Our Programs

An introduction to the academic journey that shapes every Gaynor student.

ACADEMICS OVERVIEW

A Journey of Growth, Confidence, and Discovery

At Stephen Gaynor School, every stage of learning builds upon the last. From the joyful curiosity of our youngest learners to the independence and self-advocacy of our Middle School students, each child’s experience is uniquely designed to unlock potential and prepare them for success beyond Gaynor.

Primary Division

Ages 3.6–7

A strong start begins with the right support at the right time.

The Primary Division includes two distinct models designed to meet students at critical stages of early development. Our Early Childhood program offers a highly supportive, therapeutic environment, while our program for 6–7 year olds shifts toward a more academic, skill-based approach aligned with the Lower Division. Together, these experiences help students build confidence, independence, and a strong foundation for learning.
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Lower Division

Ages 6–10

Confidence grows as students deepen skills and take ownership of their learning.

In the Lower Division, students build on their early foundation as they strengthen core academic skills and develop greater independence. Through individualized instruction and a balanced approach to support and challenge, students gain the organization, self-awareness, and confidence needed for continued growth.
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Intermediate Division

Ages 10–13

The Intermediate Division bridges foundational learning with growing independence.

Students refine academic skills while strengthening organization, planning, and problem-solving abilities. Instruction remains highly individualized, with an emphasis on applying knowledge across subjects through inquiry and collaboration. As they gain confidence and self-awareness, students learn to take greater ownership of their learning and prepare for the challenges of the Upper Division.
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Upper Division

Ages 12–14

The Upper Division empowers students to take ownership of their learning while preparing for the transition to high school.

Through small-group and individualized instruction, students strengthen critical thinking, study skills, and self-advocacy. Electives, project-based learning, and affinity groups give students space to explore interests, connect with peers, and develop leadership. With dedicated placement support, each graduate is guided toward a high school that fits their strengths and goals.
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PROGRAM STAFF

Meet Our Academic Leadership Team

At the heart of Stephen Gaynor School is a team of experienced educational leaders who guide and support every student’s journey. Led by Assistant Head of School Jill Thompson, who oversees Gaynor’s academic program and works closely with Division leadership, this team brings deep expertise in child development, individualized instruction, and language-based learning differences.

Together, Gaynor’s Division Directors cultivate a supportive, student-centered environment where every child is seen, understood, and challenged at the right pace. Through close collaboration, thoughtful leadership, and a shared commitment to evidence-based teaching, they help ensure that every student’s experience is personalized, purposeful, and designed for long-term success.
Jill Thompson
Assistant 
Head of School
Ext. 1116
Rebecca Jurow
Primary Division
Director
Ext. 1221
Donna Logue
Lower Division
Director
Ext. 1175
Rebecca Felt
Intermediate Division
Director
Ext. 1702
Christine Karamanoglou
Upper Division
Director
Ext. 1418
PHONE NUMBER: (212) 787-7070

BEYOND GAYNOR

The Next Chapter of Their Journey

From their first day in Primary Division to graduation from Upper Division, Gaynor students develop the confidence, empathy, and skills they need to thrive in school and in life.
VIEW ALUMNI OUTCOMES

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Student-to-Teacher Ratio
Ensures Individualized
Instruction Every Day.

148 West 90th Street,
New York, NY 10024
(212) 787-7070
At Stephen Gaynor School, students with learning differences develop essential academic and critical thinking skills through individualized and evidence-based approaches, empowering them to reach their full potential. Students learn to advocate for themselves and others while actively building an inclusive community, a sense of belonging, and a belief in their own possibilities.
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