Route 35
Harrison, ME 04040

Many of the teachers at Stevens Brook are caring, advocate for their students, and are dedicated. The school provides academic opportunities, including enrichment programs, though some activities that the school offers are not available for younger students, not that there shouldn't be restrictions for certain activities, but it could be beneficial to have some choices for younger students. My children have enjoyed the learning activities overall.That said, there are ongoing social and behavioral challenges. There have been repeated incidents involving students whose needs are not being fully addressed, including property damage, physical aggression, and unsafe behaviors that sometimes disrupt classrooms. While the school attempts to respond, the frequency and severity of these behaviors raise concerns about whether behavioral needs are being effectively managed and whether classrooms remain safe and predictable for everyone. The handling or mishandling of certain behaviors, particularly in situations involving familial connections within the school, can create a perception that some incidents are treated differently.Obtaining an IEP for my child was delayed for two years. Previous administration was dismissive, downplayed concerns, and suggested a 504 plan might be sufficient but overall were not necessary, since staff already implement those supports for all students. It wasn’t until obtaining an external diagnosis that the school finally conducted an evaluation, which clearly showed that the student needed an IEP in order to access the same education as peers. This delay raises questions about whether earlier support could have led to a more positive school experience.Restorative practices are in place, but follow-through is inconsistent, especially for repeated behaviors. Admin interactions have also felt dismissive at times, and parents should make sure all exchanges with administration are documented in writing, as verbal conversations alone may not be enough.Families should be prepared to advocate strongly and consistently, as action often only occurs when parents push. Clearer behavior expectations, better implementation of restorative practices, and a more proactive approach to evaluating students for additional support could benefit all children and help ensure a safer, more supportive environment.