In Bailly (78), near Versailles, the Lycée International Montessori Athéna welcomes students who do not thrive in the traditional system: school phobias, precocious students, or those with special needs who require a different pace of learning. Small class sizes (15 students per class on average), individualized support, and the same diplomas as those offered in the public system: baccalaureate and general baccalaureate degrees.
Discover our Montessori bilingual college and ours Montessori high school.
Alternative does not mean less demanding: a serious establishment, which opens the same doors as elsewhere.
The same qualifications as in the public sector.
And 100 % admissions in the first choice of orientation.
Universities in France and abroad, engineering schools, prep schools, Sciences Po.
See the guidelinesA supportive environment, personalised arrangements and timely pedagogical contact to facilitate a smooth return to class.
School phobia, also known as anxious school refusal, can make it temporarily very difficult for a pupil to attend school regularly. At Collège et Lycée International Montessori Athena, we offer enrolled pupils a Individual and progressive support,built with their families and focused on the resumption of in-person schooling.
When classroom attendance is temporarily impossible, some distance learning methods can be offered on an occasional and temporary basis, for the sole purpose of preparing and facilitating the pupil's gradual return to the establishment.
Each pupil is welcomed in their individuality, with their own history, pace and needs. The teaching team takes the time to establish a climate of trust to gradually rebuild a more peaceful relationship with school and learning.
Depending on the student's situation, the return can be organised in stages: temporary adjustment of the timetable, presence during certain time slots, adaptation of the pace of work or a gradual evolution of assessment methods. The objective remains a Sustainable return to school.
During certain periods of absence, digital support, exchanges with the teaching team, or occasional access to certain course content may be considered. These arrangements are temporary, individualised and assessed on a case-by-case basis.Their aim is to avoid a complete break from schooling and to prepare for the gradual return of the pupil to the classroom.
The support is developed in consultation with the student and their family, and, when the situation requires it, with the professionals involved in their care. This coordination allows for adjustments to be made and for the student to be supported with Coherence, listening and progression.
School phobia can develop gradually, particularly in a context of stress, anxiety, loss of confidence or academic pressure. It is not simply a lack of willpower: the pupil may find themselves temporarily unable to attend their school regularly.
At Collège et Lycée International Montessori Athena, our priority is to maintain the connection with the student while supporting them in a suitable return to their studies. Each situation is given special attention,without a standard response or haste.
Based on the identified needs, the establishment can offer temporary adjustments concerning the timetable, the pace of return, academic expectations, or assessments. During certain periods of absence, occasional maintenance of the educational link can also be implemented, notably through the transmission of materials, targeted exchanges with teachers or, when appropriate to the situation, occasional access to certain remote educational content.
These arrangements are offered on a temporary and transitional basis. They do not replace schooling within the establishment and their sole purpose is to support the student during a difficult period, to maintain their link with learning, and to prepare for their gradual return to class.
These measures are designed to help the student gradually regain confidence, stability, and availability for learning. They are part of a move to return to in-person attendance and do not constitute a standalone or permanent offer of distance learning.
The support arrangements are defined according to the situation of each student enrolled in the establishment. They are regularly reassessed in order to support the continuity of their education, preserve their well-being and foster their Gradual return to school life.
Contact our team to discuss their situation, their needs, and the temporary support arrangements that could be considered within the establishment.
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Creating links between generations: monthly meetings with older people to share, exchange and learn together.
Every month, our students take part in intergenerational sessions in a retirement home with shared activities. These get-togethers help to forge valuable links between the generations.
The children develop their listening skills, patience and kindness towards the elderly.
The seniors share their life experiences, knowledge and traditions, enriching the general culture of the children.
These get-togethers break the isolation of the elderly and give children a window on the world.
Games, songs, readings, crafts: authentic and joyful moments of sharing.
We pay particular attention to the multiple personalities and abilities of our students, helping them to assert their differences and develop their full potential.
École Montessori Athéna is committed to the personal development of its students. It is a inclusive alternative school It pays particular attention to their multiple personalities and abilities. In this way, we help them to assert their differences, develop their full potential and build their self-confidence in a caring and calm environment.
The Athéna International Montessori School has a long experience of welcoming high-potential children. We pay particular attention to their great sensitivity and emotionality. The teaching methods developed at our school allow them to flourish without losing their thirst for learning, their motivation and their will to learn. Thanks to individual work, they can progress through the programmes at their own pace and join higher-level courses in subjects that are particularly close to their hearts.
École Montessori Athéna has many years of experience in setting up customised programmes according to the learning difficulties encountered by «dys» children: dyslexic, dyscalculic, dysorthographic, dyspraxic, etc. For the youngest children, handling concrete material is a precious help in understanding abstract concepts. Pupils receive regular psychological support to help them regain their self-esteem and gain confidence in their future.
We are particularly keen to welcome children with special needs in full inclusion at our Athéna Montessori school. This service is provided in partnership with specialists. The children are accompanied on a daily basis by a multidisciplinary professional team. The results of this socialisation are remarkable. These children are making great progress in all areas. At the same time, the others develop remarkable qualities of acceptance of differences and benevolence.
Our team is at your disposal to discuss your child's specific needs and the appropriate childcare arrangements.
Contact usThere are many advantages to a non-contractual school. Our bilingual Montessori school in the Paris region meets the needs of many pupils.
One of the biggest advantages is the small class size. Classes rarely exceed 15 students. In lycée, our classes often have around 10 or 12 pupils.
It is clear that this allows to teachers to take better care of each individual. They can also respond better to the needs of each student. They know their students much better. A relationship of trust is established between them.
Students thrive much better in a small class. They can ask questions and be sure of getting answers.
When they don't understand certain lessons, they have quick and easy access to additional personalised explanations.
For students who have experienced relationship difficulties or some kind of school phobia or social problems, it's much easier to regain the enthusiasm for learning and going to class.
In our school (which is not under contract), the teachers have a free hand in teaching and follow the National Education syllabus in order to prepare students for the national examinations.
This pedagogical freedom allows teachers fully adapt to the needs of each student examinations. Thanks to their extensive experience, they know exactly what is expected of students. That's why our students have such a success.
We have total freedom in the choice of our teachers, since we are the ones who recruit them and their salaries are paid by the families' school fees. Our recruitment criteria are very specific: firstly, experience and a caring attitude. Then there's the desire to work in a different way and to establish a good relationship with the students.
And also the motivation to lead our students to success for so long. in their results than for their future.
Our teaching team is very stable and relations between the teachers are very good. Students work in a friendly, calm atmosphere.
Answers to the questions that families most often ask themselves before choosing an alternative high school in the Yvelines.
This is an institution that offers a different way of learning than the traditional system. At the Lycée International Montessori Athéna in Bailly (78), Montessori pedagogy continues until the baccalaureate: small classes, progression adapted to each student, autonomy and a relationship of trust with the teachers, while following the national education programs.
Yes. The high school prepares for the baccalauréat général, with 7 specializations and regular white baccalauréats in first and second year of high school. At the collège, students prepare for the Diplôme National du Brevet. These are the same national diplomas as in the public system.
Discover our Montessori bilingual college and ours that prepares.
After high school, our students join universities in France and abroad, engineering schools, business schools, or preparatory classes: see the guidance given to our students after bac.
Classes have an average of 15 students, both in high school and in college. These small groups allow for individualized follow-up for each student.
Yes, subject to availability of places. We regularly welcome high school students from traditional schools, in second year, first year, or even terminal year. Contact us to discuss your child's situation.
Each situation is studied on a case-by-case basis. We work with the family to develop an individualized and progressive support plan: an adjusted schedule, a gradual return to class, and adapted assessments. The goal is a sustainable return to in-person schooling. See our support for school phobia.
Yes. High-potential children progress at their own pace and can take advanced courses in their preferred subjects. Students with learning disabilities (dyslexia, dyscalculia...) benefit from personalized programs and support to regain their confidence. Discover our inclusive school.
Discover an international school with language teaching and a caring approach that allows every student to flourish.
Do you have any questions? Consult our FAQ
