Mon, August 11, 2025

Bridging the Gap: Residential Programs for Boarding Students

For students with social pragmatic challenges, some schools offer programs during the day that provide structure, support, and access to specialized instruction in communication and social interaction. But what happens when the school day ends? Residential hours can present just as many challenges—and opportunities—as the classroom. That’s why it’s essential to ask specific questions about the residential programming at each prospective boarding school to ensure that it actively supports students’ social and emotional growth around the clock.

A residential program tailored to the needs of neurodiverse students serves as a powerful bridge between the structured learning that occurs during the academic day and the less predictable—but equally essential—social learning that takes place outside of school hours. Designed specifically for students with social pragmatic differences, these kinds of residential programs are best staffed by a trained teacher and behaviorist who understand the unique needs of students who find social connection, friendship-building, and community integration more difficult than their peers.

Individualized Support Through Residential Accommodation Plans

An important component of a residential program designed to support the whole student is a Residential Accommodation Plan—a personalized guide that helps both students and residential staff understand and support individual needs. This plan should begin with a collaborative process that includes a conversation between families and the school to gain insights into the student’s strengths, challenges, preferences, and routines. The plan might provide accommodations and support in social communication, daily living, organization, time management, routines, and executive function.

A Program That Grows With the Student

What makes this type of program potent is its dynamic, student-centered approach. Staff regularly review and adjust each student’s Residential Accommodation Plan to reflect growth, changing needs, and newly acquired skills. This ensures that students are not only supported in the present but are continually challenged to develop greater independence and confidence.

Additionally, communication between academic faculty, residential staff, and families is prioritized. This consistent collaboration creates a seamless support system, allowing all adults in a child’s life to reinforce the same strategies and celebrate shared progress.

Building a Community of Belonging

For students with social pragmatic differences, the boarding school environment can feel overwhelming without the right supports. But in the hands of experienced professionals who recognize the strengths and potential in every student, it can also be a transformative opportunity to build authentic friendships, practice real-world skills, and develop a sense of belonging.

By intentionally aligning the academic and residential experience—and by integrating ongoing family collaboration—this program does more than provide a place to live. It creates a community where neurodiverse learners can grow and thrive, both inside and outside the classroom.

Samantha Kravitz is the Associate Director of Enrollment at St. Andrew’s School, a nondenominational boarding and day school on a 100-acre campus in Barrington, Rhode Island, serving co-educational grades 6-PG, including students with complex learning profiles.