Hi, my name is Essie. Happy Dyslexia Awareness Month. Dyslexia is actually pretty common. One out of five people are dyslexic and lots of people don’t find out they are dyslexic until they are older. But luckily I was tested when I was younger and so my mom and dad helped me with schools and tutors and taught me all about it.  Dyslexia literally means “difficulty with words.” It doesn’t mean someone isn’t smart — it just means their brain processes written words and sounds in a different way. That means my brain works a little differently — when I read or write, information travels across both sides of my brain which can take longer and cause pressure. Like when I’m taking a test and it feels really hard — everyone else seems to be writing their answers while I’m still trying to figure mine out. I can hear the clock ticking, and I know I might be the last one to finish. In moments like that, I have to remind myself that dyslexia also makes me strong. Because of this I’ve learned to deal with disappointment and instead of it making me angry, it fuels me. I’ve learned that my brain also has some awesome strengths! I’m creative, I see the big picture, I like to solve problems, I’m good with people, and I don’t give up easily. Having dyslexia has made me strong and given me extra empathy toward others who struggle too. If you have dyslexia- I know it can be hard but remember it’s a super power. Lots of famous people like Walt Disney, Eleanor Rosevelt, Steve Jobs, and John Lennon had dyslexia too, and they changed the world in their own way! You can too!

November Events

Mission in Motion: The Art and Science of Belonging
“The greatest gifts we can give our children are the roots of responsibility and the wings of independence.” — Maria Montessori

In October, representatives from Elizabeth Academy attended the State of the Art (SOTA) Conference in Syracuse, New York—a national gathering of educators, researchers, and advocates leading the way in Inclusive Postsecondary Education (IPSE) and Think College initiatives. The conference highlighted innovative models that expand access to college for students with intellectual and developmental disabilities (IDD), and shared how inclusive higher education programs are transforming lives across the nation.

At Elizabeth Academy, we share this vision wholeheartedly. We believe that college and life preparation are for every student. Through our ongoing partnership with the University of Utah’s College of Education, Elizabeth Academy is contributing to the development of a new Inclusive Postsecondary Education (IPSE) pathway—one that builds upon existing Utah programs while advancing research and practice to make higher education more inclusive, rigorous, and accessible for all learners.

That said, we recognize that college may not be the end goal for every student—and that is perfectly aligned with the Montessori philosophy of following the individual. However, holding space for the possibility of college elevates our expectations and our practices, ensuring that every student, regardless of ability, is equipped with the skills, confidence, and independence to pursue a meaningful and self-directed life. Our ultimate goal is not simply college acceptance—it is a life of purpose, connection, and contribution.

Our rigorous Montessori curriculum lays the foundation for this success. Students develop strong executive functioning and independent life skills, learning to manage time, plan projects, collaborate effectively, and self-advocate. Learning goals are individualized within a rich academic framework that emphasizes conceptual understanding, mastery, and real-world application.

National research consistently shows that Montessori graduates outperform their peers in college and career readiness. A 2021 study in Frontiers in Psychology, for instance, found that Montessori-educated students demonstrate stronger academic achievement, social understanding, and executive functioning, and are more likely to report higher levels of well-being and satisfaction in adulthood. Yet, what remains largely unmeasured—and what Elizabeth Academy seeks to explore—is how an inclusive Montessori education can prepare all students, including those with IDD, for college and beyond.

This year, we are strengthening our assessment and accountability practices, aligning them more closely with Montessori and inclusive education research. These improvements ensure that we not only measure academic progress, but also capture the growth in independence, resilience, and curiosity that define lifelong learners.

Together with the University of Utah, we are not just implementing best practices—we are striving to define “better practices” that model what is possible when inclusion, independence, and rigor come together.

At Elizabeth Academy, college prep means life prep—for every student.

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Maria Montessori beautifully observed:“The attention of little children is continually being drawn to one thing or other on their walks. They stop to observe and admire things they see. They are like explorers. This is a preparation for the adaptation to the environment.”
— Maria Montessori

What Montessori so insightfully described over a century ago, we now understand through neuroscience as the foundation of executive functioning skills—the mental processes that help us focus, plan, remember, and regulate ourselves.

Executive functions are defined as “mental capacities that direct or cue the use of other mental processes and motor responses.” These skills rely heavily on the activation of the frontal lobes, the area of the brain responsible for attention, regulation, and self-control.

At the most foundational level, executive functioning begins with self-activation skills—the ability to be awake, alert, and ready to attend. Yet in today’s world, our environments are filled with countless sights, sounds, and experiences competing for our attention.

Research from the Association for Psychological Science (“Competing for Attention,” 2018) highlights that in preschool and classroom settings, background noise and visual clutter significantly reduce children’s ability to attend to instruction or caregiver speech. Young children are still developing the ability to filter multiple simultaneous stimuli—both auditory and visual—and even seemingly harmless distractions can interfere with learning.

This is why we are especially grateful for the classrooms at Elizabeth Academy. Our environments are intentionally designed to be calm, orderly, and free of unnecessary stimulation, allowing children to direct their focus toward meaningful work that strengthens their developing executive functioning skills.As you reflect on your own routines, consider this question:
When you think about your child’s daily environment—at home, in the car, or during play—are there opportunities for calm focus and exploration, or are there many things competing for their attention?

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