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Sassafras
Division

A highly structured K–12 program where students feel safe and understood, building the confidence to join the wider school community.

Two students working together at a laptop

A welcoming place
for students with autism


An inclusive space

Close-up of student

Sassafras is designed for students with a diagnosis of Autism Spectrum Disorder (ASD) across a range of communication styles and learning needs.

Many families come to us after trying other environments that didn’t quite fit. They’re often looking for something consistent and predictable, a place that understands their child and connects with them as an individual.

Sassafras is designed for K–12 students with:


A diagnosis of Autism Spectrum Disorder (ASD)

A history of finding other school environments difficult to navigate, which may include challenges with communication, impulsivity, or managing expectations

A wide range of communication styles, from non-speaking to verbally fluent

Smaller class groups enable steady interaction between students and teachers.

Student-to-teacher ratio

2:1

Built around your child


Learning at pace

Lessons are adjusted so each student stays engaged without feeling overwhelmed

Consistent daily routines

Each day follows clear routines - students feel secure and confident about what to expect

Personalized communication

Teachers adjust communication using visuals or prompts so students can understand and respond

Learning in context

Guidance happens in everyday activities allowing students to practice skills in natural situations

Teacher laughing with students

How Sassafras is structured


Small classes with a dedicated team

Teacher helping a student in a classroom

Learning in Sassafras is built around routine and boundaries, helping students feel positive, safe, and ready to learn.

Each classroom operates with one teacher and one educational assistant – with additional team members available when needed.

Students can expect:


A predictable, well-structured day

Smaller, consistent learning groups

Steady interaction between students and teachers

Guidance with communication and regulation

Time and space to build confidence before joining in more broadly

Students building confidence to take part more fully in school life

95%

Our Curriculum

An evidence-based approach


Teacher and a student at a whiteboard

Structured learning that builds skills and independence

Students in Sassafras follow the TEACCH (Treatment and Education of Autistic and Related Communication Handicapped Children) curriculum, which is a structured, evidence-based, non-ABA approach. This is focused on increasing independence for individuals with autism.

Student bouncing on a ball outdoors

Core learning areas

Student wearing headphones in the sensory classroom

Beyond the classroom

Clinical Support

Reliable care
throughout the day


Student and teacher during a classroom activity

Support in Sassafras is built into the daily structure, creating consistency that helps students feel secure and understood. Each day, students work with people who know them well, using approaches that remain steady and predictable.

Students are guided by a team that may include:


Classroom teacher and educational assistant

Behavior support specialists

1:1 support where needed

Access to speech, occupational, or other therapies

Average reduction in Sassafras students' target behaviors each year

73%

Environment

Predictable, calm, and nurturing


Spaces designed to not overwhelm

The Sassafras environment is structured to feel steady and manageable. Classrooms are organized. Routines are clear. Transitions are supported.

This predictability allows students to focus on learning, rather than managing uncertainty.

Students know:


Where they’re meant to be

What they’re doing

What comes next
Student holding a toy bunny

Outcomes

Positive, achievable outcomes that build your child’s confidence

Student using an AAC communication tablet

Positive, achievable outcomes that build your child’s confidence

Student progress in Sassafras is steady and meaningful.
Over time, students communicate more clearly and with greater confidence. They become comfortable taking part in the day around them. As this builds, learning begins to feel purposeful.

For many families, the goal is for their child to feel at ease and able to take part in activities that once felt out of reach.

It's Disney World first, then it's Quaker School. It's a Paradise, it has everything I need. Everyone is so nice.

Sassafras Applicant

Thank you all for making TQS a place where my daughter can comfortably, happily, and safely learn and grow! This means the world to us!

Sassafras parent

Students playing ball sports outdoors

Upper School

Sassafras
in Upper School


Student wiping a desk

Care and stability after Grade 8

Sassafras Upper School continues the division with the same focus on understanding each student. For many families, the question after Grade 8 has often felt uncertain. Expanding Sassafras into the Upper School creates a gentler path for students whose challenges remain but whose potential continues to grow.

Students begin and end their day in a dedicated Sassafras classroom. This is a familiar space that helps them stay regulated.

From there, each student’s day can expand into the wider Meetinghouse Division, with opportunities to join selected Upper School classes when they’re ready.

Student wearing headphones while using a laptop

Is Sassafras the right fit?

Start with a simple conversation. We’ll walk you through how Sassafras works day to day and what your child’s experience could look like.

Teacher and student laughing sensory classroom
Teacher laughing with students