“Our goal is to nurture a society of imaginative leaders and vibrant visionaries, where achievements are not measured by rigid testing but by the way each person contributes their unique talents to improve our collective human journey.”
— Daniel Greenberg, co-founder Sudbury Valley School
Outcomes
Democratic schools have a track record spanning one hundred years. Summerhill, the first democratic school, still operates today. Over 300 democratic schools currently operate in places as diverse as Ireland, the Netherlands, the United States, Japan, Taiwan, and Hong Kong. Tens of thousands of graduates look back with fond memories of their school experience, while also having learned the skills required to live a productive and fulfilling life.
Core skills
Graduates of democratic schools show greater initiative, strong communication skills, and are better equipped to work in teams than their traditionally schooled counterparts. They maintain intrinsic motivation and a love of learning. We see that graduates of democratic schools have a clearer understanding of what they want to do with their lives. They end up in a wide range of professions, such as starting their own business, pursuing a career in STEM, or any field where taking initiative is a strength.
Further education
Graduates attend university at typical rates as traditionally schooled counterparts. They thrive at university because they take their studies more seriously. These graduates go to university with a purpose, not because it's the default option. There are many paths to university admission, such as creating a portfolio, having an interview, or passing exams. Staff members will accommodate a student's interest in further education.
Sources
Hartkamp-Bakker, C., & Martens, R. L. (2026). Autonomy, participation, and lifelong learning: Graduates’ reflections from Sudbury schools. Journal of Experiential Education.
https://doi.org/10.1177/10538259261425579
Gray, P., Riley, G., & Curry-Knight, K. (2021). Former students' evaluations of experiences at a democratic school: Roles of the Democratic Processes, Staff, and the Community of Students. Other Education, 10(2), 4–25.
www.researchgate.net/publication/357913584
Gray, P., & Chanoff, D. (1986). Democratic schooling: What happens to young people who have charge of their own education? American Journal of Education, 94(2), 182–213.
https://www.jstor.org/stable/1084948
Greenberg, D. (1995) Free at Last: No one need apply. Sudbury Valley School Press.
https://sudburyvalley.org/article/no-one-need-apply
Greenberg, D., & Sadofsky, M. (1992). Legacy of Trust: Life After the Sudbury Valley School Experience. Framingham, MA: Sudbury Valley School Press.
Greenberg, D., Sadofsky, M., & Lempka, J. (2005). The Pursuit of Happiness: The Lives of Sudbury Valley Alumni. Framingham, MA: Sudbury Valley School Press.
Rietmulder (2015): Circle School Graduates in College, Circle School Blog
https://www.circleschool.org/blog/2015/08/circle-school-graduates-in-college-2/
Democratische Scholen. (2024). Je moet het wel durven. Netherlands: Democratische Scholen.