Kori Mackall, Head of School, The Piedmont School & John Yowell Academy

In an interview with Invest:, Kori Mackall, head of school at The Piedmont School & John Yowell Academy, discussed growing demand for specialized education, the importance of early intervention, and the partnerships needed to expand access for students with learning differences. Mackall said families are increasingly seeking evidence-based, individualized education that supports the whole child. “Early intervention is key. Early identification is key,” Mackall said.

What recent changes have impacted The Piedmont School & John Yowell Academy, and what have they revealed about the needs of students and families?

We are seeing an overall uptick in families exploring schools of choice. Families are realizing how many educational options are available and are becoming more interested in choosing the environment that best fits their child.

The Piedmont School & John Yowell Academy serves a specialized population. Every student has an attention deficit diagnosis and/or a specific learning disability, such as dyslexia, dysgraphia, or dyscalculia. Many families discover us after realizing their child is not thriving in another environment. Through word of mouth, online research, or social media, they learn there are schools designed specifically to meet those needs.

One of our biggest challenges is affordability. We are a 501(c)(3), and although we are an independent school with tuition, we operate much like a nonprofit. Many families make significant sacrifices to attend. State support often does not cover the full cost, so partnerships, donors, and fundraising are essential to helping families access our programs.

What trends are you seeing in how parents evaluate schools today, and how have expectations changed?

This is my 15th year at The Piedmont School, and I’m entering my fourth year as Head of School. Parents today want more than reassurance that their child will receive support. They want evidence. They want to see the data that shows their investment will lead to growth and development.

Parents are also looking for connection. They want their child to feel known and supported academically, socially, and emotionally. They expect counseling resources, extracurricular opportunities, and an approach that focuses on the whole child rather than academics alone.

How important are early identification and intervention, and what difference can they make in a student’s long-term opportunities?

Early intervention is key. Early identification is key.

Since our school opened in 1982, research and understanding of learning differences such as ADHD, dyslexia, dysgraphia and dyscalculia, and conditions such as autism spectrum disorder have grown tremendously. Earlier diagnosis allows families to access resources sooner, giving students greater opportunities for success.

Students who can access early interventions and supports are often able to overcome barriers or build coping strategies, which builds their overall confidence and success. When they understand their brain is simply wired differently, they develop confidence that carries into education, career preparation, and adulthood.

What lessons from your school’s individualized approach could benefit schools more broadly?

Individualized education begins by getting to know the child before applying a curriculum. We learn about interests, strengths, challenges, and learning styles first.

For example, a student who struggles with reading may love comic books. Reading graphic novels is still reading, and it creates positive experiences that gradually build confidence. As confidence grows, students become willing to tackle increasingly challenging material until they realize they can enjoy reading.

Our approach is relationship first, curriculum second.

How has The Piedmont School’s role as a resource for educators across the region evolved?

We are intentionally small, serving about 90 to 100 students from kindergarten through 12th grade. Literacy and math classes never exceed six students, allowing for individualized instruction.

Because of our size, many people only discover us when they need us. That has changed as our success stories have spread throughout the community. North Carolina has an outstanding network of schools serving students with learning differences, and we collaborate closely with one another.

We host educator workshops where public, charter, and private school teachers learn strategies they can take back to their classrooms. I also speak at other schools about ADHD and learning differences. Through our relationship with the High Point Chamber and Leadership High Point, we regularly introduce local business leaders to our work, creating additional community connections.

How can stronger partnerships between schools, colleges, businesses, and community organizations create better opportunities for students?

We are expanding internship and job-shadowing opportunities while also helping employers better understand learning differences.

Students with neurodiverse minds bring creativity, problem-solving skills, and fresh perspectives. Our students recently partnered with a nonprofit addressing food insecurity, and we are launching an internship elective that will place students with companies aligned with their interests.

These experiences help students explore careers while allowing employers to see the value neurodiverse individuals bring. Our students excel in areas such as engineering, design, project management, art, and creative development because they often approach problems differently.

What have partnerships and private-sector support meant for the school?

Our partnerships with businesses, foundations, and local organizations have been invaluable. They have funded scholarships, sponsored a computer lab, provided technology, and supported our current expansion project.

Independent schools are sometimes viewed as having all the resources they need, but many operate as 501(c)(3) organizations. We continually seek partners who can help us expand programming and create opportunities for students. Without those partnerships, many of our scholarships, facility improvements, and program expansions simply would not have happened.

Looking ahead, what are your top priorities, and what opportunities are you most excited about?

Our biggest priority is our expansion project. Demand for our services has steadily increased, and we already have waitlists in several grade levels because we have outgrown our space.

The first phase includes additional parking and a new classroom wing dedicated to our high school, which is our fastest-growing division. We also plan to build a gymnasium. Physical activity is incredibly important for all students and especially valuable for many students with ADHD. Right now, we rely on community facilities and flexible spaces.

Expanding our campus will allow us to serve more students, reduce waitlists, and continue developing new programs. We have many ideas for the future, but additional space is the first step. That is what we are working toward, and it is what we are most excited about.