Sudbury
Sudbury schools give students full control over their learning in a democratic setting, with no set curriculum as learning happens naturally through real-life experience alongside equal staff and peers.
Background
How it all started
https://static1.plasmic.app/insertables/heading.svg
Philosophy
Sudbury schools are based on:
- The educational belief that children are extremely good at (and therefore do not need to be taught) the main behaviors they will need as adults, such as creativity, imagination, alertness, curiosity, thoughtfulness, responsibility, and judgement. What children lack is experience, which can be gained if adults guide students in open ways.
- The sociopolitical belief that having full democratic rights in childhood is the best way to become an adult who is comfortable functioning within a democracy.
Origin
The Sudbury Model of Education originated with the establishment of the Sudbury Valley School in 1968 in Framingham, Massachusetts, USA. Founded by a group of educators and parents, including Daniel Greenberg, the school was conceived as an alternative to traditional educational systems. The founders aimed to create an environment where students would have complete responsibility for their own education, operating within a democratic framework where students and staff are equal participants in decision-making processes. This model emphasizes self-directed learning, with no fixed curriculum, classes, or grades, allowing students to pursue their interests at their own pace.
Core Principles
Self-Governance: Every policy, rule, and budget decision is made at a weekly School Meeting where students and staff vote as equals.
- Student-Directed Learning: Learners decide what, when, and how to learn; staff act as facilitators only when asked.
- Absence of Mandatory Curriculum: There are no grades, tests, or transcripts; progress isn’t measured against external standards.
- Mixed-Age Community: All ages learn side by side; younger students benefit from older mentors and vice versa.
- Due Process & Responsibility: Behavioral issues are handled through formal hearings at School Meeting, reinforcing accountability and fairness.
Around the world
Since its inception, the Sudbury Model has inspired the creation of similar schools worldwide. As of recent reports, there are over 60 schools identifying with the Sudbury philosophy across various countries, including the United States, Canada, Germany, Israel, and Japan. These schools operate independently but share core principles such as democratic governance, age-mixed learning environments, and the belief in students' innate ability to direct their own education. The model's adaptability to different cultural contexts has contributed to its international spread, with each school tailoring the approach to fit local needs while maintaining the foundational ethos of student autonomy and democratic participation.
Results
Global Adoption: Since the first Sudbury Valley School opened in 1968 in Framingham, Massachusetts, over 60 independent schools worldwide identify with the Sudbury Model.
- Democratic Engagement: Alumni report high levels of self-confidence, civic responsibility, and comfort participating in democratic processes.
- Literacy & Life Skills: Sudbury Valley School notes that all its students learn to read—often at widely varying ages—without formal reading instruction.
- Sustained Community: The model’s emphasis on shared governance and personal agency fosters long-term attachment: many graduates remain connected as staff, parents, or board members.
Need more help?
Today We Have
alternate education directory
Today We Have is a curated set of options that may enable you to choose alternate and brighter futures for your children, by exploring some unconventional, yet possibly better ways of education.
