At Bridges, we know that for many of our students, this is the first place they’ve ever truly felt like they belonged. Our goal is for that sense of safety and connection to extend to the whole family—and Rylie Leon’s story is a powerful reflection of that mission.
Early Years
From a very young age, Rylie faced challenges in public school settings. She began early intervention services at just three years old and was diagnosed with ADHD by age six. Over time, additional diagnoses followed, including sensory processing disorder, a math learning disability, and non-verbal learning disorder. “The list kept growing and growing,” Rylie says.
In classrooms of more than 30 students, Rylie often felt invisible. “I felt mostly forgotten because I would get distracted and give up on doing any schoolwork,” she recalls. She dreaded school and begged her moms every school day to let her stay home. “I was socially shunned by the other children because I had some neurodivergent tendencies,” she explains. “These tendencies gave them the idea that I was a little bit weird, when in reality I was just trying to cope in an environment that wasn’t suited for me.”
Finding Bridges
When Rylie first walked through our school doors, she was carrying the weight of years of being misunderstood. But here she found something radically different: a place where she could be herself, make friends, and feel truly seen. Her first impression of Bridges was that “it didn’t feel like a school, it felt like a big family.”
At Bridges, she experienced a learning environment grounded in patience and compassion. “I was given the attention I needed, and I wasn’t worried about my teacher’s patience running out,” she says. For the first time, she was excited to go to school and would often rush her parents out the door to avoid being late.
With her teachers’ support, Rylie began to rebuild her self-confidence. “With a renewed self-confidence, I was able to focus and complete my assignments—sometimes with a little extra time,” she says. The school community also gave her space to shine as a creative person. Her writing and artwork were acknowledged by her teachers and peers, and she became known as the school’s artist-in-residence. “I could be silly and be myself with everyone,” she remembers fondly.
High School and College
The skills Rylie learned at Bridges—especially self-advocacy—carried her into high school and beyond. “Bridges prepared me to advocate for myself without any shame. That has made all the difference,” she says. She graduated from high school with a 3.8 GPA and went on to Portland Community College, where she studies to become a special education teacher.
Coming Full Circle
Today, Rylie is back at Bridges. Not as a student or volunteer, but as one of our incredible paraeducators. She brings compassion, lived experience, and a fierce commitment to helping students feel the same sense of belonging she experienced here.
“I’ve discovered I really enjoy getting on the kids’ level and helping them by being the person I needed when I was their age,” she shares. As someone who knows what it’s like to need extra support, she brings intuitive empathy to her role. “I understand what it’s like to need a little extra time, space, or support. I want every student to feel safe being exactly who they are.”
Reflecting on her journey, Rylie says, “I may have graduated from Bridges in 2018, but I never really left. Nor did this school ever leave me.”
Personal Time Starts (Really) Early
Outside of the classroom, Rylie has found strength and stability through physical activity. While at PCC, she discovered a love for powerlifting and rowing—both of which have become key parts of her daily routine. “Most days I wake up at 4am to row on the Willamette with my crew team,” she says. “I’ve found so much joy in having goals to tackle!”
We’re so honored to have Rylie – and Nala – making such a positive difference in our students’ school experience. Her success reminds us why this work matters and why we remain committed to building a school where neurodivergent kids (and their families) are welcomed, supported, and empowered to thrive.
Watch Rylie share her story in this video.