Carlbrook School

I had wanted to visit Carlbrook School on the same trip as my visit to Monarch, but I was told I couldn't come until I had sent in the (25 page!) application and had it approved...seemed a little inflexible, but I duly followed their instructions and made plans to visit the following week. I flew into Raleigh and had dinner with some friends I hadn't seen in 4 years; then got up bright and early and headed north to Virginia. I had been told not to be late as the admissions people had other commitments that day so, when I ran into heavy traffic on I-40, I started to stress out. I had been told that it was a two hour drive from Raleigh and it ended up taking almost two and a half hours, so I was prepared to be chastised for my tardiness. Luckily they were very understanding.


The campus is beautiful...very much a traditional prep school even though it is only seven years old. The founders had bought the main house and 100 acres of an old tobacco plantation and had then added new buildings in the same style. Unlike Monarch this school has a very formal feel.

I meet with the admissions director, the academic dean and the clinical director, all of whom have impressive credentials; then get a tour of the campus with the admissions director. It turns out that the dorms and classrooms are housed in semi-permanent trailers, as the school only has the budget to build one building per year. They are tucked back in the trees so they don't ruin the view of the main campus. The dorms are locked during the day so kids can't sneak back in for a nap. I am shown the "suspension room" where students are sent for a time-out for misbehavior or breaking rules. The point is for them to do some serious introspection and to re-think their behavior. I ask if they have to spend a whole day there and am told that sometimes kids will be there for as long as six weeks, eating all their meals there, etc. There may be multiple kids in there at a time but they are not allowed to talk to each other. Whether or not they are allowed to study depends on their infraction.


At lunch I get to sit with some of the students: 4 boys who have been at school for varying lengths of time for various reasons. Like the kids at Monarch they are both polite and friendly and very open with me about why they are here and what they have learned about themselves. They are incredibly self-aware, much more so than most of the adults I know. As we're chatting away, one of the boys mentions that, although he had been at school for several months, he had just returned from 4 weeks in "the woods" (wilderness program), where he had been sent for a "tune-up" after trying to leave campus. I make a mental note to ask the staff more about that.

After lunch I meet with the executive director, who is also one of the founders. He is an alum of a therapeutic boarding school in California where he was sent as a very troubled teenager. You would never know that by talking to him. He now has two master's degrees and is both charming and accomplished. He explains the history of the school and the philosophy. He started the school because he didn't feel that other therapeutic boarding schools were good enough academically. This school places strong emphasis on the academics and has very high standards for achievement. Many of the students go on to attend very prestigious colleges after Carlbrook.

When I ask him about consequences for misbehavior, he tells me that there are certain offenses for which kids will be sent back to wilderness for 4 weeks and then have their graduation date postponed by six months. Those offenses are: leaving campus without authorization (even if they storm out of a therapy session and walk off the grounds for 5 minutes and then come back), engaging in a sexual act or refusing to go to school. The one offense that will get a student expelled is an act of violence toward another person.This is explained to the students and all are clear on the rules and the consequences for breaking them.

I leave the school later than I had planned and barely make it back to the airport to make my flight.

Three Fs in School, Thanks to WoW

It's been a long and difficult spring. After Josh's weeklong hospitalization, plus week of outpatient treatment, he comes back to school and gets support from a program they have there for kids transitioning back from an illness or other extended absence. Mainly he sleeps through class and study hall, either because he is depressed or because he has snuck downstairs to play World of Warcraft in the middle of the night (or both). Sometimes I catch him playing in the wee hours and we get into a yelling match, so neither of us is able to fall asleep.

Bill and I get notes and calls from Josh's adviser letting us know that Josh is not turning in important assignments and risks failing if he does not get it together. He has already dropped French in order to catch up on his other core subjects and they have demoted him from level 4 English/world history to level 3. I beg, plead, cajole and threaten him to try and get him to apply himself to his studies. He says, "Don' t worry, Mom. I won't fail."

Josh is easily able to hack around the software we have put on on the computer to restrict the time he plays. We then put some restrictions on at the game level. But somehow Josh is able to open other accounts with someone else's credit card. The only reason we haven't take the computer away entirely is because he does need it for school. We try and limit his use to schoolwork but somehow he finds a way to play WoW. But finally when all else fails, Bill packs up the computer and related equipment and locks them in the trunk of his car. Josh is now if full "I hate you" mode and threatens to call DCFS to report us as unfit parents. He says he wants to go live in a foster home. I say, "Go ahead". What a wake-up call that would be!

As the school year comes to a close we learn that Josh has, in fact, failed three of his second semester classes. We cannot fathom how our extremely bright son has managed to do this. His teachers have given him second and third chances to turn in his work, but he doesn't, and they have no choice but to give him an F. Bill and I are at the end of our rope. We do not know where to turn.