环球体育
Green Chimneys was featured in The New York Times on Sunday, March 3. “Lessons Learned, by Way of a Barn,” by Richard Schiffman, highlights several Green Chimneys students, parents and staff and illustrates how animals help children with special needs learn and grow.
A key part of child development is gaining progressive levels of independence and life skills. In her studies of childhood experiences, Psychologist Mariah Schug observes that youth learn through independence. The freedom to travel through their neighborhood–without direct adult supervision–helps to develop critical skills. Independent walking promotes risk assessment, social competencies, environmental knowledge, problem-solving, and decision-making abilities (Schug, 2023).
On a large campus, Green Chimneys students navigate daily between academic programs, recreational activities, and scheduled therapeutic sessions. Developing skills around safety, time management, accountability, and self-regulation helps them move away from traveling exclusively with their class, or needing to be accompanied by staff. Students cultivate independence as they build confidence in themselves. They learn to take responsibility for their actions and decisions. This leads them to step out of their comfort zone by trying new things. This independence helps them learn to manage everyday challenges, and grow from them.
Utilization of ‘walking passes’ has been very successful as an incentive for students to meet certain objectives around life skills. Students who consistently demonstrate physical and verbal safety can earn a Head Start pass, which allows them to head to their next program or activity independent of their class, or take a short walk on their own as a break. This serves as a stepping-stone to a second level, an Independent pass, designated for students who have made great strides in consistently exhibiting physical, verbal, and emotional safety on campus. These students can travel solo to any area of campus, as well as nearby off-campus locations, such as Boni-Bel Farm or a local market.
Chief Program Officer Denise Luft says walking passes are part of Green Chimneys’ agency-wide strategic plan and represents a culture shift for a residential program. This year has seen a 28.5% increase in students earning walking passes compared to last year!
By N.S.
I first noticed that my son was different when he was three years old at day camp. That summer marked the beginning of daily phone calls about his behavior—something I had never experienced before. Those calls continued for the next seven years, until the day he arrived at Green Chimneys.
For years, I took him to every specialist and therapist I could find. I created charts, implemented reward systems, and did everything in my power to help my brilliant son. Yet, every social gathering was a source of stress. He struggled to control himself and engage with other children without conflict.
When he started kindergarten, we began working with a psychiatrist, experimenting with different medication combinations. While there were months when things seemed to improve, the progress was always temporary. No one can truly understand the struggle unless they’ve witnessed it firsthand.
My son was placed in a classroom environment that was unsuitable for his academic capabilities but provided a high level of support. We were willing to do anything to prevent more suspensions and traumatic episodes, but it felt like we were merely buying time. For what, I wasn’t sure.
He transitioned back into a general education class and his behaviors escalated, both at home and at school. He was always on the offense, while my husband, daughter, and I remained on constant defense. It took hitting rock bottom before we were finally able to get real help.
The school district and I worked tirelessly to find a place that could truly support my son and our family. Words cannot express how eternally grateful I am for Green Chimneys and their incredible staff.
People often ask how difficult it was to decide to send my son to a residential treatment center. The truth is, no parent makes that choice unless there is truly no other option.
From the moment I began the admissions process—speaking with staff and touring the grounds—it was clear that this place was special. For the first time, I met people who truly understood our situation. They weren’t horrified by our stories; instead, they were confident they could help.
Within one-and-a-half school years, my son’s transformation has been truly remarkable. His initial transition was challenging, but the phone calls from the staff kept me informed. They always offered solutions rather than just questions. The residential staff have become like family, providing constant care and support. Whenever I have concerns, they are addressed immediately with kindness and understanding. As a result, making this experience far more comforting than I ever imagined.
My son naturally gravitated toward the garden and its staff whenever he needed a break to regulate himself. Over time, this connection blossomed into a true passion for gardening. He now spends countless hours tending to the garden at school, and has even created one at home. Gardening has become a therapeutic outlet for him, offering both comfort and fulfillment.
The school and other staff have been incredibly patient and supportive, guiding both my son and me through this journey, and always prioritizing his well-being. This school year, he has achieved high honor roll for both marking periods—a testament to the dedication of everyone involved.
While we still have challenges, we continue working together to create a plan that helps us progress. Over the past year at Green Chimneys—fondly known as “The GC”—we have encountered minimal issues, and I often find myself saying this place is “too good to be true.” Yet, it truly is everything they promise. My only wish is that every family facing similar struggles could have access to a place like Green Chimneys to support them through their journey.
Green Chimneys School is designed for students who have been unsuccessful in a traditional education program and can benefit from a smaller, therapeutically supportive setting. Our program offers a fully integrated approach that includes a complete staff of educators, clinicians, social workers, therapists, farm and wildlife experts, and outdoor specialists who are trained in social skills development, behavior management techniques to assist students in self-regulation skills, and crisis prevention and intervention.
Recent transition to groundwork-only equine activities has created new opportunities in animal-assisted education with an enhanced view of animal welfare. As a Certified Therapeutic Riding Instructor and Equine Specialist in Mental Health and Learning, Valerie Castracucco brings valuable insight to her role as Equine Program Teacher.
Our program is entirely ground-based, which means we focus on interactions with horses without riding them. We practice Equine-Assisted Learning (EAL), an experiential approach where students develop social-emotional skills and personal growth through meaningful interactions with the horses. Students connect these skills through basic care, handling and training, and learning to understand horse behavior and how it relates to human social circles.
Students gain a wide range of useful skills, from procedural tasks to more perception-based activities. Fundamental skills include proper horse care and clear communication techniques. When you’re working with an animal that weighs over 1,000 pounds, understanding body language is incredibly important!
Students engage in activities such as grooming, leading, lunging, ground driving, liberty training, and longlining. They assist staff in keeping the horses mentally and physically fit through varied training exercises, and desensitizing them to our active campus. Students also have the opportunity to learn about equine nutrition, anatomy, and physiology through caretaking tasks; and education-focused activities, such as art projects and herd observation, facilitate participation for those with a lower degree of comfort.
Students practice communication skills and build on empathy by recognizing the needs of the animals, and their role in the horses’ care and well-being. They also learn to develop observation skills by reading their horse’s body language, and identifying signs of relaxation or stress to better respond to the horse’s needs.
We’ve noticed such positive changes in our horses. Without the pressure of carrying riders—particularly beginners, who can be more challenging, or even frustrating for a horse to accommodate—they seem more relaxed and freer to express their unique personalities. The barn atmosphere is noticeably calmer without the rush of preparing tack for riding lessons.
This revised groundwork approach also allows us to welcome horses of all ages and abilities, including those with special needs who might struggle in a traditional riding program. We recently took in a horse and two donkeys from two local horse rescues. The physical demands of a riding program makes many rescued horses unsuitable but now we can focus on all the other aspects that make them good partners for our students!
Students recognize that these horses still have great value by being able to empathize with their situations, and be a part of the healing process. Our equine team can provide specialized support while giving students hands-on experience with equine medical treatment, such as regular laser therapy or wraps. The concept that not having a certain ability does not equate to an inability to make a meaningful contribution is a strong, transferable example to students.
It really comes down to quality time and trust. Without the need to focus on riding mechanics, students can concentrate on the horse’s cues during their classes. They experience things in the present moment, just as horses do. Groundwork also makes the program more inclusive. Students who are physically unable to participate in riding can fully engage, and hesitant students can be met where they are.
Our herd ranges from 34-inch-tall mini horse Cricket to Danny, a 19-hand-tall Clydesdale, so students can partner with animals of a size that matches their comfort level. Many eventually feel comfortable graduating to work with larger horses, or form a deep and meaningful bond with their current partner.
For a student, the relationship fosters growth, confidence and compassion that extends far beyond the barn, while it builds trust and enriches life for the horse. We are already seeing the impact as humans and horses make gains—all without anyone climbing into a saddle. Learn more about Green Chimneys’ therapeutic equine education and activities
The greatest athletes to watch are the ones who play because they love the game, and no one at Green Chimneys loves the game of basketball more than Yousef.
Yousef joined the Raptors varsity basketball team in the winter of 2023 as a 6th grader who was fairly new to Green Chimneys. He could tell you every stat on NBA star Steph Curry, and showed intense passion for the game but as a new player and of smaller stature, it was challenging to make an impact on the court. This didn’t stop Yousef. He practiced hard, listened to his coaches and used the season to improve his skills in any way that he could.
When the 2024 season began, Yousef emerged as Green Chimneys’ own version of Steph Curry! During one mid-season game, Yousef was untouchable; in an exciting two-minute span, he scored five shots in a row from the floor, four of them from behind the 3-point line. Fast-forward to the current season and Yousef is the veteran player on the team. His maturity on the floor has flourished, and he’s the guy you want to have the ball in his hands.
What makes Yousef’s story unique is before he arrived at Green Chimneys, he had little interest in sports at all. Yousef’s 5th grade year in his home district had been his most difficult, defined by struggles with peers and increased frustration about school. In hindsight, part of Yousef’s problem was lack of a healthy outlet for his physical energy and intense emotions.
Yousef’s mother, Wajiha, feels that the Green Chimneys environment changed everything. “The small class size, the farm, and the natural setting helped Yousef find himself,” she says. But it was the gravitational pull of the basketball court outside of his classroom that captured Yousef’s attention, and it became a vital resource for channeling his energy.
Yousef’s success in basketball has spilled over into all aspects of his life; academics, friends, and family have become pillars of strength. If you ask what he loves most about basketball he says, “It’s the perfect game to play on your own or with a group of friends.” The kid who came to Green Chimneys frustrated and lacking the skills to build friendships has turned into a strong, thriving young man with a team–and a community–assembled around him.
There were no shortcuts to Yousef’s success. He embodies the notion that if you set high goals and work toward them every day, there is no telling how far you can go. No matter the time of year or the weather, Yousef is putting in the work to get better at what he loves. According to Coaches Gary Smith and John Boyle, the only real problem is getting Yousef out of the gym and onto his bus after practice. He even persuaded his parents to have two outdoor basketball hoops at his house so he can keep up his skills at home. How far basketball takes Yousef is yet to be seen but there may come a time when Steph Curry has nothing on Yousef!
Team sports are just one of the after-school recreational programs and therapeutic activities that support student development. see the broad range of activities students can get involved with
