Irish


    A little under an hourter, therge ck gates of Wellington Academy open to let us in. I can''t help but gasp softly as I look up at therge building. It really is beautiful-red brick with white trim,rge windows, a manicuredwn, and a big wrought iron. tence with manned gates so strangers can''t just walk onto the school grounds. Beautiful, intimidating, and most of all: safe.


    It looks exactly like what a prestigious private school should look like. But I can''t help but feel a little guilty.


    Is it hypocritical of me to be looking at private schools for Miles when I''m advocating for better public school funding?


    Before I can spiral further into that thought, the front doors swing open, and a woman in her fifties with silver-streaked dark hair steps out to greet us.


    "Mr. President, Ms. Willford," she says warmly, extending her hand. “I''m Dr. Katherine Elliot, the principal of Wellington Academy. Please,e inside."


    Arthur shakes her hand first. "Thank you for meeting with us."


    She beams, shaking his hand, then shakes mine. "Thank you for considering our school. This is quite the honor


    After that, we get started on the tour, Dr. Elliot takes us through ssrooms designed for different age groups. The kindergarten rooms have reading nooks with plush pillows, art stations with every supply imaginable, and small tables perfectly sized for five-year-olds.


    The yground in particr, though, takes my breath away. There''s arge jungle gym that looks like a treehouse vige, a garden with all kinds of different nts, and several quiet areas with benches under shady trees.


    Arthur squeezes my hand as we look around, and I know he''s thinking the same thing I am-Miles would love this. Especially the garden and the jungle gym.


    Next, we''re taken to the music room, the library, and finally to a small office where a woman with curly red hair is waiting for us.


    "This is Dr. Reynolds, our neurodiversity program coordinator," Dr. Elliot introduces us


    Dr. Reynolds shakes our hands. "It''s a pleasure to meet you both understand you have a son on the spectrum?"


    "Yes," 1 reply, ncing at Arthur. "Miles is five, and he was diagnosed when he was a toddler. He''s high-functioning, but he has certain challenges with social cues and can get overwhelmed easily.


    Dr. Reynolds nods. "That''s verymon. At Wellington, we take an integrated approach. Neurodivergent children are in regr ssrooms, but we provide additional support tailored to their specific needs, so they can receive what they require without being isted from the other kids."


    I let out a breath I didn''t realize I''ve been holding. All I''ve ever wanted for Miles is to be epted, amodated, and not iste. So far, this ce is perfect. Almost too perfect to be true. I want to pinch myself.


    Over the next fifteen minutes, she pors on to exin their methodology in more detail-how they have sensory tools avable in every ssroom, how teachers are trained to recognize signs of everstimtion, how they have quiet rooms where kids can dpress if needed. It sounds wonderful, and exactly what Miles needs to thrive.


    After our meeting with Dr. Reynolds, we''re taken back to Dr. Elliot''s office to o discuss the enrollment process.


    "We would be honored to have Miles join us at Wellington," Dr. Flot says. "Based on what you''ve shared about him, I believe he would thrive here."


    1 nce at Arthur, and I can see my own thoughts reflected in his gees. This ce really is perfect. But I besitate, because of that damn guilt again


    "Dr. Elliot," I say carefully, "I have to ask... I''ve been working on initiatives to improve arts funding in public schools because! believe every child deserves ess to a quality education. But here am, considering sending my own son to a private school..


    Dr. Elliot''s expression softens as she realizes what I''m getting at. Miss Willford, if I may advocating for better public education and choosing what''s best for your individual child are not mutually exclusive actimis."


    e''s right, Iris," Arthur says softly. "We''re in a financial position where we can choose what''s best for Miles, but it doesn''t diminish your work to improve conditions for all children."