EDUCATION AT HANNAH’S HOUSE
Her Story is Still Being Written.
9:00 AM — 1:00 PM • MONDAY — THURSDAY
LEARNING
LOOKS
DIFFERENT
HERE.
Because her brain has been focused on survival.
Significant trauma can affect attention, memory, emotional regulation, and a student’s ability to stay engaged in learning. Our educational approach recognizes those realities, creating space for students to learn without ignoring what their minds and bodies have experienced.
9:00 → 1:00
MONDAY THROUGH THURSDAY
Our shorter academic day is intentional. For students who have experienced significant trauma, a traditional school schedule can place additional demands on attention, regulation, memory, and emotional capacity. A focused four-hour school day creates space for meaningful learning while recognizing that education is only one part of a young woman’s theraputic day.
EDUCATION BUILT AROUND HER
We start by understanding where she is.
ASSESS
Every student receives academic testing upon admission to establish a clear picture of where she is academically. The assessment helps identify current skill levels, areas of strength, learning gaps, and where additional support may be needed. It gives us a clear starting point for her education at Hannah’s House.
INDIVIDUALIZE
Assessment results help shape an education plan specific to each student’s needs, abilities, and academic goals. Instruction can be adjusted based on how she learns best, allowing her to recieve additional support where needed while continuing to build on areas of strength.
MEASURE
Progress is monitored every day. Our teacher observes how each student is learning, gathers her feedback, reviews her work, and adjusts instruction when something isn’t working. Quarterly testing provides an additional benchmark to measure growth and ensure her education plan continues to match her needs.
WE DON’T ASK HER TO FIT THE CLASSROOM.
WE BUILD THE CLASSROOM AROUND HER.
INSIDE THE CLASSROOM
Small setting. Individual attention. Room to grow.
With a small classroom setting, students recieve the time, flexibility, and support they need to engage in learning at their own pace. The environment allows for focused instruction, one-on-one support, and the freedom to slow down, revisit a concept, or move forward when she is ready.
MORE THAN ACADEMICS
Sometimes the first thing we rebuild is her belief that she can learn.
CONFIDENCE
Experiencing success in the classroom can begin to change the way a student sees herself as a learner. Each accomplishment creates an opportunity to recognize what she is capable of and build confidence in her ability to keep growing.
CURIOSITY
Learning becomes more than completing an assignment. Students are encouraged to ask questions, explore their interests, and discover subjects that spark curiosity. Education becomes an opportunity to discover more about the world and about themselves.
INDEPENDENCE
As students build skills and confidence, they begin taking greater ownership of their education. Setting goals, recognizing when they need support, and learning how to advocate for themselves helps prepare them to continue learning long after they leave Hannah’s House.
LOOKING FORWARD
Education gives her more choices for what comes next.
As students strengthen their academic skills, they also have space to think about what they want for their future. Education can open doors to continued schooling, career opportunities, and goals that may once have felt out of reach.
