Children learn the basics (writing, reading, maths) when they are ready and motivated. Based on the experience of other democratic schools, these basics are learned through everyday interactions and play. A child might want to bake a cake and will need to do basic maths. Most card games also require counting. Reading and writing are also skills that children learn when they see a need for them. Some children will learn to read and write at the age of four, while others might not read until the age of twelve. There is no evidence for long-term disadvantages when learning to read at a later age. Students might seek help from staff to learn these skills, or they may utilise online tools and resources to learn on their own or with friends. Recommended reading: McDonald, K. (2019). Unschooled: Raising curious, well-educated children outside the conventional classroom. Chicago Review Press. Gray, P. (2010, February 24). Children teach themselves to read. Psychology Today: Freedom to Learn. https://www.psychologytoday.com/sg/blog/freedom-to-learn/201002/children-teach-themselves-to-read Gray, P. (2010, April 14). Kids learn math easily when they control their own learning. Psychology Today. https://www.psychologytoday.com/sg/blog/freedom-learn/201004/kids-learn-math-easily-when-they-control-their-own-learning

SDS will operate from Monday to Friday between 8:30 AM and 3:00 PM. Between these hours, students have the freedom to decide what they wish to do with their time. Their day is what they make of it, and there are endless possibilities. Some students may read a book, play outdoors, engage in a game of chess, create clay sculptures, serve on a committee, or play a musical instrument. Since we don’t have rigid timetables, students have complete autonomy over their day, and therefore, no day is typical. Recommended reading: Liston, V. C. (2024). Schooling the democratic way: Understanding student experiences in Irish democratic schools from the perspective of staff members. Sligo Sudbury School. https://sligosudburyschool.com/wp-content/uploads/2025/02/121365643_Vivien_-Liston_FYP.pdf Ayalon, A. (2024). Mentoring and democracy in schools: The case of democratic schools in Israel. In H. Ferreira do Vale (Ed.), Democracy - crises and changes across the globe. IntechOpen. https://doi.org/10.5772/intechopen.1002933

The contrast with a traditional school is so big that you can best compare SDS to a library instead of a school. When you visit a library, no librarian will evaluate what you have learned or come with a mandatory curriculum of books. Library visitors aren’t segregated by age groups and can walk and explore wherever their curiosity takes them.  Compared to so-called alternative education, there are also differences. Many ‘progressive’ educational models give children more freedom to explore, but ultimately, it is the teacher who directs and plans the curriculum. In our self-directed education model, we trust students to direct their own learning. The role of staff is to actively support them in this learning journey.

Our staff members come from a wide range of backgrounds and experiences and are there to support student-led learning, model respectful relationships, ensure the physical and emotional safety of our community, and participate in the school's democratic governance. Staff members respond to students' interests rather than imposing lessons. This creates an equal mentoring relationship based on shared interests instead of compliance.  All staff will also have an annual review, during which students and other staff will offer feedback on their contributions to the school community. This is intended as a reflective tool and to give students a voice.

Democratic schools have operated for over 100 years. The first democratic school was founded by A.S. Neil in 1921 and still operates today. Nowadays, there are hundreds of democratic schools worldwide with tens of thousands of graduates. The main reason this model works is that when we give children responsibility, they act more responsibly. Children have an innate desire to contribute to their community. We do have frameworks in place, such as the School Meeting and our School Court, to administer governance and justice. This gives the community structure but not direction, since the direction is self-chosen by the students.

We see electronic devices as powerful resources for learning. Computers can be used for games, research, watching videos, and creating art. We will not set limits or bans on screen use. However, we will implement age-appropriate restrictions to ensure children are exposed only to safe and age-appropriate content. The School Meeting will routinely examine and modify rules to ensure technology can be used safely by students of all ages.

Moving abroad always comes with adjustments. Luckily, there are hundreds of democratic schools, learning co-ops, and other alternative education settings around the world. You can find an overview on the Alliance for Self-Directed Education's website. Please note that this overview might not always be up to date, so ask an AI whether there are similar schools to SDS in the area you are planning to move to. If there are no self-directed education options, based on the experience of other schools, we don’t see major adjustment issues either. For younger children, the structure quickly becomes ‘normal’ again, while older children are often pragmatic. Clear communication of the differences helps with the adjustment.

Graduates of democratic schools show greater initiative, better communication skills, and are better equipped to work in teams than their traditionally schooled counterparts. 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 other field. Graduates who choose to attend university take it more seriously because they choose to attend, not because it's the default option. There are many paths to admission to a university, such as creating a portfolio, having an interview, or passing exams. Staff members will accommodate a student's interest in further education.  Recommended reading: 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.