Today we’d like to introduce you to Allison Schweigman.
Hi Allison, we’d love for you to start by introducing yourself.
Hi, my name is Allison Schweigman, founder of Seeds of Love and Learning, Inc. For nearly two decades, I have carried a vision in my heart to create a faith-based, resource-rich school. With close to 30 years of experience in education—as a public and private school teacher, a community college instructor for adults with special needs, and a homeschooling parent—I have had the privilege of working with a wide range of learners, including students from diverse and international backgrounds. Through these experiences, I consistently saw that many children’s needs extended beyond what traditional schools are able or permitted to provide. This realization led me, two years ago, to begin laying the foundation for a nonprofit organization, Seeds of Love and Learning (SOLL). Our mission is to support families of children with neurodivergent needs by offering free consultations and connecting them with impactful community resources. While this work is meaningful, it is only the beginning.
Today, I am excited to share that we have done the foundational work to bring this vision to life, and we are preparing to open the doors of our own SOLL Academy in the fall of 2026.
Along this journey, I also became a mom. My children are now 22, 20, and 6, and their educational paths have included public school, private school, and seasons of homeschooling. Walking alongside them, I’ve experienced the IEP and 504 process firsthand—not just as an educator, but as a parent advocating for my own children. I’ve also seen what it’s like to raise gifted learners and long for opportunities that truly nurture who they are, beyond what’s typically offered.
Those experiences opened my eyes even more to how many families—especially those with neurodivergent children—struggle to find the support and resources they need. It deepened my commitment to creating something different: a place where those needs are not overlooked, but understood, supported, and intentionally resourced.
Now, my youngest son has become an even deeper part of this story. He is a daily reminder of why this vision matters so much to me. I want to build a school where he—and every child, including those with neurodivergent needs—can truly thrive. A place where children wake up excited to go, where they feel safe, understood, fully supported, and genuinely loved every single day they walk through the door.
Alright, so let’s dig a little deeper into the story – has it been an easy path overall and if not, what were the challenges you’ve had to overcome?
Of course, there have been challenges. One of the greatest has been navigating the lengthy process of securing a space and working through local permitting, followed by meeting state requirements to fully license a new school. At times, it has felt like a slow-moving ship—but we have remained committed to the process, taking each step as it comes and doing whatever is necessary to see it through to completion.
At the same time, we have been intentional about building a strong foundation. We have gone to great lengths to identify the best resources and develop a support structure that truly equips our students with the tools they need to reach their individual goals.
Can you tell our readers more about what you do and what you think sets you apart from others?
I have been an educator for nearly 30 years. Early in my career, I worked in a Baltimore City initiative school, serving inner-city children in the lower elementary grades. I spent five years there and truly loved both my work and my students. During that time, I had the opportunity to teach a blend of direct skills instruction alongside Expeditionary Learning—an inquiry-based model that uses student curiosity to help drive instruction while still incorporating intentional, teacher-led strategies. That experience deeply shaped the pedagogy I carry with me today.
I stepped away from the classroom for a season when I began raising my own children. During that time, I ran a small in-home daycare, and in the summers, I started a nature camp for my children and others. What began as something simple grew into an eight-year experience that I will always value. Each week, I took children to different outdoor locations and nature centers throughout central Maryland. On rainy days, we explored libraries and other local spots. That season deepened my love for teaching through exploration and helped shape my commitment to nature-based education.
Homeschooling also became an important part of my journey. I homeschooled my children at different points along the way, both together and individually, which opened the door to meaningful involvement in Baltimore’s homeschool communities. Over time, I began offering consultations to families, helping them navigate decisions and find resources. I have also worked with a homeschool tutorial program and provided individual tutoring.
Later, I taught adults with learning disabilities as an adjunct instructor at CCBC. During that time, I received training in specialized reading instruction, primarily using the Wilson Reading System, which is rooted in Orton-Gillingham principles. Many of the most effective approaches for supporting students with dyslexia are grounded in this method, and as a result, our teachers at SOLL are trained in Orton-Gillingham principles and have experience providing this type of instruction.
I also worked for an international education company that supported high school and college students studying abroad in the United States. This role shifted me into education and student management, but it also gave me the unique opportunity to visit and learn from many private schools throughout the DMV area. I found it incredibly inspiring to observe innovative learning models, creative instructional approaches, and different expressions of excellence. During that time, I began to more clearly envision what an ideal school could look like—an idea I have now spent the past two years working to bring to life.
Like many others, my path shifted during COVID when the company I worked for closed, just as I had my third child. I transitioned into a role at a private preschool, teaching kindergarten. Being back in the classroom reminded me how deeply I love teaching. With a small class of 6–8 students, I had the flexibility to adjust curriculum to meet individual needs. That experience reinforced something I believe strongly: when teachers are given the freedom and support to fully respond to their students, meaningful learning and student success can happen. It further strengthened my desire—and my belief—that creating a school designed to serve all kinds of learners, including neurodivergent students, is not only possible, but deeply needed.
It’s hard for me to say what sets me apart, because throughout my career I have worked alongside so many exceptional educators. I have learned so much from my colleagues and mentors along the way. But if there is one thing I consistently hear, it’s that I take the time to truly know each of my students. I work to understand who they are and what they need for their next step forward. I believe every child is uniquely created—each with different developmental paths, learning styles, strengths, challenges, interests, and creativity—and that should shape how we teach them.
I am also known for openly sharing my faith with children. I love telling the story of creation and helping children—and adults—understand that they are deeply loved by God. Our school is faith-based, though not affiliated with a specific church. There is something powerful in helping a child understand that they are created with purpose and in the image of God. Just as important is recognizing that the people around us are created in that same image and are equally valued and loved. That perspective naturally fosters a culture of respect, dignity, and care for one another in a school environment.
Are there any important lessons you’ve learned that you can share with us?
Some of the most important lessons I’ve learned came through my own child’s journey. When my child was diagnosed with special needs, I experienced firsthand what so many families face—being overlooked, mislabeled, and watching my child struggle while we worked to navigate the system to find real answers and support.
Each year, there were always a few classes that went well, while the rest were a constant challenge. We tried many options including city charter schools, county schools, specialized public programs, and homeschooling. Additionally, I could not find a private school equipped to meet my child’s particular needs and willing to offer us enrollment. That was the most frustrating part: there wasn’t another option.
Years later, I asked my child what made the difference. Why did some classes work and others didn’t? The answer was simple: the teacher.
I’ve asked many students that same question over the years, and the answer is almost always the same. The teacher is what shapes their experience.
At the same time, as an educator, I’ve seen the other side—teachers who want to give their best but are limited by the constraints of the system.
All of this strengthened my vision, to create a school where teachers are given the freedom, support, and manageable class sizes they need to truly show up for their students and give them their very best. SOLL Academy is the faith-based school that brings an alternative option to the table for learners that need extra support included in a poplulation of all different kinds of learners. Our enrollment is open!
Pricing:
- not yet
Contact Info:
- Website: https://www.seedsofloveandlearning.org
- Facebook: https://www.facebook.com/SOLLeducation
