For families managing a child’s medications, whether a camp can handle that responsibility safely is one of the most important factors in the enrollment decision. Managing medications at camp is more than a pill organizer or a note. Qualified special needs camps provide clear, supervised systems to ensure your child gets the right medication at the right time.

This post covers what families should ask before enrolling, what qualified programs provide, and how to prepare the medical documentation a camp needs to do its job. For the broader evaluation framework this post extends, see our guide on how to choose a special needs camp.

Why Medication Management at Camp Is a Distinct Challenge

Children at special needs camps are more likely than the general camp population to be managing one or more medications on a scheduled basis. For many campers, medications are central to their ability to participate in daily activities, manage behavioral regulation, support sensory processing, or maintain medical stability. This is very different from a typical camper who might only take an occasional allergy pill.

The camp environment introduces specific challenges that home and school medication management does not. The parent is not present to oversee administration. Multiple staff rotate through shifts. The daily schedule does not always align with a clinical prescription schedule. Medications need secure storage, and things like heat, humidity, and camp activity can change how they work.

A program that is not specifically prepared for this level of responsibility is not a safe environment for a child who depends on reliable medication management. The questions in this post help families determine whether a specific program meets that standard before enrollment.

What Qualified Special Needs Camps Provide

A dedicated medication administrator or nurse on staff during all program hours, not only during designated clinic hours. Many qualified special needs camps employ licensed nurses or certified medication administrators whose primary role includes daily medication distribution and documentation. Families should ask directly whether this role exists and what the credentials are.

Secure, climate-appropriate storage for all medications. Some medications require refrigeration; others are controlled substances subject to specific regulatory requirements for locked storage. Qualified camps know how each medication must be stored and have the right systems in place.

A structured intake process that collects complete medication information before the session begins: medication name, dosage, schedule, prescribing physician, purpose, and any known interactions or side effects. Programs that collect this information only at drop-off are not operating with adequate advance preparation.

A documented administration log that records each dose given, the time of administration, and who administered it. This log protects both the camper and the program and provides a record families can review after the session.

The camp should have written protocols for missed doses, refusals, or side effects. Families should expect clear instructions rather than last-minute improvisation.

Questions to Ask Before Enrolling

Who administers medications during the session and what are their credentials? A counselor who has completed a brief medication orientation is not the same as a licensed nurse or a certified medication administrator. Families should ask directly and evaluate the answer specifically.

How are medications stored? What are the protocols for medications requiring refrigeration or controlled substance handling under federal and state requirements?

What does the intake process look like for communicating medication information before the session begins? A program with no structured pre-arrival intake for medication information is not operationally prepared.

What is the written protocol when a dose is missed, when a child refuses a medication, or when a side effect occurs that requires a decision? If a director cannot describe a written protocol, the program is relying on staff judgment in the moment rather than established procedure.

How does the program communicate with families and with the child’s prescribing physician if a medication-related issue arises during the session?

Look for answers that include clear roles, systems, and written protocols. Vague reassurance is not enough.

What Families Should Prepare Before the Session

A complete medication list prepared by the prescribing physician or the child’s primary care provider: medication name in both generic and brand form, dosage, frequency, time of administration, purpose, known interactions, and any conditions under which the dose should be withheld or the prescribing physician contacted.

Sufficient supply of each medication for the full session plus a reasonable buffer. Most camps require medications to arrive in original pharmacy packaging with the prescription label intact. Generic pill organizers are not accepted at most programs and should not be assumed to be sufficient.

A signed authorization form allowing the camp to administer each medication. Most programs have their own forms that must be completed in advance rather than at drop-off. Families should request these forms early and return them with enough lead time for the program to review them before the session begins.

Clear communication about any behavioral or physical signals the child exhibits when a dose is missed or when a side effect is occurring. Staff who know what to look for can respond before a situation escalates.

Just because your child takes medication independently at home does not mean they can do the same at camp. Make sure the camp knows the plan and has approved the level of independence that is appropriate.

Practical Considerations Before the Session Begins

Meal timing and medication schedules frequently conflict at camp. Medications that must be taken with food, on an empty stomach, or at a specific time relative to physical activity may require coordination between the family, the camp, and the prescribing physician before the session begins. For medications that affect appetite, energy, or fluid balance, the overlap with foodservice and hydration planning is direct. Families managing these interactions should review what the camp provides in those areas before committing to enrollment; see our post on allergies, camper health, and foodservice at camp.

Heat and physical activity affect some medications differently than a typical school-day environment. Camps operating in summer heat with high activity levels should be informed of any medications that affect thermoregulation, increase sun sensitivity, or interact with dehydration. This information should be shared during the pre-session intake so staff can plan safely.

Controlled substances, including stimulant medications commonly prescribed for children with ADHD, are subject to specific federal and state regulatory requirements for storage and administration. Families should ask directly about compliance and bring only the quantity required for the session.

Before the session begins, schedule a conversation with the prescribing physician about the camp context: the schedule variability, the heat and activity level, and the absence of a parent to monitor response. Make sure your child’s doctor knows they will be at camp and has the camp’s contact information in case any questions arise. If the medication regimen has changed recently or may change during the session, that conversation must happen before enrollment is finalized, not after.

Finding Programs Equipped for Medication Management

Not all special needs camps are equally equipped for medication management. The focus level designation on VerySpecialCamps.com listings is a starting point, but direct contact is the only way to verify that a program’s medication management infrastructure matches a child’s specific needs.

The questions in this post are the right questions to bring to that conversation. If your child has complex medication needs, ask for clear, detailed answers based on written procedures, not just general reassurance.

Families who have not yet worked through the full pre-enrollment evaluation framework should start with our post on the benefits of camp for children with special needs if they are still weighing whether camp is appropriate, or with how to choose a special needs camp if they are ready to evaluate specific programs.

Browse current listings at VerySpecialCamps.com.

Frequently Asked Questions

This post is part of the Choosing a Special Needs Camp guide on VerySpecialCamps.com.

Choosing a special needs camp is not a variation on general camp selection. The criteria families use to evaluate a general summer camp, activities offered, location, session length, cost, are relevant but secondary. What matters first is whether the program is genuinely built to support a child with this specific need. A camp that is wonderful for most children may be entirely wrong for a child with complex behavioral needs, a communication difference, or a chronic health condition that requires medical infrastructure. The difference matters, and this guide gives families a framework for identifying it before enrolling.

Each section below covers one evaluation dimension: what to ask, what a good answer sounds like, and what a weak answer signals. If you are still weighing whether camp is the right choice for your child at all, start with our post on the benefits of camp for children with special needs. This guide is for families who are ready to evaluate specific programs.

Start with Program Type, Not Program Name

Most families begin a special needs camp search the way they would any camp search: by browsing names and locations, or by looking into a camp they have already heard of from a friend or referral. That approach works poorly in this category. The more productive starting point is program type: what kind of program is built for a child with this specific need?

Location and session logistics are always relevant, and they will come into play when narrowing a candidate list. But starting with location means filtering by convenience before filtering by fit. For residential overnight programs, distance is secondary to fit; a program three states away that genuinely has the infrastructure your child needs is often a better choice than a nearby program that does not. For day programs, proximity may remain a primary filter, but type and population served should still be established before location is applied as a constraint. Type-first evaluation keeps families from ruling out good programs or shortlisting convenient ones that are not actually a fit.

The VerySpecialCamps.com directory organizes programs by the population or condition they serve. Starting with type rather than name produces a better-filtered candidate list and reveals something important: within any given category, programs vary enormously in therapeutic intensity, staffing model, and program philosophy. A family searching for an ASD camp is not searching for a single product. The range within that category spans clinically structured therapeutic environments to naturalistic social skills programs. Understanding that range before evaluating any specific listing is the right starting point. For a detailed look at how that variation plays out in one category, see our post on Autism Spectrum Disorder Camps.

The focus level designation on VSC listings, Primary Focus, Significant Focus, or General Support, is a practical first filter before making direct contact with any program.

A good answer at this stage is a program that can describe specifically how it serves children with your child’s condition, not just that it welcomes all campers. A weak answer is a program that emphasizes general inclusivity without being able to describe its specific infrastructure. Generic marketing language, “we love all kids,” “every child is welcome,” is not a description of a support system.

Individualized Support Plans: What to Ask and What to Look For

Individualized support plans are the structural foundation of special needs camp quality. Programs that operate well maintain documented plans for each camper that describe the child’s needs, communication style, behavioral triggers, and how staff should respond in specific situations. A program without documented plans is relying on intention rather than structure.

What to ask: does the program maintain individualized support plans for each camper? Who develops them, who has access to them, and how are they updated during the session if something changes?

A good answer is specific: the program has a structured intake process, collects detailed information before arrival, and distributes relevant information to the staff working directly with the child. A weak answer is reassurance without structure: “we make sure every camper is taken care of” tells you nothing about the actual infrastructure behind that claim. If the director cannot describe the process, the process likely does not exist in any documented form.

No single question does more to separate programs that are genuinely built for this population from those that treat it as secondary.

Staff Training and Supervision: What Special Needs Camps Should Provide

General camp staff training covers safety, activity facilitation, and basic supervision. Special needs camp staff training should additionally cover behavioral support, crisis de-escalation, augmentative and alternative communication, adaptive equipment, and condition-specific protocols relevant to the population the program serves. The gap between them is not about depth; it is about what is covered at all.

What to ask: what does pre-season training cover and how long does it last? Are staff trained in crisis prevention or de-escalation specifically? What credentials do clinical or supervisory staff hold? What proportion of the leadership team works with this population year-round in education or human services roles?

For a complete framework on how to evaluate staff ratios and what questions to ask about supervision structure, see our post on Staff Ratios and Staffing at Camp: Seven Questions to Ask.

A good answer describes a specific training curriculum and can name certifications or methodologies. A director who can say “our staff complete Crisis Prevention Institute training before the session begins” is describing a real system. A weak answer describes training in terms of duration alone: “we do a two-week staff training” without being able to describe what it covers. How long a training runs matters less than what it actually covers.

Medical and Dietary Infrastructure: Questions Every Family Should Ask

Children with chronic health conditions, seizure disorders, or complex medication schedules require camps with documented medical protocols and qualified medical staff either on site or reliably on call. This is a safety issue, not a preference. A program that cannot describe its medical infrastructure in specific terms is not a safe environment for a child with significant health needs.

What to ask: what medical staff are present during sessions and what are their credentials? How are medications administered, stored, and documented? What is the protocol if a child has a medical event specific to their condition, such as a seizure, allergic reaction, or behavioral crisis requiring medical attention?

Food and dietary needs deserve the same level of scrutiny. A program’s general statement that it accommodates dietary restrictions is not sufficient for a child with a serious allergy or a condition that affects nutrition and medication interaction. For a complete framework on evaluating foodservice at camp, see our post on Allergies, Camper Health, and Foodservice at Camp.

A good answer is a program that has a named medical coordinator, documented protocols, and can walk you through exactly what happens in a specific scenario relevant to your child. A weak answer is reassurance without process: “we’ve handled all kinds of kids” or “we work with families on a case-by-case basis” without being able to describe what that actually means in practice.

Behavioral Support Approach: How Programs Differ and Why It Matters

Behavioral support approach matters more than most families expect, and it rarely comes up in general camp evaluation. Programs vary significantly: some use applied behavior analysis approaches, others use naturalistic or relationship-based frameworks, and others use a combination. The right approach for a given child depends on what that child responds to at home and in school.

What to ask: how does the program handle behavioral dysregulation? What does de-escalation look like in practice? Are there quiet spaces or sensory accommodations available? What is the protocol when a child is having a genuinely difficult session?

A good answer is specific and connected to staff training. A program that says “we use positive reinforcement” and can explain what that means operationally is demonstrating real infrastructure. A program that describes its approach in terms of warmth, patience, and acceptance without being able to describe a specific method or protocol is not describing a behavioral support system. Warmth is not a substitute for training, and acceptance is not a de-escalation strategy.

The way a program responds to these questions tells you as much as the answers themselves. Vague or defensive responses, or responses that pivot quickly to testimonials and marketing language, indicate that the program may not have the infrastructure families need regardless of how the website looks.

Communication Protocols: How Programs Should Keep Families Informed

Special needs camp families typically need more structured communication than general camp families. Pre-session intake, mid-session contact if a child is struggling, and post-session summaries are all relevant depending on the child’s needs. A program that treats family communication as optional does not understand what partnership looks like in this context.

What to ask: what information does the program collect before the session and how is it used? How does the program communicate with families during the session if a child is struggling? What does the end-of-session debrief or summary look like?

A good answer is a program that has a structured intake process, a defined protocol for mid-session family contact when warranted, and some form of post-session communication that goes beyond a general report. A weak answer is a blanket policy against family contact during the session with no description of what replaces it: “we find that separation is better for the child” is not a communication protocol, it is the absence of one.

Making Direct Contact: Why This Step Is Not Optional

For special needs camp enrollment, a direct conversation with the director or program coordinator is not optional. It is the mechanism through which families verify that a program can actually support their child. No directory listing, brochure, or website can substitute for this conversation.

Before the call, prepare a brief written summary of your child’s diagnosis, communication style, behavioral triggers, medication needs, and what has worked well in other structured settings. Without this information, a director can only describe the program; with it, they can assess whether it fits your child.

What to listen for: a director who asks follow-up questions and probes for specifics is demonstrating genuine engagement with whether the program is right for this child. A director who responds primarily with enthusiasm and reassurance without asking clarifying questions is a meaningful yellow flag. Fit requires information. A director who does not ask for information cannot be assessing fit honestly.

For children for whom transition to a new environment is particularly difficult, a pre-enrollment visit, virtual or in person, is worth requesting directly. A program that cannot accommodate a brief orientation visit for a child with significant transition needs is telling you something about its operational flexibility. Treat the answer as structural information about the program, not a scheduling preference.

Once the enrollment decision is made, the next step is preparing your child for the experience. See our post on how to prepare your neurodivergent child for a successful overnight camp experience.

Using the VerySpecialCamps.com Directory to Find Candidate Programs

The VerySpecialCamps.com directory organizes programs by the population or condition they serve and allows filtering by state, format, and program type. Use it to identify candidate programs, then apply the evaluation framework above to each one. The directory gets you to a short list; the questions above get you to a decision.

The focus level designation on each listing, Primary Focus, Significant Focus, or General Support, is the starting filter before direct contact. Each listing includes director-reported details about program focus, age ranges, and session formats. These are starting points, not conclusions.

Browse the full directory at VerySpecialCamps.com.

Frequently Asked Questions

This post is part of the Choosing a Special Needs Camp guide on VerySpecialCamps.com.

Many families of children with disabilities have looked at summer camp and quietly set the idea aside, not because they dismissed it but because nothing they read addressed their actual situation. The general case for camp assumes a child who is ready to go. This post is written for families who are not yet convinced.

The question this post answers is not whether camp is good for kids. It is whether camp is right for a specific child, given the child’s specific needs and circumstances.

Why Families Hold Back (and Why the Concerns Are Worth Taking Seriously)

Safety at a distance from home is the first concern for most families. When something goes wrong with a child who has medical, behavioral, or communication needs, the parent is not there to manage it. For families managing complex needs, that distance raises questions a scrape or sprain does not.

Staff capacity is the second concern. Most general summer camps were not built for children with significant support needs, and families who have watched their child struggle in under-prepared environments have good reason to be cautious. Without specific training, a counselor who means well can still leave a child without the support they need.

Fear of social exclusion is the third. Children with disabilities are more likely to have had painful social experiences, and a camp that reproduces those dynamics rather than changing them is not a safe environment for that child.

Prior negative experiences in general programs carry weight. A family whose child had a hard time at a mainstream camp is not being overprotective by asking harder questions the second time.

These concerns are the right questions to bring into a camp search. The rest of this post addresses them directly.

What the Research Shows About Camp and Children with Disabilities

Children with ADHD who attend structured camp programs show documented gains in social competence and peer relationship quality. Studies examining camps specifically designed for this population find improvements that do not consistently appear in general clinical or school settings alone.

Research on camps serving children on the autism spectrum documents gains in social interaction skills, reductions in isolation-related behaviors, and increased comfort in peer settings. The structured but naturalistic social environment of camp appears to support skill generalization in ways that clinic-based sessions often do not.

Anxiety reduction is one of the most consistent findings across multiple special needs camp populations. Quantitative studies, including research on bereavement camps serving children who have experienced loss, found significant reductions in anxiety symptoms and grief-related stress. Similar findings appear across other specialized program types serving comparably vulnerable populations.

The peer dimension matters specifically. Children at specialized camps are surrounded by peers who share aspects of their experience, which changes the social dynamic in ways a mainstreamed setting cannot. The peer context shifts what is possible socially for a child who is usually the exception.

Outcome research varies by disability type, program structure, and study methodology. The evidence base is stronger for some populations than others, and not every program produces equivalent results. The research supports the case for qualified specialized programs, not for camp as a generic category.

Safety and Support: What Qualified Camps Actually Provide

Staff at specialized camps are trained for the specific population they serve. Crisis prevention certification, behavioral support training, and familiarity with individualized plans are expected elements of qualified programs. General camp staff training typically covers first aid and basic orientation, not population-specific support.

Staff ratios at special needs camps are typically lower than at general programs, meaning more adults per camper. Families should ask directly what the ratio is and who counts in that number. For a breakdown of what to ask and why the answer matters, see our post on staff ratios and staffing at camp.

Medical and dietary management is built into how specialized camps operate. Camps serving children with allergies, restricted diets, and complex nutritional needs have systems in place that general programs typically do not. For a detailed look at what those systems involve and what to ask before enrolling, see our post on allergies, camper health, and foodservice at camp.

Qualified programs build medication management into their intake process from the start. How it works in practice is covered in a dedicated post on this site.

Individualized support means the camp has a documented understanding of a specific child’s needs before that child arrives. Families should expect to share detailed information in advance and to be asked questions that make clear the camp has read it.

Social Belonging and the Peer Experience

At a specialized camp, a child with ADHD, a learning difference, or a physical disability is not the exception in the group. The community is built around shared experience, and that structure directly shapes the social environment.

Peer belonging is one of the most consistently reported outcomes for children with disabilities in specialized camp settings. Campers report feeling understood, included, and genuinely connected to peers in ways that do not always happen in school or in general programs. The research tracks this finding across multiple program types.

Camp removes the social history that follows a child through a school year. A child who has been labeled, excluded, or defined by their challenges enters a new community where none of that is known. School-year interventions work within the same social context; camp changes the context entirely.

Preparation before camp matters, and intentional pre-camp work with a neurodivergent child makes a real difference in outcomes. For a detailed guide to that preparation, see our post on how to prepare your child for a successful overnight camp experience. The environment itself does significant work once the child arrives, but arriving ready helps.

Independence, Confidence, and What Camp Specifically Produces

Camp places children in a context where they make real decisions, keep track of their own belongings, navigate cabin dynamics, and manage a daily schedule without a parent available to intervene. For a child with a disability, many of whose daily experiences are mediated by adult support, this is a different kind of experience.

The independence camp provides is supervised and contained. Skilled staff are available and prepared to step in. But the child does not know the staff will step in for every difficulty, and that uncertainty is what produces real competence, not the appearance of it.

Confidence that comes from actual accomplishment is different in kind from confidence that comes from accommodation or reassurance. A child who completes a challenge course, earns a role in a camp performance, or works through a hard social moment has specific evidence of what they can do. That evidence does not come from a therapy session or a school report.

Counselors at special needs camps are often near-peers: young adults who are close enough in age to be aspirational, who model capability and engagement rather than managing a condition. That counselor relationship does not have a direct equivalent in clinical or school contexts.

Finding a Camp That Is Actually Set Up for Your Child

The outcomes described in this post depend on a camp that is genuinely built for the population it serves. Using the right language is not enough; trained staff, individualized planning, and functional support systems are what matter.

Families searching for special needs camps should look for programs built specifically for their child’s population. The VerySpecialCamps.com directory lists programs by disability type, format, location, and age range and is a starting point for a search targeted to this population.

What to look for and what to ask before enrolling is covered in depth in an upcoming post on this site. Evaluating a program carefully before committing helps ensure the experience matches what is described here.

Frequently Asked Questions

Is camp safe for a child with a significant disability or medical need?

Safety depends on program quality. Qualified specialized camps plan for the specific needs of their population at a level general programs do not. Staff training, individualized plans, medical management protocols, and staffing ratios are the indicators to examine. Generic reassurance from a camp director is not a substitute for specific answers to specific questions.

Will my child be able to make friends at a special needs camp?

Peer belonging is one of the most consistently documented outcomes for children with disabilities in specialized camp settings. The community is built around shared experience, which changes the social dynamic in ways a general program cannot. Children who have struggled socially in mainstreamed settings often find the peer environment at a specialized camp meaningfully different.

How is a special needs camp different from a general summer camp?

Staff training, ratios, individualized support planning, and program design are all built around a specific population rather than applied generically. A child attending a specialized camp is not placed in a general program and accommodated after the fact. They are in a program designed for someone with their profile.

My child has never been away from home. Is that a reason not to try camp?

First-time separation is common across the full range of camp populations, and qualified programs are practiced at supporting it. A shorter first session reduces the commitment and builds familiarity before a longer one. The goal of a first camp experience is a good one, not a long one.

This post is part of the Choosing a Special Needs Camp guide on VerySpecialCamps.com.

Foodservice at Camp

What comes to mind when you think about ‘camp food’? Hotdogs and marshmallows roasting over a fire? Burgers on the grill? Perhaps even brown mush on a standard-issue cafeteria tray? How do camp dining options reflect the growing number of food allergies in Children (up 50% in recent years) When looking at finding an appropriate camp for your child, it is important to know that the foodservice offerings reflect the allergen needs of your child. Does the Camp have a ServeSafe food allergen certified staff member to coordinate allergy needs and concerns?

Kid- Friendly

“Broccoli? Gross!” Sound familiar in your home? As many parents are aware, it can sometimes be difficult to get a child to try new things, and many campers struggle with sensory aversions to specific foods. However, camp should help campers take a culinary adventure and try new things by making food fun and positively reinforcing adventurous food options: even if it’s just a bite of something new! If you haven’t heard of the Rainbow Challenge, campers strive to get (and try!) more colorful foods on their plates to win the challenge. Having regular snack times to accommodate campers whose medications sometimes make it difficult to eat on a regular meal schedule is an important kid-friendly consideration.

Hydration

Between basketball, gaga, archery, outdoor skills, soccer, and hot summer days, it is important that the summer program you choose has a hydration plan. This acknowledges that staying hydrated is vital for our active campers to stay happy and healthy while enjoying their summer experience. In addition to water coolers, and water bottles while out and about at their activities, what procedures are in place to make sure that kids are property hydrated at each meal. This helps with both hydration for the sake of replacing fluids, but also because many of the medications that kids take work better. Check out this research published by the NIH.

Healthy

Research shows that additives in junk food have the potential to negatively impact our campers and can exacerbate pre-existing conditions, so it is important that Dining Hall staff are camp collaborators to provide numerous healthy and nutritious options for campers during the summer. Having available plums, apples, oranges, and even mangoes regularly available, along with the open salad and soup bar can help kids make better food choices. When combined with protein-rich entrees, every meal provides well balanced dining experience. Interested in a sample camp menu that models this? This sample menu provides a key variety of offerings at camp. Variety is important in every diet, as studies have shown. With deli, salad bar, buffet options, breakfast spread, fruit selections, and grill line, every camper can get a balanced and nutritious meal during their summer experience to set them up for success well beyond the walls of the dining hall.

Special Diets

Have a camper with vegan, vegetarian, kosher, gluten-free, dairy-free, allergy-specific, or other dietary restricted diet? Be sure to communicate this with the Camp Director, Dining Hall supervisor and medical staff before enrolling in a camp to make sure that they are realistically set up for your child to be successful. Can you bring special food to accommodate dietary needs? Are there allergen alerts for common food allergens posted with all menu items? Can your child find a variety of options that meet their needs at each meal, or will specialized dietary needs lead to limited and repetitive choices? A good camp dining hall is prepared to accommodate dietary needs for all campers.

–Brian Lux and Reema Dixon

Brian is the owner/director of Camp Sequoia whose work has been presented at the World Gifted Conference. He is a licensed K-12 gifted educator dedicated to the whole person growth and support of exceptional populations. Details about his program can be found at www.camp-sequoia.com or by phone at 610-771-0111. Reema Dixon is the associate director at Camp Sequoia and the ServSafe Allergen liaison for camp.

This post is part of the Choosing a Special Needs Camp guide on VerySpecialCamps.com.

Just as schools, public and private, publish staff to student ratios, many camps provide prospective families with these numbers as an indication of supervision over the summer. When looking at these numbers it is important to keep several key questions in mind. Sometimes foodservice, maintenance, custodial and grounds keeping staff are included in these ratios, and savvy parent will delve more deeply into the numbers.

While certainly schools, or camps, count upon and value the good work of these support staff, their level of training and direct involvement in the life of your child may be different from trained education or human service professionals whose primary role is student or camper interaction. In general there are 7 basic questions to ask to determine if the staff and staffing ratio reflects the “ground truth” of who will be working with your child.

1)What staff members are included in the staffing ratio? This means, “ Do the secretaries and nurses count? What about the laundry staff or the dining hall folks?

2)Does the program use junior staff (counselors in training, junior counselors etc.) and are they reflected in the supervision ratio? Are high school students used as supervision of your child? If so, what is the supervisory structure for these junior staff?

3)What is the average staff age? While this isn’t a perfect metric, it can certainly speak to the culture of a program. If the average staff age is under 21, the camp will certainly have a different level of life experience in working with kids than if the average staff age is closer to 30.

4)Are the supervisory staff all college graduates? How many of the leadership team work with the population served by the camp in a year-round capacity as teachers, social workers, counselors etc.? Do they hold or are they pursuing advanced degrees?

5)How long is staff training? What assessments are used to determine staff mastery before your child arrives? Does this training include certification in Crisis Prevention, First Aid etc.?

6)What is the ratio of staff applicants to staff hires? This will give you an indication both the desirability to work at a given camp as well as the competitiveness of these positions.

7)Are there multiple background checks for staff (including an FBI fingerprint check) as part of the routine staffing process? Most states require background checks, but it is important to know that all due diligence is being taking to maintain a safe community. Pennsylvania, for example, requires 3 background checks including an FBI fingerprint check on all staff working with kids at camps or schools.

Each camp situation and camper population is different, but knowing the right staff questions to ask will help you make the best decision as to where your child has the greatest potential for success. The time and effort spent in building a quality-trained staff is fundamental to setting our campers up for the ability to become their best selves.

–Brian Lux, Camp Sequoia

Brian is the director of Camp Sequoia whose work with exceptional populations has been twice presented at the World Gifted Conference. He is a Crisis Prevention Instructor and licensed educator who has spent the last two decades dedicated to training superior camp staff to make meaningful and profound differences in the lives of kids. Details about his resident camp program can be found at www.camp-sequoia.com or by email at office@camp-sequoia.com

This post is part of the Choosing a Special Needs Camp guide on VerySpecialCamps.com.