Academic Support: A History of Innovation & Dedication

Cushing Academy has long been known for its excellence in teaching. It’s no surprise, then, that the school has carved out a unique niche among neurodiverse learners seeking a classic boarding school experience. Here, students can fit academic support seamlessly into their day, alongside a rigorous college prep curriculum and all the co-curricular activities that enrich student life. “What sets Cushing apart is the combination of opportunities,” said Michael DeFlaun, Academic Support department chair. “There is no mold for a typical Cushing student. Our students have a wide range of interests and learning styles, and we have the structure to support every individual in pursuing academics, athletics, and arts to the fullest of their ability.”

Cushing’s Academic Support program, which serves about 15 percent of students each year, is one of many examples of how Cushing faculty focus on the unique qualities of each student. It is so successful because this educational philosophy is a hallmark of every Cushing classroom.

Academic Support emerged as its own department in the early 1980s under the leadership of Head of School Dr. Joseph Curry, who had arrived at Cushing Academy a decade earlier, during an era of dramatic change throughout our society. At the time, boarding schools throughout the United States faced aging infrastructure, dwindling enrollment, and the challenge of being considered oldfashioned because many were single-gender schools. In addition,

educational methods were changing from the traditional sage-onthe-stage model to more student-centered approaches. Some boarding schools addressed these issues by merging boys’ and girls’ schools and evolving their teaching philosophies. Others simply folded under financial pressures.

Dr. Curry recognized the value of Cushing being one of the few boarding schools that had been co-educational since its founding. He also could see that Cushing had a lot of heart. Through his connections as an alumnus of Harvard University, Dr. Curry had met literacy pioneer Jeanne Chall, a psychologist whose research fundamentally changed the understanding of reading development. Soon Dr. Curry was consulting with Dr. Chall and other experts about how to serve students with learning differences. In that era, public schools served many such students through separate programs that limited their educational experience. Cushing developed a program where students could get academic support as part of their school day, while learning alongside peers in regular courses. “Families came to Cushing because parents wanted a complete, vibrant school experience for their kids,” noted Peggy. “Many of these were brilliant young people, but they had challenges decoding words, or they had a hard time organizing all of the thoughts that came flooding into their brains.”

The new program synergized with Cushing’s educational philosophy and quickly had an impact on the broader school culture. Thanks to ongoing professional development, teachers in Academic Support and in every subject kept abreast of the latest research, built awareness about different learning profiles, and incorporated new teaching strategies. Thus Cushing’s already strong faculty became even more effective at engaging students. “When you teach well to students with learning challenges, you teach well to everyone,” Peggy explained. “All of us have some areas where we are not as strong. When teachers keep that in mind and teach to multiple intelligences, then everyone in the classroom learns better.”

Also in this era, Dr. Curry launched Cushing’s English as a Second Language program, where Peggy was a longtime teacher and department chair. Meanwhile, the school’s athletic programs expanded and Cushing’s visual and performing arts programs blossomed. By the time Dr. Curry retired in 2000, Cushing was not just surviving—it was thriving.