What is ‘Fit’?
When parents come to visit Summit Micro School, the conversation always circles back to the same big question: is this the right fit for my child? And honestly, that’s exactly the question you should be asking. Because “fit” at SMS isn’t about a narrow mold or checklist—it’s about whether your child can thrive in the kind of environment we offer. And thriving can look different for every kid.
We offer flexibility within structure, with programs designed to meet kids where they’re at. We include supports that benefit everyone—like movement breaks, visual prompts, sensory tools, and clear expectations and routines—to help kids feel grounded and engaged. We build these supports into our classrooms because we know that kids learn best when they feel safe, seen, and supported. Teaching and learning are not one-dimensional. We curate resources that support as well as challenge. Project work gives kids the opportunity to learn through discussion, hands-on experiences, lessons, field trips, and more. Each child is supported to engage in the environment positively and productively.
But we also know our limits. We're not a therapy center. We don't have speech-language pathologists, behavioural specialists, or OTs on staff. And we’re not set up for one-on-one support all day, every day. What we can do is work closely with families, adjust learning plans, and use strategies that help students participate meaningfully in group settings. If your child needs more intensive, individualized support—like daily therapeutic communication work or ongoing emotional regulation that goes beyond what classroom strategies can manage—we’ll be upfront with you. SMS may not be the best fit.
One of the big things we look at is safety. We’re in a unique position to be able to use our neighbourhood—local parks, for example—for all our breaks and many of our activities. Kids really need to be able to navigate these areas safely. This is a hard and fast expectation with very little flexibility. If a child isn’t able to walk safely, follow directions, or be redirected when needed while outside the school, they’re not yet ready to participate in SMS programs. We have very little, if any, wiggle room here.
In the classroom, things are a little more nuanced. We look at how a child communicates, how they handle transitions, how they engage in hands-on learning, and whether families are open to collaboration. For example, if a child struggles with communication, we’ll ask: can they connect using tools we already have in place, like visuals or prompts? If transitions are tricky, do things like a calming corner or a visual schedule help? If the answer is yes, there’s a good chance we can make it work.
These strategies support all students and don’t require a specialist to implement. Therapeutic support, on the other hand, is much more targeted and intensive. It’s the kind of work done by a trained professional—like a speech therapist or behavioural specialist—often outside the classroom structure. If a child needs that level of support just to get through the day, we’ll talk honestly about what kind of setting would help them truly succeed.
At the end of the day, we’re committed to being a nurturing, inclusive space where kids can grow and feel good about themselves as learners. But we’re equally committed to protecting that space for all of our students. So if a child’s needs stretch beyond what we can offer in a classroom setting, we’ll walk with you through what comes next. We want every child to have what they need to thrive—even if that means helping you find that support elsewhere.
So yes, the question of “fit” is a big one. But we’ll never make you answer it alone. We’re here to explore it with you, honestly and with care. Because that’s what partnership looks like.
