At William Roper Hull School it is our conviction that each of our students has the potential to be a productive member of society.
We provide our clients with a quality learning environment and encourage them to develop socially responsible and respectful behavior.
We instill in our students respect, a sense of responsibility, and the knowledge, skills, and attitudes necessary to achieve their personal and academic goals. Our program is based on the following fundamental beliefs:
- Our students can learn and have a right to a purposeful, meaningful, quality education.
- Our students have the potential to be responsible and accountable for their decisions, behavior, and learning.
- Every individual should be treated with dignity and respect.
- The Circle of Courage philosophy, and its emphasis on belonging, mastery, independence, and generosity is effective in reclaiming at-risk youth.
- Children who feel safe and cared-for are predisposed to learning.
- The best learning occurs when the home, school, and community work as a collaborative team to bring about positive long-term change.
William Roper Hull School is committed to providing a caring environment that empowers children and youth to experience academic, occupational, and personal success and to become belonging members of the larger community.
William Roper Hull School strives to provide our students with quality learning experiences that will empower them to become:
- responsible citizens,
- self-directed learners,
- effective communicators,
- collaborative team players,
- critical and creative thinkers.
The Circle of Courage is used to develop self-awareness and empathy in students. This philosophy centers on the belief that a healthy "whole" person has developed an appropriate balance between four key personal and interpersonal factors:
- sense of belonging,
- sense of mastery,
- sense of generosity,
- sense of independence.
Teaching around the Circle of Courage is used extensively to encourage students to examine their own actions and the actions of others. Students are asked to look critically beyond an immediate event to explore the relationship between belonging, mastery, generosity, and independence, and an individual^s actions. Underlying issues that may result in inappropriate behaviours are examined as reactions to an imbalance or a lack in one of the necessary factors.