Like many middle schoolers, Mason loves sports, enjoys spending time with friends, and takes pride in learning. But that wasn’t always the case. At just six years old, Mason was placed on home instruction by his school district due to significant emotional and behavioral challenges that disrupted his ability to thrive in a traditional classroom setting. His parents and Child Study Team recognized that he needed something different—a therapeutic, structured environment designed to support both his academic and emotional growth.
That’s when they found Westbridge Academy.
“Mason’s behaviors were very challenging, and there was concern that they would impact his learning—his academic progress was in jeopardy,” recalled Carrie-Ann Walsh, Mason’s case manager since he arrived at Westbridge in 2018.
Fast forward to 2025 — Mason is preparing for a successful transition back to his home district. Last fall, he began spending his mornings at Lincoln School in Kearny, where he attends Science, Language Arts, and Math. After lunch, he returns to Westbridge Academy for electives, specials, and related services. Throughout this process, Westbridge staff maintain constant communication with the district, Mason’s family, his new middle school counselors, and other professionals in his support network—a true wraparound approach to success.
The decision to transition Mason back was collaborative and carefully planned, based on his remarkable progress in academics, attendance, and emotional regulation.
“He has earned every award we have—for attendance, academics, sportsmanship, and behavior—countless times,” said Carrie-Ann.
“Mason’s return to his home district is a milestone achievement. It’s a testament to his resilience, determination, and the unwavering support from his family, teachers, and our staff at Westbridge Academy,”
— Dr. Anthony Hadzimichalis, Executive Director.
Mason has learned how to recognize and regulate his emotions in ways that allow him to focus, engage, and succeed. He no longer depends on external motivators like the school-wide point system—instead, he is internally driven.
“He wants to do well, feel better, build friendships, and succeed in school—not because of a reward, but because he truly values it,” said Carrie-Ann. “Mason is working on himself, for himself. Now he has pride.
