As head of school at Franklin Academy in East Haddam, Connecticut, Alexander Morris-Wood stands at the cusp of a quiet revolution in education. With 17 years of experience in educational programming for neurodivergent students, Morris-Wood champions a student-centered leadership model that prioritizes adaptability, collaboration, and lifelong success.
“What I love about Franklin Academy is taking feedback and data from secondary schools and higher education to create an environment that supports the whole student,” says Morris-Wood, who holds a master’s degree in mental health counseling from Post University.
Programs That Prepare Students to Excel
Since Morris-Wood joined Franklin Academy in 2024, the school has launched several groundbreaking initiatives. One of these is a postgraduate program designed for students who have completed high school but need more preparation before tackling the demands of college or a career.
Another initiative is the school summer program, which introduces young students to executive function skills and experiential learning. Morris-Wood also plans to establish a center for neurodiversity that will provide professional development, community outreach, and affordable assessments.
“Franklin Academy can only support 90 students a year,” Morris-Wood says. “But the work we’re doing has the potential for a much broader impact. By partnering with community agencies, businesses and other schools, we can expand our reach and make real change.”
A New Trend, a New Opportunity
Morris-Wood is part of a growing movement in education that views students as more than just labels. This progressive leader celebrates the field’s increasing focus on intersectionality, which acknowledges the interplay of gender, socioeconomic background, race, and other factors in shaping a student’s experience.
“I get excited when I see students succeed,” Morris-Wood says, “and I get frustrated when systems fail them.” This sentiment drives his passion to see that every student, especially those often marginalized, receives the support and services they need.
The Rewards of Effective Leadership
Throughout his career, Morris-Wood has been the proud recipient of several honors. These include the National Academic Advising Association’s Most Outstanding Conference Presentation and the Global Forum of Education listing him as a Top 100 Educational Leader.
Morris-Wood attributes his success to ambition, drive, and a supportive family. “My husband has been the best partner I could ask for,” he says. “He’s encouraged me to take risks, challenged me and grounded me in the importance of family.”
Additionally, Morris-Wood credits mentorship with having a positive impact on his career. “I still work with my mentor, who taught me how to teach almost 20 years ago,” he says.
Aspirations for Making a Greater Impact
Morris-Wood envisions more collaborations between secondary schools and higher education institutions in the next three to five years. He aims to help students with disabilities transition smoothly into college and publish a book that will equip parents with the tools to advocate for and nurture their children’s unique potential.
Morris-Wood’s work at Franklin Academy sets a standard for what inclusive, forward-thinking education can achieve. “The greatest joy I get is watching my faculty and staff collaborate with students in a really authentic way,” he says. Currently, he’s pursuing a Doctor of Education in educational leadership and policy at the University of Missouri-Columbia.
