All students have the opportunity to learn soft skills through collaborative assignments, project-based learning activities, and real-world examples.  Our soft skills curriculum is made up of 22 skills, and each course provides students with multiple opportunities to learn about a skill, understand what it looks like in a specific scenario, and then practice it on an assigned task.  Students are provided with feedback on their performance and reflect on their development of soft skills at annual student-led conferences.

All Upper School students at Gaston Day School have a faculty advisor.  Students are assigned an advisor based on individual interests and needs at the beginning of their 9th grade year and keep the same advisor through graduation. Advisors meet regularly with advisee groups to discuss pertinent issues or current events and lead activities on diversity, awareness, communication, and life skills.  Advisors also meet individually with students and parents to provide academic support and monitor student progress throughout the school year.

Our leadership programs are designed to prepare students to make an impact by encouraging them to follow their passions, building their confidence and empathy, and helping them embrace their strengths and weaknesses.  Every student has an opportunity for leadership at Gaston Day School either on the athletic field, on the stage, in clubs, or in the classroom.  Students also have the opportunity to serve as leaders on the Upper School Student Government where they discuss relevant student issues and make recommendations for change on campus.  Students in 9th and 10th grades participate in a one day leadership workshop that helps prepare them for greater leadership roles on campus during their 11th and 12th grades.

Upper School offers a wide variety of clubs that promote leadership and collaboration while allowing students to explore their passions and interests outside of the classroom. From 3-D Printing Club to Green Team to International Council, Gaston Day School provides an opportunity for students to explore their strengths and uncover new interests. All club activities and meetings are led by student officers and are supported by club members.  If a club is not currently being offered on campus, students have the opportunity to start a new club by securing a faculty sponsor.

Volunteerism is an important component of the educational mission at Gaston Day School, and students are encouraged to extend themselves and actively serve as volunteers in the larger community.  Involvement in service activities enables students to learn about the needs of individuals and our community while instilling a sense of personal responsibility and commitment to others.  Upper School students must complete a minimum of 25 hours of volunteer service each year, although many exceed this requirement.  During their junior year, students plan, organize, and execute a community service project of their choice with guidance from their advisors.  The President’s Service Award, signed by the President of the United States, recognizes Upper School students who have served 100 or more hours in a one-year period and is presented at the annual awards ceremony each spring.

Near the end of eighth grade, students meet individually with the college counselor to develop their preliminary four-year course plans.  The 9^th and 10^th grade years expand on those plans to include personal development goals, the focusing of co-curricular activities to achieve those goals, and an initial look at the college process timeline.   The 11^th grade year focuses on preparing to write personal statements and college essays and exploring college options through a number of on-campus college visits.  College Placement services culminate in the 12th grade with the college application process, scholarship application process, and final selection of college or university.

All students in grades 9-11 are required to take the PSAT, and all 11th-grade students are required to take the ACT to comply with the North Carolina Division of Non-Public Education requirements. 

The Early Reading and Math Intervention Program provides an individualized, multi-disciplinary, diagnostic, prescriptive program designed to meet the specific needs of each child with a diagnosis of a learning disability/attention disorder.

The Academic Coaching Program is designed to meet the needs of students who have difficulty keeping track of assignments and organizing school materials. It can also provide short-term tutorials to reinforce concepts presented in the classroom. The Academic Coach serves as an advocate and lends help with studying, reviewing, note-taking, test preparation, and other academic needs.

The Student Services Program is designed to meet the needs of students in upper school who have difficulty keeping track of assignments and organizing school materials. The Student Services faculty serves as an advocate and lends help with studying, reviewing, note-taking, test preparation, and other academic needs.

The Single Course Tutoring program is designed to serve students in grades 9-12 enrolled in The Learning Academy who are experiencing difficulty in a single subject area (math and language arts).

Sessions may include fine and gross motor coordination training, therapeutic exercises, self-care training, sensory integration training, visual motor training, neuromuscular re-education, cognitive therapy, adaptive equipment training, or child/caregiver education. A licensed physical therapist will work with children one-on-one or in small groups.

The Speech & Language Program provides support to students who need additional help in articulation, fluency, voice, or language. Children work individually or in small groups with a certified speech and language pathologist. In addition to developing verbal skills, speech pathologists play a key role in the prevention of literacy problems.