feature of classroom instruction — one I notice in every class I visit — is the abundant language exchange between teachers and students. Rather than providing answers, educators gently probe using questions to extend thinking. Students respond with an answer, which the teacher acknowledges positively, only to follow with another question. This back-and-forth language volley creates an immersive, language-rich environment where students build vocabulary, processing skills, and reasoning — helping students learn how to think, rather than just how to do.

Productive Struggle Fuels Progress and Confidence

In one class, I noticed a student struggling with a writing task. Head resting on her desk, she sighed, “I don’t want to do this.” The teacher’s response? “Do you want a break or do you want me to write for you?” In this short reply was a dose of relief — the student was offered two possible paths forward and the agency to choose. She was not being let off the hook — the expectation remained — but the choice allowed her to stay engaged in the work. At that moment, the teacher gave the student what she needed (what we call “GEC’ing”). This balance of high expectations with responsive support is where growth happens and fortitude is built.

Celebrate Little Victories

Praise matters, but only when it is timely and specific. When praise is vague (“Good job!”), kids will question its veracity. In her article “The Perils and Promises of Praise,” Stanford psychologist Carol Dweck reinforces that feedback that is meaningful and rooted in the task at hand (“You showed great problem-solving skills!”) builds confidence and independence. Carroll educators are masterful moderators of praise, understanding not just what to say, but how often to say it.

Humor and Joy

In a tutoring class, I overheard an exchange between a teacher and a pair of students. They were learning about the prefix “pre.” One student turned to the other and exclaimed, “Can you believe the prefix ‘pre’ is in the word prefix!” Both students dissolved into laughter, as did the teacher. The student’s comment was highly astute, but also reminds us that learning is more meaningful and durable when it includes humor, lightness, and joy.

Partnerships Amplify Practice

Research and practice are interwoven in the fabric of Carroll, from its founding until today. Partnerships with universities and research institutions enable us to refine our instructional practices based on science, evidence, and experience. Our own initiatives, like Targeted Cognitive Intervention and our Research Advisory Board, ensure that our student-focused, data-driven practices happen every day.

Stay the Course

Progress for students with language-based learning differences is rarely linear. It unfolds over time, shaped by consistent individualized instruction and supported by social emotional development. Taking the long view allows small gains to build into lasting change, at Carroll and long after they leave school.

A Roadmap for the Future 

We are at an exciting moment in dyslexia education: advances in neuroscience, brain imaging, and research are deepening our understanding of how students learn.

At Carroll, that means continuing to prioritize: 

• Targeted and individualized academic instruction
• Critical thinking and problem-solving skills
• Project-based and multi-modal learning experiences 
• Integrated social emotional learning 
• Executive function skills: organization, planning, focus
• Readiness skills: self-advocacy, agency, fortitude
• Early identification and intervention to help our youngest learners
• Robust teacher preparation programs 

While the insights are essential for students with language-based learning differences, make no mistake: A rising tide lifts boats for all learners. These are foundational practices that every school — not simply specialized schools — can follow to improve learning outcomes for its students. Building learning environments where all kids belong and all kids can thrive benefits everyone.