Skip To Main Content
Meet Marissa: Shutting Down to Speaking Up
Val Toskin, Marissa’s Mother


When she was starting middle school, we wanted an environment for Marissa that would support her in expressing her needs and making friends. Marissa has a receptive and early language disorder, and she has struggled with social challenges and delays caused by early childhood trauma. 

I am a teacher and have heard about Miriam since I’ve been working in St. Louis. I visited years ago, when taking my Montessori training, and had already recommended Miriam to several families I thought could benefit from it.

Three years ago, we decided it was the right place for Marissa. She attended Miriam for sixth, seventh and eighth grades, and she will start at our public high school in fall 2025. 

Progressively, we saw Marissa expand her friend circle and start to like school. She started wanting to go to school, which was different. While at Miriam, she has learned to express her likes and dislikes, and her feelings in general. Marissa smiles a lot more, and she has become more independent and expressive - particularly in the way she dresses.

She has also stopped the major shutdowns that previously created challenges for Marissa and those around her. She used to put her head down and refuse to do anything. She would not talk or move. These could last up to an hour.

Now, when she is met with an obstacle (academically or with a friend), these incidents only last minutes and can be prevented if her teacher is able to give her a short break before they happen. 

The first time Marissa attended a party at Miriam, they had to call me to let me know she was uncomfortable and would probably prefer to be picked up early. At the last middle school dance, she danced the whole evening with her friends.

She has also shifted her attitude toward learning. Her academic level is still below average, but she loves her classes - particularly math. When we play games, she adds her scores herself using strategies she has learned at Miriam.

The change from Miriam to a public high school will be a big one, but we are less hesitant to make the switch because we feel she has started to find her voice. Miriam has helped with this transition by attending her IEP meeting and giving the school information about the best way to support Marissa academically, physically and psychologically. 

Because of this, we feel the high school is more prepared to welcome her. They have her IEP, we have already created her schedule based on her needs, and we intend to introduce her to staff members before the beginning of the school year to set her up for success. 

If this story sounds familiar, you’re not alone.

Many Miriam families come to us looking for a school that truly understands and supports their child. Often, their children are navigating ADHD, level 1 autism, anxiety, language processing disorders, or other learning differences, and they’ve found that traditional school environments simply aren’t built with those needs in mind. 

At Miriam, support isn’t something families have to advocate for to get. It’s built into everything we do through expert staff, a personalized curriculum, and integrated therapies. Every aspect is designed to help your child thrive. If you or your child is feeling overwhelmed or unsupported in a traditional school setting, Miriam could be the right fit for your family. Learn more about our admissions process here.

LEARN MORE

Student during our next steps fair

As a first-time mother, I found out while pregnant with my daughter Starlit that I was sick with an environmental cancer. I was told that if I had not been pregnant, they may not have found my cancer in time to save me. I was determined then to do whatever was best for my precious daughter, no matter what. At that time, this meant I would win this battle so I could watch her grow.

 
Read More about Starlit's Story: A place to be herself