Dr. Mary Anne DeVivio, PrincipalWhen a young boy arrived at Cardinal McCloskey Community Charter School (CMCCS) struggling to cope with life after being separated from his father. Most days, he spent more time in the hallway than in the classroom. Instead of seeing a discipline problem, the school's de-escalation counselor saw a child who simply missed his dad. With his mother's permission, the counselor arranged for his father to visit the school and encouraged him to stay involved in his son's education, which was the push that he needed.
With the school’s support, the little boy who once struggled to sit through class went on to graduated alongside his peers.
This is how CMCCS operates. Instead of asking, “How do we manage this child?” they asked, “What's happening in this child's life?”
That shift is the school's competitive advantage.
CMCCS was founded with a commitment to serving students from diverse backgrounds, including children in foster care, those receiving preventive services and families navigating difficult circumstances. However, for Dr. Mary Anne DeVivio, principal of CMCCS, labels don't define the child. Every student deserves to feel safe, supported and capable of succeeding.
That's why the school has adopted the Sanctuary Model, a trauma-informed framework that helps educators understand not just how students learn, but what they may be carrying with them when they walk through the school doors.
Every employee at CMCCS is trained before stepping into the classroom. Every school day begins with a 10-minute community meeting where students share how they are feeling, set goals and identify who can help them achieve those goals. Students who need additional support participate in boys' and girls' circles led by counselors, while personalized safety plans give every child and staff member practical strategies for navigating difficult moments. Rather than treating social-emotional learning as a standalone program, CMCCS weaves it into classroom discussions, literacy, writing and school culture.
“When I interview teachers and staff, it's more important for me to uncover their passion and love for children than their academic background,” says Dr. DeVivio. “You can teach someone standards and curriculum. You can't teach passion.”
Because that same mindset extends beyond the classroom walls, families are welcomed as partners from day one. Every student receives school supplies, computers for homework and a school uniform. Saturday workshops, curriculum nights, translators and open communication help parents stay actively involved in their children's education. For families facing greater challenges, the support often goes further, whether that's providing clothing, food, household essentials or simply ensuring every child walks through the school doors feeling no different from anyone else.
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When I interview teachers and staff, it's more important for me to uncover their passion and love for children than their academic background. You can teach someone standards and curriculum. You can't teach passion.
Because supporting students also means preparing teachers. Professional development is built into every week, with dedicated training focused on traumainformed practices, differentiated instruction and student well-being. Special education teachers, counselors and intervention staff work alongside classroom teachers to monitor progress, tailor instruction and ensure students receive the support they need without disrupting learning for others. The school is also expanding its resources with a sensory room designed to help students regulate emotions and return to learning ready to succeed.
Learning doesn't stop when the final bell rings. Through a close partnership with Kips Bay Boys and Girls Club, many CMCCS teachers continue working with students during the after-school program, creating a seamless extension of the school's culture. Enrichment activities, performances and collaborative projects reinforce both academic growth and confidence long after the regular school day ends.
CMCCS is equally intentional about preparing students for the future. Partnerships with universities such as Fordham’s Center for Education Partnership and Monroe expose children to college campuses, career exploration and mentors, while plans for a middle school expansion aim to create opportunities for students to begin earning college credits even earlier. These partnerships also serve as an opportunity to develop our teachers alongside experienced college professors.
For Dr. DeVivio, however, none of these initiatives define the school's success on their own. The real measure is found in stories like the little boy who once spent his days in the hallway and ultimately graduated alongside his classmates. It's found in the trust families place in the school, the teachers who choose to lead with compassion, and a culture built on one unwavering belief: when children know they are seen, heard and genuinely cared for, they are capable of far more than anyone imagined.
