A progressive education for twice exceptional (2e) & gifted students.

The Lower School teaches K—5th grade students

The Upper School teaches 6th—12th grade students


Each year our curricula center around “unifying themes”


Makers. Thinkers. Dreamers. Innovators.

Go–their–own–wayers. Jokesters. Critics. Artists. Writers. Scientists. Explorers.

Programmers. Inventors. Inquirers. Sleuths.

Creating–our–tomorrow–ers. Trailblazers.

Musicians. Actors. Builders. Seekers.



Teacher Appreciation Day

During this extended period of distance learning, Lang students sent in heartfelt and creative videos to say “thank you” to their Lang teachers, therapists, specialists and staff.


Upcoming Open Houses

We host Open Houses throughout the school year. Additionally, we can accommodate individual tour requests, as needed.

No upcoming events at the moment

2e & Gifted Learning

The Lang School prepares twice-exceptional (2e) and gifted learners for college and life by offering a whole-child education that challenges and supports them academically, socially, emotionally, and kinesthetically in the context of a classroom-based education. 2e and gifted children have a unique set of social-emotional and intellectual needs — and we embrace them all — meeting students where they are and empowering them to achieve their next level of excellence. 

For students in grades K through 12, Lang’s academics are based on a cross-curricular MESH™ (Math, Engineering, Science + the Humanities) approach combined with the best of the Common Core. In other words, we re-integrate 
the ethics and poetics of the humanities (philosophy, history, literature, and all of the arts) into STEM & STEAM approaches to teaching and learning. Across content areas, curricula and lessons are guided each school year by scalable, unifying, school-wide themes. Last school year, for example, the theme of “Power and Energy” wove through and bridged the social-emotional and academic domains. Our Lower and Upper School students explored how Power and Energy influenced their learning, daily lives, and daily decision-making.

At Lang, we emphasize the development of critical thinking (and questioning) skills in both our academics and in our skills training for social-emotional problem solving. Our close partnership with students and families leads to a renewed trust in the possibility that school can be the impetus and locus for authentic learning, progress, and success.


A multi-disciplinary plan is created to target each child’s unique needs in the context of the classroom, where extensive enrichment options complement a robust K-5 curriculum . We employ evidence-based best practices — Zones of Regulation, Positive Behavioral Supports, Collaborative & Proactive Solutions, daily report cards, and more — to grow awareness and skills in social-emotional, behavioral, sensory, and academic self-regulation.


We prepare 6th to 12th-grade students for college by incorporating their unique needs and passions into their program, offering opportunities for the development of individual talents, and keeping motivation at the heart of each school day. Our integrated, interventions include DBT, OTMP (to develop executive functions), SRSD, and more. In BASIS classes, students receive academic acceleration or support from content-area specialists.

Makers. Thinkers.




Jokesters. Critics.

Artists. Writers.

Scientists. Explorers.


Inventors. Inquirers.




Musicians. Actors.

Builders. Seekers.


In our Lower School, teachers differentiate curriculum, instruction, and class / homework, so each student receives an education that fits — and continues to fit as students grow — in the context of a classroom-based education. A full slate of empirically validated academic and social-emotional supports remediate and accelerate to adapt to a student's strengths and challenges in each subject. Beyond the three R’s, a wide range of specials classes enrich each day. Our Talent Development program starts young with KidWorks, which gives each child the chance to find an area of passion that can be systemically nurtured and woven into their experience of school as a locus for joyful learning.

The curriculum and instruction in our Upper School dovetails with and expands the Lower School’s focus on classroom-based individualized instruction, so students are empowered to take ownership of their learning process and goals. Students continue to access a menu of empirically validated pull-out and push-in supports to advance their learning and specialization. Beyond taking college entry requirements, students choose electives, develop a portfolio, acquire mentors, apply for competitive internships, and choose their college majors — generally, by their junior year.

We celebrated our tenth anniversary last year! We are so proud to have been educating 2E students since our founding in 2009.


Power and Energy

Every year, our curricula are built around “unifying themes.” Studies during the 2018/19 school year, for example, were focused around the themes of Power and Energy.  “What is energy or power?” There is no simple or conclusive answer, yet we use these terms daily in statements like “I have lots of energy today,” or “What a powerful statement.” Once we ask ourselves this question at a deeper level, we arrive at provisional answers, which then lead to new and richer questions. For example, energy is a quantity that, when transferred from one system to another, can do work; it represents the relationship between all things physical and how they interact to cause change. Power is a capacity for activation and control. Where there’s energy, there’s power. So, does power create energy, or does energy create power?

Asking and answering these questions is scalable and has cross-curricular implications. At the time of the midterm (and our own SGA) elections, we connected this Unifying Theme to social studies and math across grades. Our fourth graders took a neighborhood walk to identify local sources of energy and power, and this led to their design of a multi-use city neighborhood with a transport system that navigated their theoretical citizens through each imagined district. Our sixth grade biology students studied how matter and energy move through an ecosystem  by examining the impact of the reintroduction of wolves to Yellowstone National Park. Our tenth grade physics students learned to translate physical motion into mathematical representations. Our seniors explored the power and impact of voice as related to craft, authenticity, and access to audience, by reading the anthology "This I Believe" as a mentor text for their own written works.


Social-Emotional Learning (SEL) & Academic Supports

To promote the development of domain-specific skills and to focus on the social-emotional challenges particular to twice-exceptionality and giftedness, our SEL and academic support specialists meet with students individually and in small/large groups throughout the day — pushing into or leading classes for 1:1 in vivo support and didactic learning, as well as pulling out individual students, pairs, and small groups, including during lunch and recess. Our flexible menu of integrated and 1:1 empirically validated interventions are delivered by doctoral-level school psychologists, speech language pathologists, occupational therapists, Orton-Gillingham certified learning specialists, and gifted/special education-trained content area specialists in order to develop our students' skills both in and beyond the classroom. Twice-exceptional and gifted students often display a tendency toward perfectionism but, with the right mix of SEL and academic supports, our students are able to develop more balanced expectations of themselves and to stay motivated about learning and school.


Mission & Philosophy

Our school is named after Cyril Lang, the founder’s tenth grade English teacher. Mr. Lang was a suburban Maryland public school teacher who, in 1979, taught what the local Board of Education deemed overly challenging material to his “ungifted” students, engaging them in Socratic debates about Machiavelli’s The Prince and Plato’s Republic, texts normally limited to 12th-grade Advanced Placement classes. Although the school where he was working threatened to fire him if he did not teach what was commonly considered 10th-grade material in more traditional ways, he persisted. “I made a premeditated, intellectual decision to continue teaching the way I had,” he said at the time. “There’s nothing wrong with the genetic makeup of these students. It’s the educational system that’s declining. We are bearing witness to the triumph of mediocrity.”

The Lang School offers high potential, gifted, and twice-exceptional (2e) students in grades K through 12 a child-centered, classroom-based, STEM- and STEAM-driven education informed by the ethics and poetics of the humanities. Our specially trained gifted and special education teachers differentiate both the content and delivery of our flexibly standards-based academics, so every student receives an education that fits. 


Curious young minds thrive here — perhaps for the first time — learning at their level with affinity and ability peers in small classes of no more than 12 to 15 students. For most people, the school years are about fitting in while adulthood is about standing out; for 2e children, standing out comes early. At Lang, through the nurturing of purpose, passion, and talent, exceptionality is not only recognized but celebrated.


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News & Updates

11 BROADWAY #300 NEW YORK, NEW YORK 10004 / 212.977.7777

©THE LANG SCHOOL 2010–2020