St. Charles School

19 Grant Street
Rochester, NH 03867
Thomas Hayward, Principal
Sister Mary Agnes Dombroski, Executive Director
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)

School Profile:



Approved grades:


Number of days open: 



Day and ESY



Location and Facilities:

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

Admissions Procedures:

Sending school district LEA contacts the Principal or the Executive Director regarding placement and gives an overview of presenting issues. St. Charles School reviews IEP and evaluations. St. Charles Staff observe the student in their current setting when possible. Parent/ student visit to the school is planned and a team meeting with parents begins the enrollment process.

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 as well as a variety of disabilities. Our campus and philosophy are specifically oriented toward working with students who have social/ emotional and behavioral issues.

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.