Private Education
Enrollment surge continues today The pandemic spurred a surge in private school enrollments across Rhode Island, and many of those schools are still operating at capacity six years later BY VANESSA COMBS
vcombs@eastbaymediagroup.com
The pandemic changed where many East Bay families sent their children to school. As public schools navigated closures, remote learning and hybrid models, some private and independent schools offered families another option: fulltime, in-person instruction. At many of those schools, enrollment grew, and it has continued to grow, with many schools operating at capacity today. Rhode Island Department of Education data shows a sharp increase in reported independent-school enrollment in the years immediately following the first pandemic school year. Pre-pandemic, in the fall of 2019, there were 2,276 Rhode Island residents enrolled in independent schools. Three years later, by the time Covid restrictions were fading or gone throughout school districts, that enrollment had more than doubled, to 5,177 Rhode Island students in independent schools. Those enrollment figures remained steady across Rhode Island for another two years, before beginning to decline some last year. However, many of the schools in this region have not seen any of those declines firsthand. In fact, they have maintained their enrollments and been operating at or near capacity. Interviews with leaders at three East Bay schools show how that growth played out locally — and why they believe families stayed.
Providence County Day school enrollment has more than doubled since 2020.
St. Philomena reaches capacity At St. Philomena School of the Sacred Heart in Portsmouth, enrollment has climbed steadily since the pandemic, bringing the preschool-through-eighthgrade school close to its maximum capacity. Enrollment stood at 380 students during the 2020-21 school year, before increasing to 408 in 2021-22 and 431 in 2022-23, according to figures confirmed by Head of School Brian Cordeiro. School records show enrollment reached 447 students in 2024-25. This school year, 449 students are enrolled. It represents an 18% increase since 2020. Cordeiro said the jump from 380 students should be viewed in the context of the pandemic, when new enrollments were artificially restricted. St. Philomena intentionally stopped enrolling addition-
al students as it prepared to reopen under COVID-19 health and safety restrictions. “We had to stop enrollment to reopen during COVID,” Cordeiro said. As restrictions eased, the school was able to enroll more students. Cordeiro said the school’s experience during the pandemic strengthened relationships among teachers and families and ultimately helped attract new families through word of mouth. “The sheer enthusiasm and camaraderie that was built around the partnership between teachers and families translated to such good culture,” he said. “And great culture attracts families.” Cordeiro believes the pandemic also prompted some parents to think differently about their children’s education. With remote and hybrid learning bringing classrooms into homes, parents had
an unusually close look at how their children learned. “They got a front row seat to their own child as a learner in a way that perhaps parents for a long time did not necessarily have,” Cordeiro said. Private and independent schools that were able to safely reopen also provided another option for families when some public schools faced different timelines and challenges in returning students to classrooms. Cordeiro, who served for six years as president of the Rhode Island Association of Independent Schools, said he saw similar trends at other independent schools. St. Philomena also benefited from families relocating to or spending more time in the Newport area during the pandem-
See ENROLLMENTS Page 2
Page 2 Private Education Guide 2026
ENROLLMENTS: St. Phil’s is operated at capacity this year From Page 1 ic. Now, however, St. Philomena has little room to grow. Cordeiro said the school’s maximum enrollment is approximately 440 to 450 students. With 449 enrolled this year, the school is at that mark. Because St. Philomena also experiences little attrition as students move through the grades, preschool, pre-K and kindergarten are the primary opportunities for new families to enter the school. In some grades, there are already interested families for whom the school does not have space. “We have families in many of our grades that we would love to have them at some point be a part of our community,” Cordeiro said.
Enrollment at St. Philomena’s School in Portsmouth has increased steadily since the pandemic and is at a high point this fall.
Historic enrollment at PCD Enrollment has grown even more dra-
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The pandemic changed family choices, and many never went back From FACING PAGE matically at Providence Country Day School in East Providence, where the student body has more than doubled since 2020-21. Enrollment stood at 203 students during the 2020-21 school year, before climbing to 446 students this year, according to Head of School Kevin Folan. Like St. Philomena, Folan said the initial surge raised questions about whether the growth would last beyond the immediate pandemic years. “One of the big questions we had was whether this enrollment boom would be just a flash in the pan?” Folan said. “And the good news for us has been ... these families came here, and we have been able to hold on to them.” Folan said the surge was driven in part by major structural changes at PCD, including a partnership with the Henry Barnard School that added elementary
See ENROLLMENTS Page 4
St. Luke’s School Principal Nicole Varone believes families themselves have been the strongest driver of continued enrollment growth, with referrals speaking volumes.
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Page 4 Private Education Guide 2026
ENROLLMENTS: PCD’s student body has doubled in six years From Page 3 grades to what had previously been a middle and high school program. A significant tuition reset also helped make the school accessible to more families at a time when tuition at other independent schools in the vicinity crossed $50,000. Current tuition at PCD ranges from $19,000 for elementary grades to $24,500 for middle school and $28,000 for high school. “We did a significant tuition reset, trying to make our tuition more accessible to more Rhode Island families — that has also contributed,” Folan said. Folan believes the pandemic also shifted parental priorities as remote learning gave families a closer look at classroom instruction and led some to seek more hands-on, project-based learning. “I think a lot of parents wanted more for their kids,” Folan said. “And I think they found that at places like PCD.” Smaller class sizes have remained another major draw for families. While public school class sizes have trended
districts face budget cuts. To accommodate the influx while keeping class sizes small, PCD expanded its faculty and recently added a new Center for the Arts. Like St. Philomena, PCD is now operating near its physical limits. Folan said while there remains slight room for growth in a few elementary grades where the school aims to maintain a balanced gender split, the campus has largely reached its total capacity. “For the most part, this is really capacity for the campus,” Folan said.
St. Luke’s grows beyond the pandemic
PCD Head of School Kevin Folan believes smaller class sizes have helped fuel some of the growth in private school enrollments, especially after pandemic-induced remote learning gave parents new insights into the public school environment. closer to 27 or 30 students as pandemic relief funds expired, Folan said PCD has maintained class sizes of 14 to 15 students.
Folan said PCD’s integrated curriculum, with fine arts, music and sports built into the school day, has also appealed to families as surrounding public school
At St. Luke’s School in Barrington, the pandemic brought an immediate influx of families looking for consistent, in-person learning. But Principal Nicole Varone said the enrollment growth has continued even after public schools returned to normal operations. St. Luke’s had approximately 158 students when schools closed in the spring of
See FACING PAGE
Private Education Guide 2026 Page 5
St. Luke’s enrollment has grown nearly 50% since the pandemic From FACING PAGE 2020 and initially anticipated beginning the next school year with about 150. Once families learned the school would reopen for full-time, five-day-a-week instruction, enrollment instead climbed to approximately 178 students. “When COVID happened and we started the new school year that fall of 2020, we definitely had an increase in enrollment because we were open,” Varone said. “We were open five days a week.” The pre-K-through-eighth-grade school draws students from 16 communities, and Varone said families came to St. Luke’s during the pandemic because students elsewhere were not attending school in person for a full day, five days a week. Some of those families returned to their public schools around 2022 as normal schedules resumed. But enrollment at St. Luke’s did not simply return to its pre-pandemic level. “Between 2022 and now, 2026, we’ve had an explosion of enrollment,” Varone
“Between 2022 and now, 2026, we’ve had an explosion of enrollment,” said St. Luke’s School Principal Nicole Varone. said. The school ended the 2024-25 academic year with 182 students and opened the following fall with 219. Another nine students enrolled during the 2025-26 school year, bringing enrollment to 228 by June. St. Luke’s opened this school year with 242 students — an increase of more than 53% since the start of the pandemic.
START
Varone said in-person learning may have initially brought families to St. Luke’s, but other factors have kept them there. She pointed to the school’s emphasis on educating the whole child, combining academics with students’ social, emotional and faith development. “We’re not only teaching them, you know, academics or how to behave and
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interact socially and emotionally, but we’re also teaching them how to live faithfully, which is very unique,” Varone said. The school’s size also allows faculty and staff to focus closely on expectations for behavior and respect and to foster a strong sense of community, she said. “I think when families come to tour, they really feel that when they’re in our building,” Varone said. While marketing and social media have helped spread awareness of the school, Varone believes families themselves have been the strongest driver of continued enrollment growth. “No matter how much we market the school, and we put it out there on social media, it comes down to word of mouth and families spreading the word,” she said. For Varone, the fact that families are not only enrolling but remaining at St. Luke’s has been an important part of the school’s continued growth. “They really stay with us, and they really help us to grow our school as individuals,” Varone said.
Page 6 Private Education Guide 2026
Music collaborative brings student ‘stars’ to the Jazz Fest New nonprofit, community partnerships and months of preparation help students of all abilities experience music in a whole new way
grown into Adaptive Music Collaborative, a nonprofit dedicated to making music accessible and inclusive for students of all abilities.
An idea born at Jazz Fest
BY VANESSA COMBS
vcombs@eastbaymediagroup.com
As hundreds of people gathered at the Newport Jazz Festival, students from The Wolf School weren’t sitting in the audience. Instead, they were part of the show. Carrying adaptive instruments, dressed in colorful costumes and surrounded by professional musicians, teachers and family members, the students led a New Orleans-style second line parade through one of the country’s most celebrated music festivals. “I feel like a star,” one student said as she prepared to perform. “You are the stars today,” Dr. Elliott Nerland told her. “You and your friends are the stars of our show, and we’re just here to back you up.”
Adaptive Music Collaborative participants lead the way with bubbles, music and a banner sharing the group’s mission of creating musical experiences for children of all abilities, during their appearance at the Newport Jazz Festival earlier this summer. For the students, the performance was the highlight of months of preparation. For Nerland and fellow special educator
She Open House Sunday, October 18 12:00 p.m. Learn more at www.bayviewacademy.org
Eric Bloomstein, Ed.S., it represented something even bigger — the realization of an idea born two years earlier that has
Nerland and Bloomstein have spent their careers in special education and share a lifelong love of music. While attending the Newport Jazz Festival two years ago, they noticed the festival’s growing commitment to accessibility and began talking about the work of the Newport Festivals Foundation, which provides music education opportunities, instruments and lessons to young people. Then Bloomstein asked a simple question. What opportunities existed for students of varying abilities? The answer sparked an idea. The pair developed a proposal outlining a nonprofit that would create adaptive music experiences for students of all abilities. When they presented it to the
can lead.
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ALL-GIRLS . MERCY CATHOLIC . PRE-K TO GRADE 12
Private Education Guide 2026 Page 7
Making music and memories at the Jazz Fest From FACING PAGE Newport Festivals Foundation, the organization embraced the vision, helping fund adaptive instruments and encouraging them to build something new. “They were like, ‘Yes, you can. Here, let’s do this,’ ” Bloomstein recalled. Rather than launching immediately, however, the founders waited nearly a year. “We were patient to make sure we had the perfect match to launch this nonprofit,” Nerland said. That search eventually led them to The Wolf School. “They were looking for a school to match their vision,” said Monique Lareau, The Wolf School’s music and performing arts teacher. “They came to meet our neurodivergent students and saw what they could add to our community.”
More than learning songs Preparation for the festival began in April, when Adaptive Music Collaborative
Young drummers get in on the music as spectators clap and cheer them on during the lively outdoor celebration at the Newport Jazz Festival. introduced the performance pieces during regular sessions at the school. Throughout July, students selected to perform met in smaller rehearsal groups
led by Nerland, Bloomstein and graduate students from the University of Rhode Island’s music therapy program. The rehearsals were about much more
than memorizing music. Students warmed up with familiar Disney songs before exploring adaptive instruments alongside professional musicians. They practiced marching, experimented with different instruments and gradually built toward the festival performance. The team also created social stories to prepare students for everything they would encounter — from the crowds and noise to the performance itself — helping replace uncertainty with confidence. Bloomstein said students became increasingly comfortable expressing themselves as the weeks progressed. “As kids became more familiar with our faces and more comfortable, we saw kids opening up,” he said. “We saw kids being more expressive and willing to take more chances.” For Lareau, that confidence began with creating a safe environment. “You need to feel safe in order to create
See MUSIC Page 7
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MUSIC: After successful first venture, collaborative has plans for more From Page 7 and explore and succeed,” she said. “Music and the beats help regulate your nervous system.” She compared the experience to opening a door for students who may initially hesitate to walk through it. “You’ve got to walk them to the door and then open up the door and see what they’re going to discover past it,” she said.
A ripple effect Adaptive Music Collaborative’s impact extended beyond The Wolf School. Bloomstein reached out to colleges across Rhode Island looking for partners before connecting with URI’s music therapy program. Graduate students began participating in weekly sessions, gaining hands-on experience working with complex learners while supporting the school’s musicians. “It’s that ripple effect that we always intended from the beginning,” Bloomstein said. “It’s about community and
spreading more opportunity for kids.” The founders hope those future music therapists will carry what they learned into their own careers, expanding adaptive music opportunities long after the festival ended.
Designed around the students When it came time to perform, Adaptive Music Collaborative intentionally avoided a traditional stage performance. Instead, organizers created a New Orleans-style second line parade where students could march, dance, wear costumes, play instruments and participate in whatever way felt most comfortable. “This is more than just about music,” Bloomstein said. “This is really about love and inclusion for us.” For Megan Sutton, The Wolf School’s director of auxiliary programs, the experience reflected the school’s commitment to helping students grow through community partnerships. “The more opportunities they get, the more confident they feel,” Sutton said. “We want them to know that they are
amazing and can do anything they want.” She said the festival organizers thoughtfully planned for students’ needs, offering sensory supports, quiet spaces, activities, costumes and flexibility throughout the day. “Every detail was thought through so well for our students,” Sutton said. “The whole event was just an amazing experience.”
What inclusion really looks like For Bloomstein, one of the most meaningful aspects of the project wasn’t simply that the Newport Festivals Foundation welcomed the students. It was that the Foundation trusted Adaptive Music Collaborative to help redesign the experience so students like Wolf’s complex learners could fully participate. “How much trust they put in us, and how much they offered to open the door — that’s the meaning of true inclusion,” Bloomstein said. “You’re not just opening it halfway. You’re not shoveling the steps. You’re shoveling the ramp so we can all
get in.” He said the Foundation’s willingness to invest in adaptive instruments, provide tickets and embrace a completely new type of performance demonstrated a genuine commitment to inclusion. “I really appreciate that the Foundation decided to make it so everybody could be a part of it,” he said. “We have nothing but gratitude for them and look forward to continuing the partnership in our work with The Wolf School and bringing that energy back to the Foundation as well.” For the students, the experience ended with applause. For the adults who helped make it possible, it marked the beginning of something much larger — a growing effort to ensure students with of all abilities have access not only to music, but to the confidence, connection and community that come with it. And for one student who declared, “I feel like a star,” the festival delivered exactly what Adaptive Music Collaborative set out to create. For one unforgettable day, she was.
Discover a school as unique as your child
K-8 Special Education School | East Providence, RI | Open House - October 24 | Register at thewolfschool.org
Private Education Guide 2026 Page 9
GUIDE TO PRIVATE SCHOOLS School
Grades
Enrollment
Avg. class size
Tuition
Open House
All Saints STEAM Academy PK-8 150 15 915 West Main Road $7,800 Middletown 401/848-4300 allsaintsacademy.org
Tours available by appointment
Antioch School PK-8 69 14 618 Rock St., Fall River $5,420 - $5,720 508/673-6767 antioch-school.org
Call for a private tour anytime.
Barrington Christian Academy K-12 170 10-18 Call for tour 9 Old County Road Barrington Schedule a consult. or book online. Barrington 401/246-0113 bcacademy.org Bishop Connolly High School 373 Elsbree St. Fall River 508/676-1071 bishopconnolly.com
Grade 8 250 16 $11,730 (L.E.A.P. program) and 9-12
Oct. 23, 1-3 p.m.; Nov. 3, 5-7 p.m.
Bishop Hendricken High School 2615 Warwick Ave. Warwick 401/739-3450 hendricken.com
8-12 600 22 $14,495 - $21,895 (all boys)
Oct. 25, 12-3 p.m.
Bishop Stang High School 9-12 700 20 $15,100 500 Slocum Road North Dartmouth 508/996-5602 bishopstang.com
Oct. 18, 12-2 p.m.
Community Preparatory School 4-8 140 20 $18,400 135 Prairie Ave. Providence 401/521-9696 communityprep.org
Oct. 20, 1-3 p.m.
French-American School of R.I. PS-8 190 16-18 $21,800 - $25,550 Call for a private tour. 75 John St., Providence 401/274-3325 fasri.org
Friends Academy Early 210 12 $25,000 - $33,000 Call for a private tour. 1088 Tucker Road childhood-8 North Dartmouth 508/999-1356 friendsacademy1810.org
Page 10 Private Education Guide 2026
GUIDE TO PRIVATE SCHOOLS School
Grades
Enrollment
Avg. class size
Tuition
Open House
Gordon School Nursery-8 345 14-19 Family individualized 45 Maxfield Ave., E. Providence tuition 401/434-3833 gordonschool.org
Oct. 31, 9 a.m. (Early Childhood)
The Grace School K-8 160 18 (2 teachers) $13,722 (avg.) 1000 Eddy St., Providence 401/533-9100 Thegraceschool.org
Virtual tour on website.
Holy Name School PreK-8 215 20 850 Pearce St. Fall River, Mass. 508-674-9131 hnsfr.org
$5,350 (K-8), $6,050 (PK)
Jan. 31, or private tours available
$16,120 - $18,120
Oct. 25
LaSalle Academy 612 Academy Ave. Providence 401/351-7750 lasalle-academy.org
6-12
1,442
18
Lincoln School 1-12 (girls) 420 14 $42,300 - $49,700 301 Butler Ave., Providence Nursery-K (coed) 401/331-9696 lincolnschool.org The Montessori Centre of Barrington 18 months 75 12 Varies depending 303 Sowams Road through K on age, hours, Barrington program montessori-centre.com 401/245-4754
Oct. 24, 1-3 p.m.
Enrollment opens Feb. 1
Moses Brown Nursery-12 775 13 $23,850-$51,750 Oct. 17, 9 a.m. - 1 p.m. 250 Lloyd Ave., Providence 401/831-7350 mosesbrown.org Ocean State Montessori School PS-6 74 20 $11,500 - $17,200 100 Grove Ave., E. Providence 401/434-6913 oceanstatemontessori.com
Our Lady of Mt. Carmel School PK-8 115 20 $6,600 127 State St. Bristol 401/253-8455 olmcri.org Pennfield School
PS-8
197
5:1 ratio
$15,130 - $26,760
Nov. 14, 9 a.m. - 11 a.m. or call to schedule a visit.
Jan. 31
Nov. 13, 8 a.m.; 110 Sandy Point Ave., Portsmouth Jan. 29, 8 a.m. 401/849-4646 pennfield.org
Private Education Guide 2026 Page 11
GUIDE TO PRIVATE SCHOOLS School
Grades
Enrollment
Avg. class size
Portsmouth Abbey School 9-12 350 5:1 ratio 285 Cory’s Lane, Portsmouth 401/683-2000 portsmouthabbey.org
Tuition
Open House
Boarding: $81,330; Day: $50,600
Oct. 24, 8:30 a.m.- 12:30 p.m
The Prout School 4640 Tower Hill Road, Wakefield 9-12 438 22 $17,350 401/789-9262 theproutschool.org Providence Country Day
PreK-12
446
14
Oct. 25, 12-3 p.m.; Nov. 10, 6-8 p.m.
$18,600 - $33,900
Nov. 7
660 Waterman Ave., E. Providence
401/438-5170 providencecountryday.org Rocky Hill School PreK-12 275 12 $20,000 - $39,650 530 Ives Rd., East Greenwich 401/884-9070 rockyhill.org Sacred Heart School PreK-8 160 20 56 Purchase St., East Providence 401/434-1080 sacredheartepri.com
$5,200
Oct. 18, 11 a.m.-1 p.m.
Call for details.
Sally Borden Program 3-8 45 8 $32,900 at Friends Academy 1088 Tucker Road North Dartmouth 508/999-1356 friendsacademy1810.org
Virtual tour on website. or private tour by appointment.
School One 220 University Ave., Providence 401/331-2497 school-one.org
Oct. 24, 11 a.m.-2 p.m.
9-12
85
10
$1,700 - $29,300
Page 12 Private Education Guide 2026
GUIDE TO PRIVATE SCHOOLS School
Grades
Enrollment
Avg. class size
St. Andrew’s School 6-12 and PG 220 10 63 Federal Road, Barrington 401/246-1230 standrews-ri.org St. George’s School
9-12
402
Tuition
Open House
$26,750-$49,500
Oct. 17, 9-11:30 a.m.; Jan. 13, 3 p.m.
10
Boarding: $79,900; Schedule a tour. Day: $55,470 401/847-7565 stgeorges.edu 372 Purgatory Road, Middletown
St. Luke School PS-8 241 24 K-8 $7,500 In-parish; 10 Waldron Ave., Barrington Out-of-parish $8,100; 401/246-0990 Preschool: stlukesri.org $3,052- $9,948
Oct. 25, 12-1:30 p.m.
St. Margaret School PK-8 200 20 $4,450 - $9,100 42 Bishop Ave., Rumford stmargaretsch.org 401/434-2338
Call for more information or visit website.
St. Mary Academy Bay View PK-12 374 15 $12,900 - $18,360 Oct. 18, 12 p.m. 3070 Pawtucket Ave. (all girls) Riverside 401/434-0113 bayviewacademy.org St. Michael’s Country Day PS-8 240 8:1 $23,085 - $38,050 Nov. 13, 9-11 a.m. 180 Rhode Island Ave., Newport student-teacher 401/849-5970 ratio smcds.org St. Philomena School PK-8 450 18-22 $4,790-11,775 324 Cory’s Lane, Portsmouth 401/683-0268 saintphilomena.org
Inquiry form for private tours available on website.
St. Raphael Academy 9-12 440 18 $15,150 123 Walcott St, Pawtucket 401/723-8100 saintrays.org
Oct. 4, 12-3 p.m. and Nov. 1, 12-2 p.m.
The Wheeler School Nursery-12 800 12 $43,800-$52,000 216 Hope St., Providence 401/421-8100 wheelerschool.org
Oct. 17, 9 a.m.-12 p.m.
The Wolf School K-8 75 9-11 $75,000 215 Ferris Ave., East Providence 401/432-9940 thewolfschool.org
Oct. 24, 10 a.m.-12 p.m.
Private Education Guide 2026 Page 13
5 signs a student might be too busy
3. Newly occurring health problems
Here are five signs a student is taking on too much
Many students pack all sorts of activities into their schedules in an effort to be as fulfilled and well-rounded as possible. Parents may urge even the youngest of children to join activities in an effort to make friends and “be involved.” Colleges may require students to participate in a certain number of sports or clubs in order to be considered for acceptance, and students may even carry these extracurriculars into their higher education years to boost résumés they ultimately send to prospective employers. While music lessons, soccer practice and dance classes are enriching activities that can offer an array of benefits, a packed schedule can quickly become too much. Overloading a schedule with school work, a part-time job and other activities can keep a student involved, but it is essential that students and their families learn to recognize when they may be too busy for their own good.
Scaling back a student’s activity list might be have unexpected benefits.
According to the University of Rochester Medicine, studies show that children need free time to decompress, use their imaginations and develop thinking skills. A study published in Frontiers in Psychology found nearly half of 128 surveyed students reported feeling very stressed on a daily basis. Here are five signs a student is taking on too much.
1. Not getting enough sleep According to a national study conducted by the Centers for Disease Control and
Prevention, about seven out of 10 high school students report that they do not get enough sleep. Students who are staying up later and later to get things done because of jam-packed schedules may be too busy.
2. Grades are slipping Sudden difficulty with school is another sign of being over-extended. Activities may be taking up too much time and grades can start to drop as a result.
Students who complain of stomach pains or headaches may be stressed out. These problems can arise from anxiety, irregular meals and lack of sleep. Kids also may become more moody from having too much to do.
4. Complaining about tasks Students who start to complain regularly or show diminished joy about participating in extracurriculars may have too much on their plates. There may be mention of not getting a break to hang out with friends or family.
5. Parents are stressed, too Adults who are responsible for managing kids’ schedules and getting them to and fro also may feel the stress of a schedule that is too hectic to handle. Scaling back a student’s activity list might be just what is needed to alleviate anxiety and avoid additional side effects of being too busy.
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Page 14 Private Education Guide 2026
How can I afford an independent school education? Families who need help paying for private schools can find support from many different sources An independent private school education may be more affordable than parents think. Most independent schools are committed to helping families find creative, manageable ways to pay for their child’s education. Among the options parents can explore: n Tuition Payment Plans allow families to make monthly payments rather than writing one or two large checks each year. Many schools offer payment plans through a third-party financial services company, which charges a relatively small fee. n Grants are the most common type of financial aid offered by independent schools. They are awarded annually to students who demonstrate financial need, and students must re-apply each year. Grant money comes from the school’s budget and does not have to be paid back. n Merit scholarships awarded by the
school are relatively rare and are usually reserved for students who have a special talent that the school is seeking, such as art, music, or academics. n Scholarships from outside organizations are also relatively rare. They are often awarded by local chapters of national groups like the Rotary Club. Families should ask the school for a list of organizations that have provided scholarships to the school’s students in the past. Each scholarship program will have its own eligibility rules, application, and deadlines. n Tuition loans are personal loans provided by a private lender. Families must apply directly to the lender, and the loan amount and interest rate will depend on the lender’s credit requirements. Some families use loans to cover only the expenses not covered by a financial aid grant, rather than borrowing the full cost of tuition. Most families pay for independent school tuition through a combination of these options. Many students receive help from family members, such as grandparents, as well. Each school’s financial aid
for financial aid. Financial aid officers take into account income, assets, and expenses, including educational or daycare costs for other children. The amount of financial aid each school can offer is based on its financial aid budget, award criteria, and the number of families with demonstrated need who attend the school.
When to apply
officer or admission director works with families to help them review options that fit their unique circumstances.
How schools determine eligibility To determine a student’s eligibility for financial aid, families must submit an application form and financial statements. Financial aid officers will then use this information to determine how much the family can reasonably afford to spend on tuition. There is no income limit that automatically makes a family ineligible
Every school has its own financial aid schedule, and the deadlines are different for schools with rolling admissions. In general, most financial aid applications are due in January or February. Families learn about financial aid award decisions shortly after the child is admitted to a particular school.
The bottom line For families who feel they cannot afford the full cost of an independent school education, it’s worth the effort to talk to the school’s financial aid director. © National Association of Independent Schools. Reprinted with permission.
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Private Education Guide 2026 Page 15
Tests are designed to measure how well students have learned, but exams can trigger test anxiety for some students.
TO RISE Test stress is a real bummer READY
Standardized tests and other exams are routine components of the academic experience. Tests are designed to measure how well students have learned, but exams can trigger test anxiety for some students. Research says 40 to 60 percent of students in grades K through 12 experience test anxiety, which is often tied to having to take timed tests, according to Edutopia. When under a time constraint, the ability to recall known information can falter. Timed tests may be particularly stress-
ful for students who have diagnosed learning disabilities. ADA.gov says the Americans with Disabilities Act ensures that individuals with disabilities are accommodated. That includes a requirement that testing entities “offer exams in a manner accessible to persons with disabilities.” For some, this may mean having extra time, even on timed tests. Some educators feel that timed tests are a false measure of intelligence, as the speed at which a student answers does not directly correlate to actual understanding and intellect. Parents of children who spend lots of time engaged with devices may wonder if there is a link between screen usage and attention-deficit hyperactivity disorder in young people.
Device time, distraction time Parents of children who spend lots of time engaged with devices may wonder if there is a link between screen usage and attention-deficit hyperactivity disorder in young people. The National Institutes of Health reports that current research does not indicate tablet or screen use directly causes ADHD. However, excessive screen time is linked to a worsening of ADHD symp-
toms, and can even cause temporary attention problems in children who do not have the disorder. While numbers vary by age, pediatric experts like the American Academy of Pediatrics emphasize that young children ages two to five limit screen time to one hour per day of high-quality, educational programming. The AAP favors a more individualized approach for children ages six and older.
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