St. Charles School

19 Grant Street
Rochester, NH 03867
Charlene Shields
Phone: 603.332.4768
Fax: 603.332.3948

Population Served:

Emotional Disturbance, Other Health Impaired, Specific Learning Disability, Speech-Language Impairment, ADD/ADHD, Anger Management, Intellectual Disability, Behavior Disorders, High Functioning Autism (case specific), Sexually Reactive Behaviors (case specific).

School Profile:

Gender:

M/F

Approved grades:

K-8

Number of days open: 

180

Program: 

Day and ESY

Capacity: 

24

Location and Facilities:

St. Charles School, 19 Grant Street, Rochester, NH 03867

Admissions Procedures:

Sending school district LEA contacts the executive director regarding placement and gives an overview of presenting issues. Team meeting with parents begins the enrollment process and a team decision is made for entrance in program.

Programs and Services:

St. Charles School provides academic, social/emotional and behavioral services in a therapeutic setting. We service students in crisis who have experienced trauma, and long term anxiety.

Additional Information:

St. Charles School has decades of experience working with students who have known trauma and chaotic histories. Our campus and philosophy are specifically oriented toward working with students who have a history of aggressive or destructive behaviors. Our skilled staff has been trained in trauma informed care and has both certifications and experience in emotional and behavioral challenges.

History and Philosophy:

The philosophy of St. Charles School is built on the foundation that every person is unique and has value beyond calculation and will be treated with profound respect and dignity. Students are equal to adults in terms of human worth and dignity, and we speak to our students with the same respect with which we, as a staff, speak to one another. Our first priority is to provide our students with both physical and emotional safety without the use of force. The use of force teaches students that those who are bigger and stronger have power, whereas seeking a student’s cooperation teaches them to willingly make choices that are safer, responsible and respectful. As much as possible, children are given choices within appropriate boundaries so they do not feel forced or coerced in any way. Behaviors are learned, and students come to understand that they can learn new behaviors that are more socially appropriate for both students and their peers.