Supervisors approve Phillips Programs expansion
The Fairfax County Board of Supervisors on Jan. 13 approved a project to expand the Phillips Programs, a nonprofit that operates a private school in Annandale for students with behavioral health challenges and developmental disabilities.
The board approved a rezoning application to facilitate the construction of a greenhouse with an attached kitchen and an additional classroom building.
The school, serving students in grades 1-12, is located at the intersection of Braddock and Backlick roads, across from the Bradlick Shopping Center.
The 13,680-square-foot single-story greenhouse will grow produce for school meals, with the excess sold to restaurants and wholesale buyers.
The greenhouse and 12,650-square-foot kitchen will provide job training for students and employment for graduates.
The new 17,600-square-foot, two-story addition will allow the Phillips Programs to increase enrollment from 198 to 270 students. The number of employees would increase from 140 to 210.
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When the new building is completed, the Phillips Programs will close its Fairfax campus and transfer those students to Annandale.
Other forthcoming improvements include the removal of a single-family detached building to allow a new access point on Backlick Road, a new playground area surrounded by an 8-foot fence, and an expansion of the parking lot.
The school opened in 1986. In addition to academics, it provides career and technical education, support services, social skills training, and speech, occupational, and physical therapy.
The Board of Supervisors also approved a motion by Mason Supervisor Andres Jimenez to direct the county executive to draft a plan for the county’s potential investment in the Phillips Program’s partnership with the SpringForward workforce training program.
Thank you for highlighting the expansion of The Phillips Programs and the important role it plays in supporting students with behavioral health and developmental needs. Investments in therapeutic education, workforce training, and wraparound services are critical for long-term student success.
As someone who has supported preschool-aged children in our community, I hope future conversations also continue to address the early childhood gap—particularly for children ages 3–5 who experience significant behavioral challenges but are too young for specialized school placements. Early, relationship-based support during the preschool years can have a profoundly meaningful impact on long-term outcomes and reduce the need for more restrictive interventions later.
It’s encouraging to see attention to the full continuum of care, and I’m grateful for efforts that strengthen supports for children and families at every stage.