Kevin Mayne, Head of School, Hill Top Preparatory School

Kevin Mayne, head of school at Hill Top Preparatory School, spoke with Invest: about how the school is expanding its impact on neurodiverse learners through new partnerships, upgraded facilities, and an approach centered on individualized support. “Our students bring unique perspectives, and when we give them the tools they need, they see solutions others don’t,” Mayne said.

What recent strategic priorities have defined Hill Top’s direction, and how are they shaping the school’s future?

We just completed a three-year strategic plan, and I’m happy to say that we accomplished every goal we had set. A major focus on the plan was raising awareness, not only about Hill Top Prep but also about neurodiversity and what it truly means. Hill Top was the region’s first school dedicated to students with learning differences, and 54 years later we remain the leader. Our students, who may have traditional learning disabilities, ADHD, executive function challenges, anxiety, or autism, are typically average to above-average in intelligence. They simply think, learn, and problem-solve differently. To us, this is an asset, not a deficit.

We also expanded beyond our campus by launching the Neurodiversity Success Center. It supports not only our students but also school and university students, adults, and younger children across Philadelphia who need social skills, executive function coaching, or college and career guidance. It has become both a community resource and an important revenue stream.

Another priority is employability and transition from high school to college or work. Families want to know what happens after graduation: will their child be employable, confident, and fulfilled? Our Employability & Transition (E/T) Program addresses this  through a three-year curriculum that emphasizes both soft and hard skills,and offers  internships and partnerships with organizations such as The Community Partnership School, Ohana Farm, the American Red Cross, CleanLogic, and Plush Mills. Students learn hands-on skills but, more importantly, the workplace behaviors and adaptability they’ll need in college and careers.

We’ve also made major upgrades to our beautiful 28-acre campus and its buildings. We broke ground on a full renovation of our  high school building, designed specifically for neurodiverse learners. We added an esports and tech center, a golf simulator, and new fitness facilities. Over the past 36 months, nearly the entire campus has been refreshed to create an environment that best promotes learning..

How is Hill Top redefining academic and social success for students who don’t thrive in traditional environments?

Students come to us in grades five through 12, plus a post-grad year, often after struggling in traditional schools. Big environments and one-size-fits-all instruction don’t work for every learner. Our classes average just four to six students in middle school and six to eight in high school, with roughly one faculty or staff member for every two students. This structure lets our amazing faculty customize instruction within a single classroom. Through phasing, two students may work at grade level, two may be advanced, and two may need modified content and/or extra support. Our curriculum matches any strong college prep school, from social studies to advanced calculus, and AP biology, but it’s the delivery that is personalized for each learner..

Social development is an equal priority. Many students need help navigating friendships, understanding social cues or managing group settings. We use the PEERS®  curriculum from UCLA, and 13 of our team members are certified to teach it. Through a 16-week curriculum, students learn practical skills such as  making and keeping friends, appropriate social behavior, handling bullying, and interacting in groups. When a student missteps, we treat it as a learning moment rather than a punitive issue.

Our campus itself is a learning environment. Teachers use tactile and hands-on methods: building tectonic plates with graham crackers and frosting, flying airplanes when studying aerodynamics, and taking apart engines to understand mechanics. We use universal design, with auditory, visual, and kinesthetic approaches, and encourage interdisciplinary collaboration between academic departments.

Ultimately, we believe diverse thinkers are essential. Today’s challenges won’t be solved by groups of people who all think, learn and problem-solve the same way. Our students bring unique perspectives, and when we give them the tools they need, they see solutions others don’t.

What barriers do families face in accessing the right education, and how is Hill Top helping to remove them?

Barriers include financial limitations, lack of appropriate support, and the broader mindset that students must struggle before receiving accommodations. We work closely with educational consultants, therapists, advocates, and lawyers who often refer families to us when students have encountered obstacles elsewhere.

We have a robust financial aid program, and we partner with public school districts. When a district can’t provide the appropriate setting, students can be placed at Hill Top with district funding. We currently draw students from 23 districts in Pennsylvania, plus students from Delaware, New Jersey, and even one from Boston through our small boarding program.

Another barrier is the narrow definition of neurodiversity in some schools. Many institutions support traditional learning disabilities but shy away from autism. We take a broader view. Autism is central to our mission, and we’ve never been afraid to say so. Families know they’re entering an environment where their child’s full profile is understood and supported from the start.

Self-advocacy and social-emotional development are core to your model. How do you build those skills effectively?

Social-emotional learning has been embedded in Hill Top since our founding. Dr. Elisa Fisher recognized in 1971 that emotional barriers were often the biggest obstacles to learning, long before the field gained widespread attention.

Every student participates in Perspectives twice a week. Groups of five or six students meet with a counselor to work on topics like self-awareness, self-advocacy, empathy, body image and navigating relationships. One session is guided, the other is student-directed. For a school of about 90 students, we have three full-time counselors and two interns, which allows for deep, individualized support.

We also integrate self-advocacy into daily life. Students choose from rotating activities every eight weeks — cooking, esports, role-playing games, floor hockey, golf, and more. They don’t need to excel, they need to be willing to try something new. That willingness builds confidence. Recently, a student who had never played a team sport tried basketball and joined a game.He scored a basket and the moment was so powerful it moved many of us to tears.

Over time, there’s a clear shift. After a year or so, students begin to feel safe and develop a sense of belonging they may never have experienced. That foundation opens the door to deeper growth. We consider our families to be  essential partners. It’s built into our mission. We work closely with parents so that they reinforce, rather than unintentionally undo, the skills students learn at school.

What makes you most proud of Hill Top’s mission and the future you’re shaping for students?

I’m proud that we honor the fact that every student’s path is unique. Though “prep” is in our name, while most students will pursue college, some seek vocational programs, and others the workforce. We support all these routes through individualized and flexible learning.

Our anchor program ensures we stay connected with graduates. We check in to make sure they’re receiving promised support in college or elsewhere. With many schools closing around us, I’m proud that Hill Top has a clear, focused mission, one we live every day. We continuously strengthen what we do, just as we ask our students to do.

We’ve had a distinctive mission since 1971, and while others are trying to emulate it, there is only one Hill Top. After 45 years in education, I can say that everything I have done prepared me to be here. I’m having the time of my life, and our students remind us daily why this work matters.