THE BLOCK ACADEMY

We love The Block Academy! They continue to provide amazing care for our daughter. The Director and Assistant Director are absolutely the best; they are extremely responsive, and it’s evident they have the children’s best interests at heart. I can’t say enough good things about the teachers, as well as Mr. Bob, who works hard to ensure the safety of the staff and children. We never have to worry when she is there, and our daughter looks forward to attending school every single day!

We’ve had a really great experience with this preschool. The staff are caring, attentive, and genuinely love working with the kids. My child always feels comfortable and excited to go, which says a lot as a parent. I’m really grateful we found this preschool and would definitely recommend it to other parents looking for a place they can trust.

My 4 year old son absolutely LOVES it here. He has special needs stemming from a rare genetic condition that causes developmental delays & he’s also non verbal. The Block Academy has been SO accommodating in every way that they can. They even helped us get therapists to come to the school and see him instead of us going to another location. Some days are harder than others but his teachers and the staff are always so helpful in trying to understand his ASL and encouraging him to use his AAC device. They even held an assembly celebrating his differences and teaching about his condition on the national awareness day. He loves all of his friends and gets so excited every time we even pull into the parking lot. We are so grateful to have found TBA for his first schooling experience!

My autistic daughter went to tour the school for pre k and the teachers were ignorant to her telling her to sh when she was excited and we were told if he is too loud she will be isolated in a room all by herself would not recommend this place.

We toured this school for Pre-K with our daughter, who is autistic, and unfortunately the experience was very disappointing. From the very beginning, the expectations placed on her felt unrealistic and not developmentally appropriate for a child experiencing her first ever Pre-K setting. When she became excited, she was told to “shh” and to sit down, rather than being given understanding or support. It was made clear that the other children had already been in the program for approximately six months, yet no grace was extended to her as a newcomer — especially one with a diagnosis that was disclosed upfront. We were also told that another child with autism was “too noisy,” he would be moved to another room and essentially isolated. This was deeply concerning and felt punitive rather than supportive. Additionally, we were questioned about behavioral issues and aggressiveness, despite our daughter not displaying those behaviors. Overall, the environment did not feel accommodating, inclusive, or aligned with supporting neurodivergent children. For a school that serves young children, especially those with varying needs, we expected compassion, flexibility, and understanding — and unfortunately, that was not our experience.