I have spent a long time debating whether to write this review because Starlight was once a place…read moremy child genuinely loved. Unfortunately, many of the issues that ultimately led us to leave were not isolated incidents, they were patterns that existed for years and appeared to worsen as the owner took on more stress.
Constructive criticism is not an attack. Honest feedback is not disloyalty.
The common denominator throughout the concerns many families raised was leadership.
Communication problems were present long before the recent turmoil, but they became significantly more noticeable as the program grew. Important information was often delayed, incomplete, changed without explanation, or communicated differently to different groups of people. Parents frequently found themselves piecing together information from rumors, social media, group texts, and other families rather than receiving clear and consistent communication directly from leadership.
The situation surrounding the temporary location (without heat/AC and wall) and construction delays was particularly frustrating. Families were repeatedly given timelines and explanations that changed over time, creating confusion and eroding trust. We were told at one point that construction was halted due to human remains being found, this was false.
As a parent of a neurodivergent child, I was also disappointed by decisions that appeared to overlook the needs of many students in the program. Despite the owner stating that Starlight is "inclusive and welcoming to all". The owner even going as far as stating "LGBTQ and neurodivergent kids are my specialty". One example was the creation of a teen group chat used for communication while excluding parents from those conversations. Most of the students involved were freshman, many of whom are neurodivergent and rely on adult support to manage schedules, stay organized, and process information. Removing parents from those communications created unnecessary barriers and left families struggling to ensure their children had accurate information.
I was further troubled by comments made about students and families. Hearing a neurodivergent child who was struggling emotionally described as "throwing a hissy fit" demonstrated a lack of understanding and compassion that I would expect from a youth program serving diverse learners. I watched as students were guilted into taking on more responsibilities/roles than they wanted despite their feelings being clearly communicated. Likewise, hearing concerned parents characterized as "entitled" was disheartening. Parents were not asking for special treatment,they were asking for transparency, consistency, and accountability after investing significant time, money, and trust into the organization.
The saddest part is that the students were often caught in the middle of adult decisions and conflicts. The children showed up to learn, perform, build friendships, and pursue something they loved. They deserved stability, professionalism, and leadership that modeled healthy communication and accountability.
The students deserve nothing less.
One of the most frustrating aspects of this experience is that many of the concerns raised by families over the years have never seemed to be genuinely acknowledged. Instead, there appears to be a pattern where criticism is immediately dismissed, explained away, or attributed to misunderstandings rather than treated as an opportunity for reflection and growth.
Even when families take the time to leave thoughtful feedback or reviews, the response often seems focused on defending decisions, challenging the person's account, or explaining why their experience wasn't valid rather than recognizing that multiple families may be raising similar concerns. When every concern is attributed to a misunderstanding, a disgruntled parent, or someone who simply doesn't know the full story, it becomes difficult to believe that meaningful accountability is taking place.
At some point, when the same themes continue to emerge from multiple families over multiple years communication issues, lack of transparency, shifting narratives, exclusion of parents, and dismissive responses to concerns. It is worth considering whether those concerns deserve genuine reflection rather than another explanation for why they aren't true.
Again, constructive criticism is not an attack. Honest feedback is not disloyalty. Families who speak up are often doing so because they care deeply about the students and want the organization to succeed. Unfortunately, too often it felt like those voices were viewed as a threat rather than an opportunity to improve.
