25 Days

of Charlton

The magic of The Charlton School extends far beyond the season. 

It’s hard to describe—people say it’s just a feeling you get when you step foot onto our beautiful, sprawling campus. So, while the winter chill keeps us all inside, we're bringing the campus to you for the next 25 days!  

Join us on a virtual journey and meet the extraordinary humans who make up our community. Take a moment to read the heartwarming stories that will be shared daily throughout the month—stories of dedication, resilience, commitment, and personal reflection—that have each contributed to what makes The Charlton School such a unique and special space for growth. 

Please consider making your tax-deductible donation before December 31st. Your support is an investment toward a brighter future for the young women we serve.  

Click on Each Button Below to Read Their Stories

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Alyssa

Charlton School Student

"I’ve learned to find myself and discover things I love.”

I have been at The Charlton School for one year and three months. I've seen myself grow in ways I never thought possible. Before coming here, I had been sent to the hospital and was doing self-inflicted things, and Charlton helped me to get on the right track and stay clean from things I was doing. I’ve also learned to reframe things when I'm talking about my experiences. Since being here, I have learned to find myself and discover things I love. 

Being here, I've made very good connections with staff, and they make me feel comforted. They really explain how life is amazing and help me see things I should look forward to. My friends are amazing, and I'm happy that we have each other and can support one another.

When thinking about the importance of working on your mental health at Charlton, I can understand that it is hard, and we aren't the same people, but don't give up hope. Once you get here, that’s a time when your real healing can begin; it takes a little bit, but it's worth it!

As I’ve learned about myself and the students here, I would say it’s good to find your small group of people and trust that you guys will go a long way together. Also, good communication is key! 

Before coming here, I went from isolating and constantly hurting myself and pushing EVERYONE away, to now letting people show that I can trust them. It took time, but staff helped me build up the courage to make a change and help myself. One of my challenges here is  learning to cope when I see others struggling with their situations, but one of the benefits to being here and dealing with that is that we’re not not alone. We all support each other.

In all of my journey, this is the farthest I’ve made it, and I've had many laughs. And yes, some people come and go, but the comforting feeling of knowing I have people has made me learn that not everyone is bad—there are good people. I love that I was able to get the help I needed right then and there, and the staff did not give up on trying to help me. The relationships you make here will help you so much.

One of my favorite things is that no one sets a “healing” time for you. Healing is not rushed, and you can actually work on yourself without rushing or feeling like you have to act like you're ok.

How do you think the community can help? At The Charlton School, any donations can help us with better materials, for example, sensory toys, money going towards the new dorms and the new campus, being able to expand ongoing off campus activities on the weekends. By contributing any donation, it will help with little and big things, on-campus and off.

What kinds of things would you like to do when you graduate? I still have a couple years  before I graduate, but things I want to look into include: working with little kids, sports psychology for volleyball (or instructor), and I would love to continue to write.

Bob Clapp

Board Member & Former Charlton Parent

"Charlton gave her what she needed to thrive."

Desperation brought us to The Charlton School. Our daughter was bouncing from short-term hospitalization to short-term hospitalization. Each time she was discharged, she seemed worse than before. We knew she needed a longer-term solution; a lot of internet searching and a fair bit of luck led us to Charlton. While it seemed like a good fit, I would be lying if I said we weren't apprehensive.

When we saw their commitment to involving families, we knew Charlton would be the right place for us. Other places strictly controlled and limited our ability to interact with our daughter. It's terrifying when your child is going through a mental health crisis—being isolated from them feels downright cruel. At Charlton, family involvement was a prerequisite.

Once our daughter's mental health crisis began, she quickly spiraled downhill. Charlton was the first place where she actually improved. The wraparound care and different therapeutic modalities were what she needed to thrive. Charlton gave her that. And as a longer-term care facility, she was able to get comfortable with her counselors and had the time and space to heal.

What impresses me most about Charlton–and has led me to continue volunteering here–is their commitment to constantly improving. They're good, but they know "good" isn't good enough. Lots of people say they want constructive criticism and feedback, but at Charlton they walk the walk. If you mention something that isn't working well, they don't make excuses or get defensive, they listen and work on solutions. That's the type of place where I want to volunteer—a place where new ideas are embraced and where individuals can make a meaningful difference.

They're doing it right, and they're going to continue to improve and do even better. They know every child responds differently, and they tailor their therapeutic approach to what works best for each young woman. Whether it's family therapy, traditional talk therapy, art, music, equine... they'll find the combination that your child will respond to.

Our time at The Charlton School has helped my family heal and grow, and we’ve learned how to have difficult conversations—and to do so constructively and with love. 

If there’s anything I would want people to know, it’s that mental health struggles are real—and incredibly common. But they don't have to define you. Charlton helps their students understand this. Adolescence is difficult for anyone, and for these young women, it is especially so. They display amazing bravery and fortitude in facing their added challenges.

Per the CDC, 53% of young women experience persistent feelings of sadness or hopelessness. When more than half of young women are persistently hopeless, that's a huge problem. And it doesn't stop there: 27% have seriously considered attempting suicide. 13% actually attempted suicide. Think about that—1 in 8 young women have tried to kill herself. That's horrifying—and we have to do better. The first thing we have to do is eliminate the stigma around mental illness. There's no shame if a kid has the flu or a broken arm, but there's still a stigma if they have mental health struggles. We have to normalize and prioritize mental health.

How do you think the community can help? Quality mental health care is needed now more than ever–and yet the capacity is shrinking, because high-quality care isn't cheap. And during this time of increased need and reduced availability, The Charlton School is expanding to offer more–and better–services to their students. I think lots of people would be willing to help, but they don't know what to do or how to begin. That's certainly how I felt, but if I can contribute, so can you. Give it a shot. Find a cause you're passionate about and volunteer. Even if you start out small, just start. You'll feel good for doing good—and you'll make a difference. 

Tell us about your recent recognition for your volunteerism for The Charlton School and what it means to you:  This year I was honored to be named as both a Point of Light and a Regeneron Volunteer of the Year. To be honest, I feel a bit sheepish, since I know people who have devoted much more time to The Charlton School without recognition. So, while I'm certainly honored to be recognized, I look at it more as an acknowledgement of the wonderful, important work being done by the students, staff, and volunteers. I am the first member whose child attended The Charlton School, so I think I bring a unique perspective to the Board. By sharing our family's experience, I can connect with parents and supporters in a different and more personal way. I’m happy there are opportunities to keep making a difference and raising awareness.

The Charlton School is grateful to The Clapp Family and Regeneron, who have agreed to match donations up to $10,000 for our year-end appeal through December 31, 2024, so it's a great time to give back! Please donate in the link below to have your impact doubled.

You can read about Bob’s recognition here: https://www.pointsoflight.org/awards/turning-personal-crisis-into-advocacy-for-young-womens-mental-health/

You can donate here and your donation will be matched!  https://www.charltonschool.org/legacy

Brian McHale

Family Connections

Joined The Charlton School in 2014.

“Seeing our students transform is amazing.”

I started working at Charlton as a Youth Care Worker (now called Residential Counselors) in August 2014. A group of my college friends were working at Charlton as Youth Care Workers at that time and recruited me on board.

Working with my co-workers and the families we support keeps me here at Charlton.

I can't point out an exact moment when I knew I was in the right place, but every year at the Equine Expo and Graduation, I get an overwhelming sense of pride. These events in particular really showcase all of the talent we have on campus, both from the students and the adults. I feel like I make a difference every single day I clock in. I feel it from the students, the families, and my co-workers. It's definitely the reason I have stayed at Charlton for the past 10 years.

Knowing that I am making a difference in my professional life keeps me motivated to be at my best in all other aspects of my life as well. I’ve learned that if you're not taking care of yourself outside of work, you bring that energy onto campus. The whole community picks up on it and it does nothing beneficial to anyone if you’re not taking care of yourself.

I’ve learned a lot about patience—I've learned that you have to be patient with all aspects of campus-life, from the horses to the students, to the staff and the families. To see progress takes time. You have to keep being persistent and willing to adapt in order to achieve goals around here. 

I am committed to trying  to improve the mental health of our students and parents by giving out clear and consistent messaging in whatever I am doing on campus. I believe when you do that, it calms a lot of anxiety. 

General Wellness and Mental Health are key cornerstones in every organization. They make up the core of healthy communities. Everyday, we strive at The Charlton School to best meet these needs in our students, from their education, programming, clinical, all the way down to their diet and exercise.

I like that The Charlton School is continuously adapting to the ever-changing mental health and wellness field. We pull out all the stops to ensure that we are best meeting our students’ and families’ individual needs. 

Our students are special because they are all talented and bright, despite the circumstances that have brought them to the Charlton School. When they come in at admission, they are often confused and scared, and they leave our program as gleaming, confident young women ready to take on the challenges ahead. Watching all of that happen over a period of time is pretty amazing.

How do you think the community can help? As I mentioned, we are always adapting to the individual needs of our students. The more resources we have to do that, which often come from donations, the better we can be at continuing to make those changes.

Diana Bechdol

Therapeutic Arts Instructor

1 ½ years at The Charlton School.

“Art inspires a creative practice that helps process emotions faster than words.”

Before I found The Charlton School, I was a K-12 Art Teacher at a Charter School. I really enjoyed working with the students, and I started to realize that my biggest joys and strengths were when I could create safe alternative art spaces that fostered connection with the kids. Sometimes the bureaucracy of a traditional classroom felt like a barrier for me, so I started exploring other options, just to see what else might be out there.

I saw the opening here at The Charlton School, and once I got a chance to connect with the team, we realized there was a lot of opportunity for me here to foster a therapeutic art setting by combining my social work background and art experience. 

Everything here at The Charlton School is tailored for the specific needs and capabilities of each student. How we create a space for art is no different. I love that I’m able to work with students so individually, and we’re able to continuously evolve goals and be mindful of tasks, moment to moment. We can create malleable micro goals that allow the students opportunities for creative expression and to build self-determination. It truly feels like a dream job, that I get to connect with them through art.

Everyone does their best here—the students and the staff. Everyone truly wants to collaborate to best serve each student. We’re not all the same, and I’m inspired by the different perspectives and experience and knowledge we each bring. We get to share observations and what’s working and what’s not, and we learn from each other. I love that I get to expand my mind and creativity while exploring alongside the students. 

One of the things that really let me know I was in the right place was when I started meeting for Supervision the first time. Getting to meet with my supervisor Amanda each week began to let me know I was safe to share and learn, and I love that she and I are able to sort out things that I’m working through, as I continuously want to grow for the students. I’m here for them. And I want to be sure that I can show them unconditional positive regard in a safe space since they’re not used to feeling that. And the fact that I’m shown that here makes me really grateful. 

When I’m here, I feel committed to a constant state of growth. I want to continue to learn professionally, so I can just keep feeling like I’m showing up for the students the best way I can and the way that they deserve. 

I think I bring a sense of community into our work and my role. I love bringing people together in the Art Chapel; it’s become a bit of an alternate hub for the students to gather and express themselves artistically. I’m very clear that being a part of our art community comes with certain expectations–respect for the space, respect and kindness toward each other, a willingness to be open, to play and explore different mediums and projects with no judgment. It’s great to be able to foster art exploration without having to give a specific assignment. It’s like problem solving through art projects. And if I feel like a student has crossed a line or essentially violated the rules of our community, I’m able to help them understand with a mix of expectations and warmth that they stepped over the line, and I always circle back to check in and make sure they understand what they could have done differently, so they can keep growing. 

I’m fortunate that I can connect with the students in an objective way. I’m not their therapist, and I’m not a classroom teacher—I’m sort of this bridge to creativity and community that adds another layer to their healing and their connections. It’s something I’m very mindful of and don’t take for granted. 

Each and every student is a gem. They are so funny. They are empathetic and attuned—sometimes it comes out sideways—but they really are so in tune with what they’re each going through. They’re wildly capable of so many things. They’re really just like any other kid, and they deserve to be in a safe space to grow and process where they feel cared about.  

Art inspires a creative practice that helps process emotions faster than words. I like that I’m able to provide guidance through a creative outlet that can aid the non-verbal communication and help them process and communicate in a non-traditional way.

How do you think the community can help? 
The more resources and support we have for these non-traditional therapies on campus, the better it is for our students and our whole community. Resources and contributions from the community mean more mediums, tools, supplies, experiences, and opportunities to foster more therapeutic art opportunities that will help these young women heal. 

Em

Charlton School Alumna

“The Charlton School helped me become a person again and reminded me that I’m more than just my mental illness.”

From a young age, even before middle school, I began struggling with anxiety and depression. I had a hard time socially in school, I had trouble making friends. And then Covid happened and it made everything worse. We were on lockdown, I had no routine, and I got more depressed. When it was time to go back to school, it sort of pushed me to the breaking point. I was always anxious, it was hard for me to make connections. My parents were trying hard to support me, and they tried everything. Eventually, I had my first psychiatric hospital stay when I was in 10th grade. 

I was in the hospital for 9 months. It got to a point where it was hard for me to see myself as anything but a “patient”. I was away from my parents, and it was like I was being programmed to focus so much on my anxiety and depression, it was hard to remember anything else. 

Shortly after I got out of the hospital, I came to The Charlton School. And that’s when my life began to change, even if it was a long process. 

I was very slow to open up at first. You get programmed to be cautious because you’re afraid to get hurt, but there were so many staff at Charlton that helped me take things at my own pace and encouraged me to open up.

I had a unique thing happen pretty early on during my time: my grandma, who I was very close to, passed away suddenly—I had just talked to her the night before, and I had a really hard time with it all. But the staff was so amazing about supporting me through it. They always made sure to check on me and support me while I was grieving, and they just consistently showed up for me without pushing me. And eventually, thanks to Angel and others, I became ready to start trusting people again. 

In a way, it was a process for me to settle into Campus Life at Charlton. I basically had to “de-hospitalize” myself and get used to having things feel more like a home. We used real silverware instead of plastic, and we didn’t have as many restrictions. We focused on stuff other than being “sick”. It wasn’t super easy at first for me to make friends, but everyone here is going through something, so there is a bit more understanding from your peers about that, and people are a little more open to connection. 

Me and my family both benefited from the therapy sessions. My parents were always fighting for services to support me, and finally, at The Charlton School, they felt like we had someone on our side. We learned how to communicate better and be a family that isn’t just focused on treating my anxiety and depression. They learned how to give me the space I needed to better support me. 

And I’ve grown so much. One of the things that came out of my time at Charlton, was that through their clinical assessment and really taking the time to get to know me and looking all the way back at my history, I was finally diagnosed with Autism—which made so much sense to us! I had always struggled with social cues and so many other things, so the Autism actually helped me understand myself better and opened up opportunities to know my needs more, so that I could learn skills and keep growing.  

I’ve learned how to set expectations and boundaries, so that I can ask for what I need. I self-regulate much better, and I haven’t self-harmed in months. I’m much more confident in expressing my needs now that I know myself better. And it’s so much easier for me to ask for help in the moment. I can tell when I’m getting frustrated or overstimulated, and I know what I need to do now to help. 

I never really struggled with my grades academically, but the rigidity of school was sometimes a lot for me in a public school. At Charlton, the size of the classes made it much easier for me to learn, and I was able to take breaks and move around when I needed to. The school staff knew me really well, and they knew my interests. I loved working with Canva, so they would always give me jobs whenever they needed artsy and creative things. I never felt comfortable speaking up about my interests in a public school. 

I also HATED gym class in my old school. It’s literally like a social anxiety nightmare for someone like me. But Tyler (the gym teacher) at Charlton, made class so fun and less overwhelming. We would get out and do cool stuff in nature and on campus. 

One of the best things that happened to me at Charlton was when I got to learn job skills and experience an internship through CDOS (Career Development Occupational Studies). This program really helped me learn about myself and my skills and interests. Even as a young child, I was passionate about wanting to work with animals. Through CDOS, I got to work with animals and learn alongside a Vet Tech at Animal Protective Foundation (APF) in one of our off-site experiences. It inspired me to want to explore a career with animals when I graduated. 

Now, I’m taking night classes to become a Veterinary Assistant, and I love it! I’m living at home with my family and things are going great. We have a lot of fun, and the dynamic has been really good. 

I’m so thankful for my time at Charlton and all the staff that helped me learn about myself and grow. I’m excited to become a Vet Tech, and find a job. I even have a job coach as part of my services, so I can ensure my success.  

Kathy Cromie

Career Development Coordinator

Joined The Charlton School in 1992.

“I have never loved a job more than what I am currently doing.”

I’ve been involved with The Charlton School in various roles for more than 30 years. I first found Charlton after I had just graduated college with a teaching degree. I knew that I wanted to work with young people, but I was unsure if I wanted to work in a classroom. Throughout the years, I’ve worked as a Residential Counselor, a Campus Supervisor, and now as Career Development Coordinator. Working at The Charlton School, I was able to experience both working in a classroom and in Campus Life. 

Building relationships with the students and witnessing the difference it makes in their progress,  outlook, and growth, helps me know I’m in the right place. Change is never simple or quick, but it is evident that with support, resources and consistency, students can learn about themselves and make positive change.

I see the possibility and opportunity with every student. There are times where people cannot see through some of the struggles they are managing; I see so much potential and resilience in our students—their hopes, dreams and future plans. I also work alongside amazingly caring and capable humans.

I love being able to provide experiences for students to practice and develop real world skills.  By the time students are ready for off- campus internships, I trust that they have developed solid entry level job skills. My goal for them is to have a safe and supportive learning environment where they can practice those skills, seek and process feedback, and most importantly, practice and develop social emotional learning skills that will continue to improve and benefit them for the rest of their lives. 

I look forward to the opportunities presented to me every single day. I have never loved a job more than what I am currently doing. The work experiences at Charlton and in other community service agencies I have engaged in over the last 30+ years have provided me with a unique perspective and skill set that I utilize daily.

Many years ago, as a new supervisor I was afraid to make a mistake, and I was not trusting the decisions I was making. My supervisor reminded me that I was specifically hired for the position due to my skills, knowledge, and experience, and he trusted me in any circumstance to make the right decision for the situation. He said that even when (not if, but when) I made a mistake, we would talk about it, and he was sure there would be nothing that we could not fix. The support I received when I was a supervisor has shaped how I lead and supervise others to this day. 

I want to provide opportunities for students to learn about themselves, their community and the skills they currently possess and skills they need to be successful in the future. Internships with trusted community partners provide a space for students to practice social, emotional, learning areas such as self-management, relationship skills and responsible decision making. These experiences provide a foundation for students to be successful, which ripples through the other areas of their lives.

Our programming allows us to create individualized learning experiences based on each student’s unique needs, strengths and skills. As students grow, we grow with them. Progress happens slowly, one student at a time.

Each young woman we support is wildly capable and full of potential. I love being able to build unique relationships and experiences with the students.

How do you think the community can help? 
Donations from the community help to support and enrich unfunded programming. The Career Development & Occupational Studies (CDOS) program is not funded by the NYS Department of Education. Several years ago, three teachers made an initial investment for a “startup” in three areas: the Aquarium program, Greenhouse program and making dog biscuits (FDA approved recipe). Any funds made go directly back to the program to continue to expand the program.

Kristen Taylor

Psychiatric Nurse Practitioner

Joined The Charlton School in 2020.

“There is no better feeling than seeing the kids getting to just be kids.”

I came to The Charlton School as an intern in 2020 in the last year of my Masters program, and I never left. I think if Charlton feels like home, it stays your home. It’s been so rewarding and fulfilling for me, both personally and professionally. 

I take being a healthy example of a role model to these girls very seriously. I make sure I show up, provide boundaries, have accountability, show compassion and consistency. But I also am committed to empowering them, teaching them how to advocate for themselves and find their voice. I want them to understand that their own health and wellness is a priority; they don’t think they deserve that, but they do. 

Through my experience, we know that working to break the cycle of generational trauma and getting at root causes is one of the most important ways that we are different here. Healing the family dynamic is the foundation for where you’re going—what all your future relationships will look like. It’s so important to work on healing and being a stronger healthier version of yourself before you embark on anything else. 

Our students are still your typical kids who deserve the same adolescent experience. There’s nothing better than seeing them having fun, laughing together, experiencing joy. It’s so hard for them to be vulnerable, but when they finally let down their walls, you can see them growing and changing. When they come to us, a lot of the time they’ve experienced so much darkness; it’s amazing when we can help them find the light. 

I love the way we really are a true community. We get to wrap around the kids, providing consistent day-to-day support, and we get to support families and help repair relationships.We know we’ve seen growth in the students when they start to become advocates for themselves, they’re more easily regulated, and their walls start to come down. 

And I’ve grown, too. So much of our validation comes from external sources. I think I’ve learned to trust myself and find my voice here because it’s such a supportive and empowering community. I have a lot to say, and I feel heard here. We all make each other better.   

How do you think the community can help?
Everyone deserves a second chance, and that’s the beauty of collaboration. When all of the support comes together to show up for the students, we say “I trust you”, we show them that it’s safe to be vulnerable and that people care about you. We do amazing work here, and the community plays a big part in that.  

Kristy Rinaldi

School Therapist

Joined The Charlton School in 2014.

I am a social worker/therapist here at Charlton. I work primarily with our day student population, supporting our day students through individual and family therapy. I also run small groups for all of our students throughout the school day and provide individualized support to them on a day to day basis. 

I have been at Charlton for almost 10 years. I interned here while I was still in graduate school and I never left. Something about being here felt different then other places. Charlton always felt more like a family. 

Within my role here, I hope that I create a space for our students and their families to feel safe and supported. By the time our students get to Charlton, they and their families have already been through so much. We can wear a lot of different hats here and that is sometimes part of the magic! I get to see my students every day, all day. Sometimes I am a therapist and other times, I am a fashion consultant or even a mentor. We have the luxury of time and creativity, which provides an amazing opportunity for building relationships and helping our students in an individualized way. 

I have now been here such a long time, thinking back through all the experiences, it is not easy to choose just one special memory. I remember going to our old Thanksgiving. A traditional Thanksgiving dinner with all of the delicious food, held in the gym, full of staff and their families, our students and their families. I remember saying to myself this is the type of place I want to be a part of. A place that takes the time to bring everyone together in their community to celebrate the holidays and create memories outside of the day-to-day stressors of work. No one had to show up to these events outside of the work day, but everyone did. 

The work I do here often has me reflecting on myself and my own emotions. We are always going to have kids that hit a little closer to home for us, that may remind us of something from our own past or present. One thing I love about working with teenage girls is they are brutally honest! If you have “a face” they will tell you and they will ask you “whats wrong”. They force you to be honest and aware all at the same time. They help me practice being a better human every day. Whether that's modeling an apology, showing empathy or expressing frustration; they are as “real” as it gets, and it forces you to be very real with yourself. I couldn’t thank them enough for that. 

When I work with our students and families, a part of my job is education around mental health. I think having a better understanding of mental health, as well as the different things happening in our society right now that are impacting mental health (especially the mental health of teenagers), really helps family relationships, and creates overall patience and better treatment planning.

Giving families and our students a neutral space where they feel supported, yet sometimes challenged, gives them direction after a long time of feeling helpless or even hopeless. Being at Charlton is not easy for these students and their families, and change is even harder; however, not feeling alone while trying to figure it all out makes all the difference in the world. 

It's hard to name one impactful learning experience; I think overall I learn a great deal about resilience and courage from our students. I have worked with some students who never stop moving forward no matter what barrier is placed in front of them. Even if they find themselves a little lost, once they are given a consistent place and a person they feel like they can trust and lean on, they figure out how to keep moving. Some days are sad, and on those sad days you see this unbelievable capacity they have to handle whatever they are facing. They are really just pretty amazing humans! 

Sometimes I think people still wonder what happens at “The Charlton School”? We want to help our students have a “typical” teenage experience, just with some extra support and care. At the end of the day, they’re just kids who are figuring out who they are and how to navigate life, just like all of us had to. When I’m at work, I’m guiding them to make the best choices they can, given the situations they are in. On most days this campus is full of laughter, connection, support and understanding. We get to live in our “Charlton Bubble” and sometimes that's a nice place to be. I recently became a Mom myself, and I love showing my son how special Charlton is. It's an amazing feeling to work in a place that welcomes your own family with open arms.

Anna

Charlton School Student

“I learned how to actually be myself without the fear of being judged.”

I have been at The Charlton School for 8 months.

My life before Charlton was tough. I got bullied really badly from 7th grade to 9th grade, I attempted suicide three nights in a row because I was done getting bullied so badly, and no one believed me. I then got the help that I needed, and I was recommended to come to Charlton. The amazing people at Charlton were able to accept me and take me out of a toxic environment that was not healthy for me anymore.

I have learned many things here. I have learned that I was masking most of my feelings, and I learned how to actually be myself without the fear of being judged. I have grown a lot. I have been able to communicate my emotions more when I wasn’t able to at all in the beginning. It was really hard for me to let things go; for example if I got in a fight with someone, I would talk about it constantly. But now, I can finally get over it and not worry about it as much anymore. I am still working on a bunch of things and still growing everyday.

I have come to appreciate a bunch of things about the people at Charlton. Everyone is so very nice, and I can go up to any of them and have a full conversation without having the feeling that I’m annoying. I can talk to a bunch of staff about my problems, and they help me figure it out when a therapist can’t.

Peers are really understanding of other people's problems. For example, I have this eating problem, where I have to chew with my mouth open to be able to eat, and I said something about it to my peers, and they said “oh don’t worry about it, you're safe here.” I really feel at home when I’m at Charlton.

I want people to know that I am a very loyal person, and I will fight for what is right. I will always stand by your side even when you're at your lowest. I will always be there. Just know you always have a friend in me, and I will always be there to listen and support you. Even if you don’t know me well, come up to me, and I will definitely love to be your friend. The students that attend here are very kind and caring; they always want to be there for you to help you through tough times.

I have experienced many things at Charlton. I feel very loved here. For example, I was gone for a couple days because I was sick, and I came back and Rachel said “she’s alive!”, and it made me laugh—and that day I got a bunch of hugs and people said “I missed you,” and it really made me feel loved and appreciated. I have never felt that way at any type of school; I always felt alone. At my old school, I was gone for at least a month and no one said a word to me. When I came back, I felt alone. But here I don’t feel alone anymore.

I love how quiet it is here; it’s very peaceful. But even when the girls might not be getting along, you can’t even tell, which is very calming to my anxiety. I love how quiet the school bell is, it makes it easier to get to my next class without any anxiety.

Some challenges I face are mostly with peers. We could have a disagreement and not want to be around each other for a couple days, but we always come back together. I face some challenges with class work, but I always seem to manage to get through them.

Something I can share about mental health: your mental health won’t always be the best, but you can work through it, and it will become better. You will always have lows with your mental health, but someday with the help of friends or parents or therapists, it will become better.

How do you think the community can help? People should donate and partner with Charlton because everyone is so amazing. And the money would help us a lot to do really fun things out in the community, it would allow our school to become even better. With the money we could impact more young women's lives so they can get the help they need as well. We could even impact the community in very good ways.

What kinds of things would you like to do when you graduate? I would either love to go to Cornell to become an exotic animal vet, or go into a top theater school in New York City, so I can be in plays for Proctors or Broadway.

Laura Kriegel

Community Partner Spotlight
Camp Stomping Ground

“Together, we’re building more understanding, empathy, and support within our community.”

Laura Kriegel is the Executive Director of Camp Stomping Ground. As a committed partner of The Charlton School and our mission, she and her organization are important additions to what makes our community so extraordinary.  

Camp Stomping Ground is a non-profit summer camp focused on helping kids build empathy, creativity, and community through restorative practices. They aim to inspire the next generation of radically empathetic decision-makers and create a safe space where young people can explore their identities, passions, and the impact they can make in the world.

Our partnership with The Charlton School began this past summer when we invited two Charlton School Students to intern with the summer camp kitchen and food service team. We share a common goal of creating safe and transformative environments for young people to grow and thrive. 

The Charlton School’s focus on supporting young women through personal growth and healing aligns so closely with our values at Camp Stomping Ground. Both of us work with young people who are eager for safe spaces to explore who they are and connect with others. We see Charlton students as compassionate and resilient, and we feel honored to provide experiences that reinforce their strengths and resilience.

We are excited to further the partnership and collaboration with The Charlton School through training and retreats with their faculty and staff out at our camp, discussing building a restorative culture and community.

One of the first positive experiences that made me realize we were a perfect match for partners was meeting The Charlton School’s Executive Director, Alex. From the start, he was incredibly warm and easy to connect with—his charm made the conversation flow naturally, and I felt like I was catching up with an old friend. But what stood out to me most was his genuine understanding of the work and passion I pour into camp. He didn’t just listen; he recognized the dedication and heart I put into every aspect of it.

I could tell that Alex’s own work ethic and experiences were reflected in mine. The way he spoke about his work with such purpose and commitment made it clear that we shared the same drive to create meaningful, lasting impacts for young people. That connection, both personal and professional, made me realize how aligned we were in our values and vision for helping kids grow. Meeting Alex gave me a true sense that this partnership would be one where we could build something great together.

Together, we’re building more understanding, empathy, and support within our community. By equipping these young women with tools for self-advocacy and empathy, we’re not only impacting their lives, but also fostering a ripple effect. Each empowered student can carry these skills forward, creating more compassionate spaces for those they connect with beyond our organizations.

Community partnerships help us pool resources, ideas, and support, allowing us to make a greater impact than any of us could alone. Collaborating with The Charlton School has shown us how much more we can accomplish together, bringing fresh perspectives and a united mission to support our community’s young people.

Working with The Charlton School strengthens our commitment to helping youth develop empathy and resilience. Their students remind us daily of why we do this work, showing us the impact that compassionate and intentional support can have. It also deepens our commitment to creating a safe, inclusive space where young people feel valued and heard.

Mental health is foundational to a young person’s development and future. By supporting adolescents through challenging times, we give them tools that can shape not only their own lives but also positively impact those around them. Healthy, supported youth grow into adults who contribute meaningfully to society, making mental health advocacy vital for long-term community well-being.

One impactful learning experience during my time with The Charlton School happened with the two kitchen interns this summer. After finishing their shifts in the kitchen, instead of resting, they were eager to jump right into the action with the kids. I watched them shed their “cool, older high schooler” personas and fully embrace the art of play—getting down on the kids’ level, listening intently, laughing, and joining in on the imaginative games that only young campers can dream up.

Seeing these interns dive so wholeheartedly into play reminded me how essential it is—not just for kids but for all of us. Play builds a sense of confidence, a trust that we can be ourselves, and, most importantly, it fosters a powerful sense of community. The interns’ enthusiasm and willingness to let go of self-consciousness to engage with the kids truly humbled me. It reinforced the idea that play is a universal language that connects us across ages and backgrounds, creating bonds and shared joy.

By providing safe spaces for students to express themselves and feel heard, we’re helping them build confidence and self-awareness. The restorative practices we use promote open communication and self-reflection, which students often take back to their families, helping them create stronger, healthier connections at home.

These young women are remarkable. Their strength, courage, and openness to growth are inspiring. Despite facing challenges, they’re eager to connect, learn, and lead in their own ways. With the right support, they have boundless potential to create positive change for themselves and others.

How do you think the community can make an impact in the mental health of young people?
The Charlton School offers a uniquely supportive environment where students feel safe to face their challenges and grow. The commitment of the staff, paired with the resilience of the students, makes The Charlton School a truly transformative place for young women, one that deserves community support and recognition.

The community can make a significant impact by investing in safe spaces where young people feel valued and understood. This investment can take many forms—financial support through donations, spreading the word about the value of the organization’s work, or volunteering time. By supporting programs like those at The Charlton School and Camp Stomping Ground, we can collectively create an environment that prioritizes young people’s mental health, allowing them to thrive and contribute to a healthier, more empathetic society.

Learn more about Camp Stomping Ground.

Michael Brewster

Community Member & Vice President of Board of Trustees

Connected to The Charlton School since 2009.

“We help students build self- belief and resilience while fostering hope.”

I began supporting The Charlton School over 15 years ago, recognizing early on the value of its mission. Since joining the board in 2014, my commitment has only deepened. Witnessing firsthand the transformative impact this therapeutic community has on these young women’s lives has been incredibly inspiring, which has led me to steadily increase my support.

As a father and grandfather, I feel a personal connection to this mission. Knowing that Charlton provides a safe, supportive environment for young women to heal and grow reinforces my belief in the importance of giving back and investing in others. The chance to support these students, helping them reclaim their futures and their sense of self, is something I find profoundly meaningful and rewarding.

Good mental health is essential to a happy, productive life, and many individuals facing mental health challenges simply need compassionate support and a therapeutic environment to help them regain stability. When community members support mental health organizations, they’re investing in the well-being of everyone. This kind of support not only helps individuals get back on track but also strengthens the entire community by fostering resilience, understanding, and a healthier, more inclusive society.

The work I do with The Charlton School has a deep and lasting impact on me, giving me a sense of purpose and fulfillment that carries over to other aspects of my life. It’s extremely rewarding and humbling to be a part of an organization that truly transforms lives. This experience deepens my understanding of the importance of community and the role we play in supporting others. It’s a privilege and an honor to support the mission of The Charlton School.

I’ve gained a deeper understanding of the importance of creating safe, therapeutic spaces where students can be themselves and work through their struggles. It’s reminded me that everyone has unique gifts, and sometimes it just takes a compassionate community to help bring those talents to light.

By providing an environment of support and encouragement, we help students build self-belief and resilience while fostering hope. Through individualized therapy, educational programs, and alternative therapies like art and equine therapy, we empower students to heal and grow. 

Involving families in the process strengthens their relationships and provides tools for long-term success, creating lasting positive change that benefits both students and the broader community. 

One thing I would tell others is this: visit the campus and experience firsthand the healing environment that empowers these young women to rediscover their self-belief and resilience. Seeing Charlton in person gives you a glimpse into the compassionate environment that allows these young women to heal, grow, and find hope for their futures. There’s nothing like seeing the dedication of the staff and hearing the students share their journey of healing to truly appreciate the life-changing work happening there. 

I’m genuinely excited for the completion of the new dorm cottages and the other campus renovations underway at The Charlton School. The addition of these modern dorms and a dedicated maker space will greatly enrich the students’ overall experience, offering them more comfort, independence, and opportunities for creative expression.

It’s important for others to know that the young women we serve at The Charlton School are incredibly bright, talented individuals who have so much to offer. Their mental health challenges don’t define them; rather they are resilient, capable, and worthy of every opportunity to regain control of their futures. Each of these young women has the potential to lead fulfilling lives, pursue their dreams, and make meaningful contributions to their communities.

How do you think the community can help?
The community can make a meaningful impact on the mental health of young people by taking an active role in both education and support. First, education is crucial in helping the community understand the unique challenges young people with mental health challenges face. By learning about the struggles these young women encounter, community members can foster greater empathy and break down the stigma surrounding mental health. Greater understanding leads to a more supportive environment where young people feel safe seeking help without judgment.

Ultimately, financial support from the community is essential to fund alternative therapies and programs not covered by traditional sources. Programs like equine therapy, therapeutic art, music and recreational activities play a vital role in the healing process, giving young women additional resources to freely express themselves, build trust, and find inner peace. These unique programs are only possible through the generous contributions of donors.

Chris Fitch

Facilities Team

3 ½ years at The Charlton School.

“Our campus is so special for the girls, and I take maintaining it very seriously.”

Before coming to The Charlton School, I had spent more than 20 years as a maintenance man for a successful Pediatrician, and prior to that I had spent about a decade as a cook. I’ve always been a man of integrity and loyalty, and I’ve always taken great pride in my work and my jobs. I’ve been working full-time since I was 16. 

I came to The Charlton School at sort of the perfect time. The doctor I had been working for decided she would be retiring, and simultaneously, the groundsman at The Charlton School had also announced his retirement. 

I remember coming for a tour and interview and being completely blown away by the beauty of the campus. It was huge, but I wasn’t intimidated. I could immediately see what I could do to spruce up the place and make positive changes, and I was inspired by the fact that I could make the campus be in the best possible shape, and it would be a benefit to the students. The challenge really excited me, and when I received the job offer in early June, I told them, “I will have this place ready by graduation.” And for the next three weeks, I did everything I could to really make an impact and have the place look amazing for when people arrived for graduation. And I haven’t stopped since. 

I feel so valued and appreciated here. I love working hard because I can see the immediate results, and I know people really appreciate the work I’m doing. I love the team and being part of something bigger. I’ve also enjoyed being able to make improvements that ultimately help us all work smarter—upgrading tools and equipment so we can do more. And I am super excited for our space in the new maintenance building. I’ve never had a real office space before, and it’s going to be so nice to have that and share it with the team.

When I think about how I help here, I always joke and say “I’m just a groundskeeper” but I know it’s more than that. Our campus is one of the things that makes this place so special for the girls, and I take it very seriously. And they appreciate it. They tell me when they notice I put in a lot of work down on the trails or by the pond. I want them to really enjoy what we have here. I was a lot like them once. I struggled with school. I got bullied. I dropped out when I was 16. I always think how much I could have benefitted from a place like this. And I always remember what we’re really doing here to help them.  

One of the first moments that really hit me that I was in the right place was my connection to the horses. I used to park over where they were, and every morning, I’d have an opportunity to see them and enjoy their presence and they connected to me right away. There’s just something incredible about starting your day every morning looking out at the horses. I felt like they were my pets and they were waiting for me every morning. 

I’m a very loyal person. I’ve been with the same woman for 30 years. I am a grateful man who makes sure I stay present and don’t lose sight of what really matters. I can sit for four or five hours out in nature and just be appreciative. I guess that’s what makes my job so enjoyable. I just got sick of being inside.   

When I’m here, I remember that these young women are someone’s daughters; I’m so happy they’re getting the help they need here with their therapists and all the great staff. I do what I do–for them. And I hope to work here until I can’t work anymore. 

I just think, if everyone just stopped worrying about everybody else and just concentrated on what they could do to make the world a better place and help others, imagine what that would be like?

How do you think the community can help? 
There’s so much more I want to do. I love flowers and making things beautiful to look at. I want to keep making this campus more beautiful for the students and their families and our visitors. But of course all of that costs money. So we can always use the help from the community to help with some of those operational things that just aren’t in the budget. It makes so many more opportunities for us to keep making things better for our students.   

Vanessa

Charlton School Student

“The Charlton School basically saved my life. It helped me realize that I am capable of deciding my own future.”

I have been at The Charlton School for 1 year and 10 months.

I was struggling for a while. From the age of 11, I was in and out of mental hospitals, we couldn’t find any place that would take me, mainly because I was so young. I remember being so scared whenever I would have to go to a new place. I eventually went to a day school when I was in my first few months of freshman year. I hated it there, and I was scared. I was supposed to be in Residential there, but then they shut down the day I was supposed to move in. I ended up back inpatient. 

While I was in inpatient, my parents were looking for the best place for me to be in. They eventually came across The Charlton School. I remember my case worker at the hospital was calling me into her office. Last time I had spoken with her, she was telling me that the next step was going to be a state hospital; as soon as she called me into her office this time, I thought my life was over, and I thought they were going to tell me there was a bed open. I went into her office, and it was the normal daily check in questions, and then she suddenly said “You will be discharged next weekend.” I was so confused, and I suddenly thought that I was going to the state hospital, but I wasn't. She then told me that my parents found a residential program and school upstate, and all I thought about was how far ‘upstate’ was from where I lived. 

But all I could do in that very moment was go along with it, and I did exactly that. I reached out to my mom, and she called back a few hours later and told me she was touring The Charlton School; all I could think about was “this is actually happening.” She told me how beautiful the campus was and how caring Amanda and everyone else seemed. But I didn't believe it. All the other places I have been in have been so bad, so I thought, “what is so different about this place?” I was scared, and I eventually got discharged from the hospital and toured The Charlton School the day I left. Then, just a couple days later, I had to start packing my bags and boxes to move into Hawley Cottage at The Charlton School.

I have learned so many things about myself since I have been at The Charlton School but one of the main things I’ve learned is that I am capable of anything if I put my mind to. I have learned that the downfalls in my life are not far as important as my successes. I have learned my own potential, and I have learned to be patient with myself and the people around me. 

I have seen myself grow personally in many ways. When I first got here, it was so hard for me to accept the fact that I was mentally unbalanced; I feel that with therapy and support, I have learned to accept that and learned to realize that I am not the only one who was in those situations.

I have learned that the staff here at Charlton are here to help and not to make things worse. I have learned that they aren’t just here for their own life; they are here to help us and to support us. They go above and beyond for us. I appreciate my peers because they are always here for each other, even though we are all going through our own struggles. 

Mental health is something that affects everyone, even if you don’t think it does. Mental health can cause difficulties in all aspects of your life, including your relationships with family, friends and community. Accept who you are, accept your own flaws, and ask for help. 

I want everyone to know that we all are going through different things and there are so many resources for us here at Charlton. Whether it is our therapists, residential counselors, school staff, or even the Executive Director Alex Capo–there are so many people here on this campus who are willing to help and willing to support us. We all have had different experiences, and we all are here for different reasons.

I love the environment and the community at Charlton. It has a family-like feeling that you feel from the moment you walk into any door on this campus. I enjoy the atmosphere in the cottage. The campus is a beautiful, college-like campus. I think it is definitely hard to be here all the time, and it is hard to be so far away from home. We all are going through different things, and it is hard for all the other students to realize that sometimes.

The Charlton School basically saved my life. It helped me realize that there is so much more in life than just my mental health and being “mentally ill”. It helped me realize that I am capable of deciding my own future. 

How do you think the community can help? 
Donating to The Charlton School can give us students access to more teachers and better education opportunities/programs, allowing us to develop fully so we can achieve our dreams. 

What kinds of things would you like to do when you graduate?I want to go to college and study psychology. 

Erika Likar

Certified Therapeutic Recreational Specialist

Joined The Charlton School in 2018.

I’ve been working in the mental health field for 17 years in various capacities, always with a focus and passion for Recreational Therapy. I’ve worked with different populations and ages,  from kids to seniors, but what I really like about Charlton is our comprehensive clinical approach that allows me to tie in my passion for recreation and physical movement with the individualized planning we offer to our students. 

I started as a Program Supervisor, incorporating some recreational activities, especially during the summer and on weekends. The role evolved as we realized we could weave in the therapeutic aspect, and now I get to implement both programs for groups and for individuals with specific interests. 

I love being part of this community here. Everyday I feel accepted and I can show up as exactly who I am, and I’m at home when I’m here. The kids are great, the staff is great, and the environment is amazing. We are surrounded by so much nature—some days I walk around campus and look around at the beauty, and I can’t believe we get to work here! People are here for the right reasons. And I really appreciate the open and honest communication and flexibility.

I remember the moment I knew I was in the right place—it was at one of my first CQI meetings. It amazed me that on Wednesdays, the whole staff would take time to connect and share about the students’ progress and share ideas and solutions. I remember thinking “this is amazing that everyone communicates like this”, and to this day, I still love Wednesdays for that reason. 

I see the progress the students begin to make once they begin getting physically active. It just solidifies the need to expose them and teach them about activities that can enhance their mood, their relationships, and their overall well-being. 

One of our current students is a perfect example. She is a dancer and had been throughout most of her childhood. She danced almost every day, for hours a day. Then, COVID hit and she was forced to stop dancing. She lived in the city, and her dancing helped keep her from engaging in unhealthy activities. Once she couldn’t be in the dance studio anymore, her mental health declined, and she started engaging in unhealthy behaviors—she just really struggled because she had no outlet… So, I started organizing group classes with an amazing dance instructor on campus, and this student started to connect with the teacher in a really energizing way. It was the first time she had the chance to dance again since COVID took it away from her. Now, we’re able to provide her with weekly solo dance lessons, and it is such a gift to be able to facilitate that for her.

She needs to be dancing. It’s so obvious. She understands it’s a real commitment, and we hold her accountable, making sure she’s working hard to progress in her learning and therapy and not engaging in any negative behaviors. It’s become an amazing physical outlet for her, too—she’s getting exercise, sweating, learning and growing. And it’s teaching her to trust in herself and her capabilities while also building meaningful connections with her instructor.        

Mental health is so important, and physical health plays into that. The kids here get a bad rap and are often stigmatized, but they shouldn’t be. They’re just kids. They got handed a bad deck of cards. They deserve to be seen and in a safe environment where they can get the therapeutic support they need. 

How do you think the community can help? 
I would want people to know that when you give to the Charlton school, you’re creating opportunities for our students to experience more, and you’re creating chances to connect them with their community. I would encourage people to take the time to connect with us. Come to campus. See it to understand it, so you can know how you’re impacting their lives. These girls just need to be given space, surrounded by people who have a passion for helping kids with the right motives, to succeed. If the right people come together, anything is possible.   

Paddy Kelley

Teacher’s Assistant

Joined The Charlton School in 2003.

“Everyone in life goes through trials and tribulations; it’s who is standing next to you that makes the difference. That’s us—we’re the ones standing next to them. We’re by their side.”

I joined the Charlton School in 2003. What brought me to Charlton was a recent move. I had been working at an outdoor sporting goods company, and although that was a fantastic job, it did not make much difference in the world besides helping someone get the right Kayak or hiking boots. I started looking for jobs in the field in which I got my degree, and that was what the Charlton School was offering.

I have left this job a couple times, and somehow, I keep coming back. Despite the difficulties at times it is genuinely the best/hardest/most challenging job I have ever had. The amount of knowledge gathered under these roofs is unstoppable. Where else can so many individuals with such a passion to HELP be found? The laughter you hear throughout the school halls is immeasurable. A day doesn't go by that we don’t find humor within our struggles. The community we have built through the years gets you through and helps the students feel that community—that’s the win.

When I came to the school 20 years ago, I was a little intimidated. The girls were tough. They seemed hard. There was this student named “G”. In the cottage,  she was in charge. Most of her peers were afraid of her.  On Wednesday nights, we used to take the students to Glendale Nursing Home to keep company with some of their residents while they played Bingo. “G” always volunteered to go. Originally, I thought she used it as an escape or to get her hands on a soda or candy bar. But then I watched her while she sat with a woman with limited motion. “G” would help her with her bingo cards and on that night this resident’s nose started to run, and I watched as “G” grabbed a tissue and gently wiped her nose. In that moment she gave that woman a little dignity back. You could see “G” really cared.

Shortly after this, my parents came to visit to see where I was working. My parents were both teachers, and I had never even thought of being one. We walked through campus, and they asked all kinds of questions. They understood seeing the grounds of campus why I liked it here, but they couldn’t understand the population because I had not really experienced these types of kids where I had been raised. My dad had taught in a tough school, and he definitely had struggles and didn’t want that for me. Then, they met “G”, and I told them—that’s why I am here—for her—kids that need to see more, and that we need to see more of.

For the most part, I am in Physical Education. Tyler and I really strive to teach the kids life-long learning skills. It is scientifically proven that exercise improves your mood. We try to prove that with these girls every day, not just on a treadmill or playing team sports, but also on trails and getting outdoors and individual exercise plans. Motivating themselves to perform. If they participate, they always feel better. We try to point that out in non-obvious ways.

This job has a positive impact on me daily. When I am on vacation, I look forward to coming back. When a student asks me to take them for a walk or take my dog to class with them, go through the pollinator circle, trail walk across the road or just wants to hit the volleyball around, I jump at the chance to do so. 

The Pandemic was an impactful time for us. Although it proved to be incredibly challenging, we learned to be ‘TogetherApart’. When the pandemic hit, we immediately were put to the test of how to educate and emotionally support many of our students via the internet and still keep the girls safe that stayed on campus. The pandemic sort-of let these kids into our homes. They saw our living rooms, our kitchens, our pets, and sometimes our kids. In Mr. Clear’s case, they even met his Alpacas! It brought our community to a whole new level. I keep a tight rein on my life and emotions. But this was the only way we were going to make a difference at this time in history. It wasn't the best year. No Gala, no field trips, no senior escape, but we compromised. We still gathered via our chromebooks and google docs. We shared pics of ourselves as kids and told stories to keep us together. We held a graduation in the parking lot. We made it.

I enjoy sharing my love for animals with them by bringing in the dogs I have at home. I share my fascination with the outdoors and nature through our trail-walking classes and some photographs. But most important is that I believe that every student knows what to expect from me. They know I am a rule follower, and although I am not always the most popular, there are never any surprises. 

A day doesn't go by that I don’t get asked a question about my job. I talk about the ongoing challenges these students face on a daily basis. What I usually inspire people with is sharing about the resilience these girls have without even knowing it. Every day, they wake up and often wish they did not. They still get out of bed most days and accept the day-to-day goings on. This means they have hope and let's face it–sometimes that is rare. Also, I love taking pictures, and my social media feed is filled with pics from our campus. I always tag the school. It's a small window into our world here.

The kids we support are just like yours. But maybe they are at that crossroads in their lives, that in that moment, if you don’t have the support you need, you take the wrong path. Everyone in life goes through trials and tribulations; it’s who is standing next to you that makes the difference. That’s us—we’re the ones standing next to them. We’re by their side.

A couple years ago, I was on campus at night and there was a full moon. It was winter, and the snow was covering the grounds. It almost looked like daytime because the moon was reflecting off of the snow. I went into the cottage and asked the girls who were present if they wanted to see something beautiful. A couple girls joined me outside. It was a moment that they had not yet experienced. I reminded them that there is so much ugliness in the world that when you have these moments to see free beauty, it's such a gift. We’re often just so so busy thinking about all of our problems that we hardly ever stop to just look around this campus and see little miracles that can just make you smile and forget that someone stole your eyeliner or you left your clothes in the washer, or that you only get your phone for an hour at night, or you got a C on your math test.

STOP—take a minute—look at the the beauty: the bees on the sunflowers, the horses rolling in the mud, the blue eggs hatching in the nest outside the back door, the eagle flying over the barn, the deer in the cornfield, the sun rising above the gazebo the flowers to pick for bouquets, the sweet sugar forming maple syrup dripping in the aluminum tin, the queen bee and her workers making honey in the barn, the deer prints in the snow, the fall leaves reflecting in the pond, catching crayfish in the stream, making s’mores over the fire by the lean-to, and on and on and on. 

How do you think the community can help? 
It's an age-old question similar to why we pay school taxes, even if we don’t have children. Education creates better humans. We are a not-for-profit entity. We are here to impact these girls’ futures. We can't do it alone. Public schools don’t have the capacity to individualize programs like we do. We are changing lives here. Our team is helping improve the lives of young women who have somewhat been left behind. Their schools gave up. We strive to help those that were unable to help themselves. 

Patrick Clear

Science Teacher

Joined The Charlton School in 2018.

“It’s the small things we do that can have the biggest impact.”

I wasn’t happy at my previous school and was preparing to go back into a research position, when a friend suggested I look into a science teacher opening at The Charlton School. After my second interview, I felt this was a program where I could excel.

The small class size and the one-to-one attention I could provide to students to help them learn offered a challenge for me to be continually creative and responsive to our students' needs. The large campus, for me as a science teacher, is a giant outdoor classroom. It allows me to do more hands-on lessons that help students build confidence in their ability to succeed in school and to learn real skills, rather than just prepping for the next exam.

I use the project-based classroom approach. So many of our students suffer from stress and anxiety issues, and the project-based approach allows them to learn and demonstrate what they have learned through hands-on activities. 

I remember during my first year at Charlton, I revamped the greenhouse into a year-round student project. During that year, one student who socially struggled became active with the greenhouse and ultimately became the greenhouse manager and moved into an off campus job working in a greenhouse. Seeing how something as simple as working with plants after school could have such an important and positive impact on a student helped me see that sometimes it's the small things we do that can have the biggest impact.

I tell my students that everyday is a learning opportunity, and I am always learning from them. The students are awesome and have so much potential. Sometimes, they just need a little different approach or a little extra support and encouragement.

How do you think the community can help?
Every young woman deserves the opportunity to grow and succeed. The whole team approach is what makes the difference. Community is part of that.  

Sarah

Charlton School Student

“I have learned that I am more capable than what I give myself credit for.”

I arrived here in July of 2023. Even though I have always had my grandparents in my life, there have been many points in my life where I felt alone and lost. That feeling eventually got the best of me, and I went down a rough path leading to Charlton.

I have learned that I am more capable than what I give myself credit for. I do have the power to push through hard times and the ability to grow, and I can do that if I just let myself.

At The Charlton School, I really appreciate the staff’s motivation and how genuine they are. You can tell that the staff, at the school and the cottages, do want to be here and do want to help. I also really appreciate my peers. I have built good relationships and connections with the other students here.

A big part of my experience here at The Charlton School are the friendships I've formed. Most of my peers and I have formed overall good relationships, and I think that has played a huge role in my time here. Even on days where my friends and I are upset with one another, at the end of the day, we are there for eachother for the most part.

I personally believe that good mental health is the most important thing. One person can not live a healthy and happy life without proper mental health. That impacts you in such a strong way, and even though it is hard to maintain, it is still important.

The biggest challenge I have faced since being here would be learning how to accept help. All the staff here want to help us, and it took me some time to be able to recognize that I can be helped.

I think people should know that every student is different. Not a single one of us has gone through the same things or had the same struggles. That being said, we all deserve help. We all deserve a chance, and we all go at a different pace.

The Charlton School as a whole is a very good community. We are all closely connected. Us students get an opportunity to meet everyone involved in our growth and development, as well as our education, which I love.

How do you think the community can help?
Donating or partnering with The Charlton School could be very beneficial to us students. It helps us in many ways, such as creating more opportunities for us–potentially more supplies for our arts and electives.

What kind of things would you like to do when you graduate?When I graduate I plan on going to college. I would like to major in psychology and minor in art. I hope to one day become a pediatric art therapist.

Rebecca Flynt

Residential Therapist

Joined The Charlton School in 2023.

“They’re still just kids who deserve to have the time and space to heal and focus on themselves and their journey.”

I began at The Charlton School about one year ago, after working in public schools for a number of years. I had heard of The Charlton School, but I didn’t know much about it until I started looking at it a bit deeper. I liked my job working in the school, but as I learned more about The Charlton School, I was interested in the idea that I might be able to do more in a therapeutic setting where things might be a little less rigid, with more collaboration between departments. 

Once I started here, I noticed that there weren’t as many barriers to resources, and I began to appreciate the all-inclusive holistic treatment model, where students could focus on their education while also getting to work on improving their mental health—often times these two things are treated separately or like one has to be sacrificed for the other. Here, we can focus on both. It’s been very eye-opening for me to see how the two systems can successfully overlap to help support the healing journey. 

Another part of our success in treatment, in my opinion, is the focus on both individual and family sessions. I get to work directly with individuals and their families, which is essential for understanding their background and the foundation of their family unit. Every student and every session is different. But it’s amazing to see the growth, and we’re able to take each individual through at their own pace—they don’t have to conform to a pace that doesn’t work for them. And with all the collaboration within the clinical team, we’re able to offer alternative techniques and learn from each other. There are benefits to us all working within the same model because we’re able to adapt and share different perspectives and ideas to work together to make a collective decision. I love watching the small moments add up to big moments, encouraging change and personal growth in them. 

I enjoy being able to help empower the students and help them understand the factual education around how their adolescent brains are still developing, and guiding them by offering them skills and resources to help them with their foundational work. We want them to figure out how to face challenges with an ability to move through them with their own pace and grace, and I think this environment really gives them the opportunity to do that successfully. We talk a lot about the  “pause”, and talk through things together, so we can put practice into motion in a constructive way, instead of just automatically reacting. 

There are so many things I really like about Charlton, but I especially love the environment. The campus is amazing, and it’s the kind of place where the space just has an overall feeling of calm, safety and comfort. And of course the new dorms are just going to add to that, too. 

The students have such amazing insight. They’re bright, funny, and they deserve to be able to experience life as kids. They’re not “bad”;  I think so often they have a hard time viewing themselves outside of their diagnosis or seeing themselves as “sick” or a burden because of what they’ve been through. But Charlton helps them experience so many positive aspects and opportunities that they’re able to see themselves differently here and experience personal growth. 

I love it when I have moments where I can connect with the students outside of therapy, too. This campus allows for a lot of opportunities to do that. They see their whole support team at events and other things on campus, which shows them how invested we all are in their success.

One moment that was special for me was when I had an opportunity to take a student off campus to play soccer because it’s her favorite sport, and she’s really talented. It gave me a chance to connect with her authentically outside of her sessions, and it was awesome because she was actually teaching me and being patient with me. It was such a unique experience to have her show me her talent and skills, and I think it was empowering for her to show me herself in that light. It allowed us to connect in a genuine way and on a different level, which definitely helps build trust. It was such a great opportunity that Charlton helped foster, which ultimately will lead to better outcomes for her.

How do you think the community can help? So much of what makes The Charlton School special is the space and all of our unique programs—which is all supported by community donations. If people are considering giving, they should know that they’re truly impacting the larger purpose of our mission and making a difference for the kids. 

Robin Floud

Campus Chef

Joined The Charlton School in 2018.

“I think by offering well-balanced and nutritional meals, I can help their mind and body have the energy they need to get through the day.”

I joined the Charlton community in February of 2018, just 3-months shy of graduating from SUNY SCCC culinary program.

Initially, I answered an ad for part time kitchen help. I was looking to supplement my husband's income while I finished school. I got called three times to come for an interview, and I was hesitant because I had a 2-year-old, and I wasn't sure if I could make school, child rearing and a job work. But persistence got me in the door and the rest is history.

The Charlton School is special. My coworkers are all so supportive and positive. The Administration team is thoughtful and accommodating. The work/family balance is out of this world. I've gone through many life changes since being here. When I lost my father during the beginning of Covid in 2020, every person at Charlton was there to help me navigate my loss with such compassion and empathy, it blew me away. And the kids—always the kids. When I talk about what I do, I always say I'm taking care of my 40+ children. 

On day one here, I remember walking through the campus, and everyone was waving and smiling. It just felt like a breath of fresh air.

Food is my love language. I love baking Birthday cakes for all the kids. It's nice to meet them on a level that is so simple. 

Working with our students here, I've learned to have more patience with my own kids. Watching professionals work with different behaviors has shaped the way I parent. When I first started, my oldest child was just getting their diagnosis for ASD (Autism Spectrum Disorder). I was overwhelmed and was making a million mistakes on how to handle their diagnosis. Therapists, nurses, teachers, and Residential Counselors all had great advice on how to navigate my child’s needs and help them grow into the amazing adult they are today.

I can't stress enough how I've learned to listen and have patience from working here. As always, there are times when food feels like the only control a child has. So, when someone is upset or can't verbalize what they need, it can be frustrating for the both of us. Having to step back and listen and work with kids to meet their needs has been a challenge. I can feed 200 adults at any type of catering event and it is what it is—but kids can be difficult at times and sometimes meeting needs is as simple as choosing battles.

I think by offering well-balanced and nutritional meals, (with a little fun here and there–because who doesn't love chocolate chip cookies?!) I can help their mind and body have the energy they need to get through the day.

Kids who struggle aren't “bad” or unruly. Kids who struggle are in need of some kind of help. Here, we listen when a child is communicating through certain behaviors to tell us they might be struggling. 

There is no other place like The Charlton School. Adolescent mental health is underrepresented everywhere. Charlton gives kids the opportunity to heal at their own pace without the sterility of feeling like they’re in an institution. It's truly a rare gem.

“Students learn that relationships with horses aren’t immediate. They need to be built on trust and fostered to create real connections.”

Jess Knapp

Director of Equine Services

Joined The Charlton School in 2012.

When I started at The Charlton School 12 years ago, the Equine Program was not in existence. I had no idea the journey I was about to embark upon toward its ultimate creation.

Prior to Charlton, I had worked as a clinician in various settings with people of all ages. A lifelong equestrian, I brought to campus a love for and expertise with horses. 

I had been working as a mobile clinician within the foster care system. Though I enjoyed the role, I knew that the transient nature of it wasn’t something I wanted to do long term. Having previously worked with adolescent girls diagnosed with co-occurring disorders in a residential setting, I really felt a calling to the population. Throughout grad school, I had a chance to work within several equine therapy programs at other facilities. A goal of ultimately connecting my clinical and equine experience was definitely on my mind but the way in which I was going to make that happen remained to be seen. 

When I saw the job posting that The Charlton School was looking for a day-student therapist, it seemed like a potential good fit; I could utilize my experience and it was close to where my wife and I had recently decided to settle. 

I interviewed for the position. I didn’t vocalize my equine experience because it didn’t seem overly relevant to the job at hand but the information was on my resume. Before earning my Masters degree, all I had done was work with horses. Many aspects of this attained skillset were transferrable. Charlton saw the combination of clinical experience and connection to horses and asked if I’d have interest in bringing something about at the school. 

The Equine Therapy Program began with three students in a small group format. The interest and impact were immediately pretty clear. I had found three horses suited to the work and the group’s progress soared. The mild weather months were easy, the winter proved more of a logistical challenge due to our lack of an indoor equine facility. The one group evolved into individual sessions for my then day student caseload. Time went by, student success within ET was apparent and, resultantly, the Equine Learning Center was founded. Presently, every one of our students gets to experience the healing power of horses as an active part of their treatment plan.

NYS does not require practitioners be certified in ET but I wanted the credentials. It was very important to me that I had the letters required to legitimize what we were establishing here. Through the Professional Association of Therapeutic Horsemanship (PATH), Inc., I earned both my Registered Instructor and my Equine Specialist in Mental Health and Learning certifications. 

When beginning work with a student, I focus on the interaction with the horses. Any given diagnosis gets put aside as I prefer to start fresh with the opportunity to tailor an ET process specific to a student’s needs. One thing I love about Charlton is that we do not believe in boxes. We are minutely individualized to each person we support; everyone has work to do and it is crucial that said work be done at a personalized pace. 

One of the best parts of my job is watching the students establish and then cultivate trusting bonds with their horses. Trust with horses is not immediate, it’s not a given. Unlike a dog, you cannot train them to give you the same outcome each time you offer a directive. Horses give based upon relationships. You have to establish a foundation that builds trust. It’s an exchange of energy that our students begin to realize they have control over. This concept is one that can transfer from horses to life; school, home, within social settings, employment experiences. If you can read a horse, you can read a person.

The best example I can offer to demonstrate how equine responses vary from person to person is at our Equine Expo. This is a day where the usual energy within the Equine Learning Center is elevated. Even though students have worked through the day’s course, emotions are a bit more heightened. A concentrated effort to get in a good zone is required for both student and horse. 

One of my favorite stories that allowed me to realize the impact of Equine Therapy on campus happened early on in my career at Charlton. One of my students was working toward cantering with her horse but the gait hadn’t happened for her yet. This was back when we didn’t have an indoor facility. It was a cold and rainy fall afternoon. I remember thinking that the student would probably want to keep her session inside our makeshift barn (think: garage) that day but she was all in for going outside; strong was her determination to keep trying for that elusive canter. She had set up to attain it. She had a strong relationship with her horse. She had gotten to know her own energy and how it affected what occurred in her sessions. 

We go out and she starts warming up in the round pen. It’s cold. The wind is blowing. The rain starts falling faster and harder. I’m watching her and her horse, Jessie, go around. After a bit of time passes I think–do I need to call this? It’s absolutely pouring–and yet both of them are completely lost in each other, unaffected by the pelting rain. More time goes by. Lots of trotting. I finally decide that we’re done for the day but right before I pronounce the sentiment, Jessie canters. It was a moment of significant pride for this student/horse team. It was also a defining moment for me that confirmed I was exactly where I was meant to be. 

If I could tell people something about our students, I would tell them that our students are mirrors to us all. They are working through their struggles, just like the rest of us. I’m happy that they have found a place like Charlton in which to do that work. 

How do you think the community can help? 
I would want the community to know that the Equine Program has a significant positive impact on the lives of our students. The ET program offers an opportunity for students to experience horses. More often than not, this chance might not have otherwise occurred. When you donate to The Charlton School, you’re supporting our Equine Program. You’re helping to create an environment where the horses are happy and healthy and this ultimately helps our students. The attunement between horse and human is built upon healthy connection and the community is a very important part of that. 

Iris

Charlton School Student

"Healing is not linear, and we all make mistakes sometimes.”

I’ve been at the Charlton School since July 8th 2022. When I got here I had just turned 14 and had barely graduated eighth grade. Now, I’m 16, and in my junior year of high school. 

I’d say I’ve been struggling basically my whole life. In elementary school, I was bullied, assaulted, and hurt; things got really bad when covid hit, at the end of my sixth grade year. I wasn’t healthy. I got in frequent fights with my parents. I refused school. I made unhealthy connections with the wrong people. I engaged in substances. I attempted suicide on multiple occasions. These behaviors got me sent to a lot of hospitals, and emergency rooms.

The final straw for my parents was in eighth grade. During this time, I had frequent panic attacks. I had bad experiences at school with my peers. Eventually, I just stopped going. Then, I met up with a guy I’d met online, who was much older than me. We started dating (if you can even call it that.) My mom soon after found out about our relationship, and I was hospitalized again. 

After the hospital, I was transferred to my first residential program, though it was more of a rehab. It was much stricter than Charlton, and quite frankly, I hated it. My dad and I had a pretty horrible relationship back then. That first residential program was really the start of my healing. I’ve been in therapy, on and off, since I was three, when my parents got divorced. I would say that I didn’t actually start healing until my first residential. I was then transferred to Charlton soon after. 

I’ve learned a lot at Charlton. I’d say one of the most important things I learned is mindset. I think change is about mindset. I learned that I wasn’t going to change if I didn’t make that effort. Healing is about effort. A therapist can only help you if you make the effort to help yourself. But to be fair, not every therapist is right for you, or is a good therapist. I’m talking from experience because I’ve had some really awful therapists in my life. Also, everyone is different. This is another one of the most important things I’ve learned; everyone heals and learns differently. For a long time, I tried strategies that others said worked for them instead of finding ones that worked for me. At Charlton, I made the effort to change, and I did.

I’ve healed a lot during my time at Charlton. I’ve seen myself grow in many different ways. For example, in the past I would walk out of class and have meltdowns because I was unable to regulate my emotions. Now, I am able to regulate and function, and I no longer walk out of class. Though this change was not overnight, it took a lot of hard work, and I still struggle sometimes. For example, back then, I also was late to school very often. This is still something I’m actively working on, I have improved, but I’m not quite where I should be, yet.

To fellow or future students—I know The Charlton School has flaws, I don’t deny that—every mental health facility does. Here are some things I love about The Charlton School that sets it apart from other facilities: Charlton tries to individualize. Everyone has their own plan, and I like that, for the most part. While sometimes it might take a long time, the staff at Charlton are willing to listen to us, and make changes to accommodate our needs. Change takes time no matter what kind of change it is, and while I don’t always love the pace of the changes here, I understand how it can be challenging. No place is perfect, but I’d say out of all the programs I’ve been to, Charlton is the most willing to listen and change to meet our needs. Every facility has flaws, but Charlton is good at recognizing them, listening to them, and attempting to fix them.

Another unique thing that I love about The Charlton School is our CDOS program. CDOS is a unique program we have at Charlton, and I’ve benefited a lot from it. CDOS stands for Career Development Occupational Studies, basically it’s internships, and job opportunities, as well as other things to prepare you for the outside world. 

It starts on campus, and if you work hard at it, CDOS can extend to an off-campus job or internship. I originally helped with our library, this was led by our old English teacher. I wasn’t very motivated though, so I switched and started to help make dog biscuits to sell to faculty, students, and parents. Then, I did the greenhouse CDOS, and helped one of our Science teachers with plants. In fall of 2023, I joined The Charlton Cafe, which I’m still a part of to this day. The Charlton Cafe makes drinks and baked goods to sell to staff, parents, and students.

Eventually, I got off-campus internship opportunities. I worked at a local coffee shop, and at a clothing store in Saratoga. I think the CDOS program has really helped me grow both in a professional sense and in my personal life. I really appreciate all the people who have helped create and maintain the CDOS program.

I think there’s a lot of stigma around mental health and Charlton. I believe that mental health is important and that everyone struggles with it in some way. And while not everyone qualifies for a diagnosis, I think everyone deals with mental health in some way. The kids at The Charlton School aren’t crazy. I think we’ve all been through a lot, and we’re all here to heal. Healing is not linear and we all make mistakes sometimes. I bet you make mistakes too, so I don’t think we should be judged for doing something that everyone does.

How can the community help?
The Charlton School has helped me a lot, but without funding and partnerships, Charlton couldn’t offer some of the amazing things they offer. I think people should consider donating to The Charlton School because we benefit from it a lot. One example is that we’re getting new cottages soon for the residential students, and while I will be leaving before they are done being built, I am very grateful because future and current students will benefit a lot from them. Another example is the CDOS program that I’ve talked about; without funding our CDOS program wouldn’t be as helpful as it is today. Therefore, it is much appreciated when we get donations and partnerships. It does benefit us students. 

I have truly benefited from The Charlton School, and I really hope that sharing my story will help future students, current students, and others.

Tracey Allen

Joined The Charlton School in 1989.

Social Studies Teacher

“The Charlton School helps the students that other schools give up on.”

I came to The Charlton School in 1989 when I was in college working toward earning certification as a social studies teacher. I wanted a job working with students. I started in residential, working nights, so I could attend classes during the day. Then I got a job in the classroom.

I have worked with amazing students in my years at the school. Small classes allow me to genuinely get to know and build positive relationships with students. The small class size also makes it possible to individualize instruction to find and start where students are at. I am able to help students in ways that would not be possible in the large classes in a public school.  And, of course, my colleagues. I always say I am fortunate to work with the best people. The teachers and support staff are all here for the right reasons. They are dedicated to making the world a better place one student at a time. 

Here, I’m able to watch students improve and gain confidence and success—sometimes very slowly, sometimes amazingly fast. One of the first positive experiences I had was seeing a struggling student make significant improvement, and then receiving a sincere, heartfelt note from that student thanking me for my help.

The impact is often most apparent after students leave and use the skills they have built at Charlton. In my years here, dozens of students have returned to visit to share their successes, and to thank Charlton for the support they received in our programs. 

My role here helps define my life’s meaning and purpose. I chose a path that helps me be a part of a program that helps students find success.

Our students are insightful, creative, open-minded, and caring. They are motivated and want to help build a better life for themselves and a better world for us all. They are amazing and a joy to work with. And I love my co-workers. The best people work at Charlton. They are an amazing group of talented, creative, insightful and dedicated professionals who believe in our students, our program and our mission. The Charlton School is an extraordinary collaborative program. All staff are essential to the effectiveness of the program.

One of the most eye opening experiences I had here was when the pandemic hit in 2020. I don’t think I ever experienced how paralyzing anxiety can be, but in March 2020, I was sent home with a computer and told that I would be teaching virtually until further notice. I was confused and anxious. This experience helped me develop a deeper feeling of empathy for my students. I developed more patience and a deeper understanding of the anxiety many of our students are dealing with.

I believe self-efficacy is a foundation of mental health. Helping students uncover their strengths and build their skills and confidence in my class is just one piece of the collaborative effort that is Charlton. I have witnessed the positive impact of Charlton’s program on hundreds of students over the past 35 years. The Charlton School helps the students that other schools give up on.

How do you think the community can help?
Our mission is important and our programs do work. Donations to Charlton have an impact on students today and tomorrow. 

Tracy Sawyer

Director of Clinical Services

6 months at The Charlton School.

“Even the hardest days are good days.”

I don't know if it was a tangible experience or just a feeling—but from the moment I walked on campus for an interview, I knew I found where I was supposed to be. 

I was at a point in my career where I felt like I needed to be doing something more. I had left a 20-year career a couple of years prior for a new position that left me feeling unfulfilled. I had kept my eyes and ears open for new opportunities and found Charlton.  After meeting with Amanda and some staff, and visiting  the campus, hearing the agency mission, and meeting the girls—I knew this is where I had to be.  

The opportunity to work with these girls, build relationships with them, see them learn and grow, their perseverance through some of the harder days…work isn't work anymore. I am invested in the students and my colleagues, as well as the future of the organization. My own children have even commented that I seem happier and less stressed since joining this community. 

I learn something new every day here.  I learn how to build upon or reshape the knowledge that I brought with me. I think what I have learned the most is to slow down.  We don't always need to be in the know-how, we don't always need to be in control, we don't always need to "fix"...sometimes just being present and silent is the answer. I think I bring fresh eyes, fresh insight, new perspectives/approaches. 

The young women we support are tenacious, creative, insightful, willful, and they are stronger and braver than they know. I think there are some misconceptions of what The Charlton School is to the general public. I am glad I have the ability to share my knowledge and experiences with people to shed light on the amazing things that we do.  

People should come visit—meet any one of the students or staff—they will feel the work we are doing. I am not exaggerating when I say I love everything about here—the beauty that surrounds us, the horses, the staff that make up Charlton, the girls that attend. 

I don't know if we ever truly know the impact we leave on others… but I do my best as a director to enhance the sense of team and try to value what every individual brings. 

How do you think the community can help?
Investing in our program and the young women we support is investing in our future. The students who attend school and reside with us have the ability to do amazing things and become leaders with the right opportunities and support.   

Tyler Minehan

Physical Education Teacher

Joined The Charlton School in 2010.

“I have the ability to show them that physical activity is one of the best things you can do for your physical and mental health.”

I first joined The Charlton School in 2010. 

When I first arrived, I started off in the cottages as a youth care worker. When I had my first child, it made it difficult for me to continue working the second shift hours, so I had to leave my job at The Charlton School. I started a new job at TRYON, but then TRYON closed for good. The education director of Charlton at the time called me up and offered me the opportunity to  take the open Physical Education job, and the rest is history. 

I appreciate the thoughtfulness of the administration team and how well they have done hiring all of the right people. I’ve never worked somewhere with such a great group of people. And the kids are great as well. 

One of the first positive experiences I had here, that let me know I was in the right place, was just the continued support of the leadership team. I appreciate how well the faculty and staff show support to each other and the students, as well. 

I feel like the work I’m doing makes an impact on the students because I have the ability to show them that physical activity is one of the best things you can do for your physical and mental health.  

I personally have been greatly impacted from my role here as well. I have learned how to listen—really listen. Not only that, but I now hear and understand what the students are saying, and I know how and when to respond, or if a response is actually needed at all. The students have so much to offer; they are such great people. They are artists, athletes, authors, scientists, and historians. Their potential is endless, and The Charlton School helps them open their eyes to see how bright their future is, if they want to work for it. Seeing the growth of the students is amazing every time. 

My experience here has helped me continue to learn and grow. I’ve learned by being challenged by the students on how to best approach and support their needs in the moment. I feel like every day I have moments where I’m positively impacted, so it's hard to choose just one. 

I hope I contribute to the continued growth and mental health of our students and their families by just being a positive teacher and person in their lives, and knowing that I will support them in any way possible, and by showing them a positive outlet through physical activity. 

I want people to know that the support at The Charlton School, for both the students and the faculty, is unlike anywhere else—it’s unmatched. I love how we just continue to flow like water with whatever the students need while also challenging them along the way. 

I also want people to know that the young women we support are great kids and wonderful students. And with the right support from us, the sky's the limit. 

How do you think the community can help? 
We are exactly what we say we are. And when you support us, you’re just helping the future leaders of tomorrow realize their full potential. Who wouldn't want to be a part of that?    

Donna Gilgallon

Policy & Compliance Specialist

Joined The Charlton School in 1988.

“We never give up on our students or our staff’s ability to learn and grow .”

When I started working at The Charlton School, I was in search of a job where I could support children and families and utilize my BA in Psych from Siena. I had been a waitress, traveled a bit, worked in accounting, but I knew I wanted to do more. Early on, I worked with some human service agencies, supporting various ages of kids in foster care, and underprivileged children, and I knew I really enjoyed working with that population in a direct care type role.

When I first got here, I also realized early on that I liked working with teenagers, and I enjoyed being part of team-based work. I started as a youth care worker in the cottages, and I got to see the youth progress, and I enjoyed supporting the treatment team. 

Having been here for more than 36 years now, I’ve certainly seen a lot of change. But so many things have remained the same. Everyone here has always done the best they can. We’ve always been consistent; we’ve always kept the respect and care for the kids and families at the core of our work; we’ve always been individualized, dedicated and purposeful in our work. And we’ve always been willing to evolve and meet the growing needs of the girls. That desire to consistently improve has always been there.

I hope I offer a unique perspective from my experience here, and I like offering that to new staff. I have an understanding of the “big picture,” and I’ve seen how far we’ve come and how many people we’ve helped. I’m still here because I believe this is my life’s work. I’ve always considered myself fortunate to have such purpose in my job.   

I love all the opportunities the kids have here. The campus, the land, and the space, are incredible. They have access to such great programs at both the school and in campus life. There’s so much for them to experience, and the staff collaborates well to create unique opportunities for them.  

One of the ways The Charlton School truly makes an impact is that we never give up on our students or our staff’s ability to learn and grow. We treat everyone with respect and focus on people as unique individuals. 

Our process takes time—we don’t rush the assessment process—and it takes a lot of time and resources to successfully help raise healthy kids and families. “It takes a village,” and everyone plays a part. Each of the young women here has their own unique story. And we treat each one of them individually. 

There are so many stories from my time here, but there’s one in particular. We had a student who experienced so much positive progress while she was here. She was with us for several years. She had struggled a lot with family dynamics at home, some disciplinary issues and potential justice system problems… but after her time here, she had grown so much. She did well, graduated, and she had always wanted to go into the military. So, after graduation, she went on to boot camp for the Marines at Camp LeJeune and was extremely successful. She went on to get married, have kids and live a great life. We still keep in touch all these years later. 

I want people to know that all these young women here are great kids. They deserve to have a space to grow, and the staff here is so dedicated. 

How do you think the community can help? 
The Charlton School is a great cause, and a lot of resources are needed to offer all that we do here. When you give here, you’re helping support so many programs, like our Equine Therapy, Rec activities and more. 

Josie

Charlton School Student

"At the Charlton School, you are surrounded by people going through similar experiences as you, and it’s nice to know you are not alone.”

I have been a day student at The Charlton School for 1 and a half years.

When I arrived at The Charlton School, I was really in a low place and needed more support. 

Since I’ve been here, I’ve learned that I actually really like academics, now that I’m in the right environment. Being here, I’ve seen myself grow. I am much more confident socially, and I think that has allowed me to improve academically.

Within our Charlton School community, I have come to learn that the staff are very patient and understanding. They don't make me feel weird when I’m struggling with mental health stuff.

I would want people to know that mental health doesn't just affect your mental health—it affects  everything—so much other stuff, like physically, and how you’re able to function. But we’re all just trying our best. Here, you are surrounded by people going through similar experiences as you, and it's nice to know you are not alone.

I’ve been positively impacted by my time at The Charlton School because when I first came here, I was extremely hesitant and stand-offish in therapy, but now I feel more comfortable talking to my therapist about what I'm going through. Even though I have improved, I still struggle socially with some anxiety.

Why should people consider donating or partnering with the Charlton School? 
We are great students, and we deserve all the opportunities that community support can provide. 

What are some things that you might want to do when you graduate? 

I don't have any plans as of yet, but I think it would be cool to travel with friends. My outlook right now is that I don't know what I want to do, but I want to make sure that I’m prepared for whatever it is.