A Sudbury school is a school that practices a form of democratic education in which students individually decide what to do with their time, and learn as a by-product of ordinary experience rather than adopting a predetermined educational syllabus or standardized instruction by classes following a prescriptive curriculum. Students have complete responsibility for their own education and the school is run by direct democracy in which students and staff are equals.
The name 'Sudbury' refers to Sudbury Valley School, founded in 1968 in Framingham, Massachusetts, the first school of this type. There are now more than 30 Sudbury-type schools around the world. These schools are not formally associated in any way, but are a loosely connected network that are mutually supportive of each other, operating as independent entities. See Sudbury Valley School Educational Philosophy.
The model differs in some ways from other types of democratic schools and anarchistic free schools, but there are many similarities:
- De-emphasis of classes: There is no curriculum or set of required courses. Instead learner interest guides things, with students studying what they want to study. There are generally no classrooms, just rooms where people choose to congregate.
- Age mixing: students are not separated into age-groups of any kind and are allowed to mix freely, interacting with those younger and older than themselves; free age-mixing is emphasized as a powerful tool for learning and development in all ages.
- Autonomous democracy: parents have limited involvement or no involvement in the school administration; Sudbury schools are run by a democratic school meeting where the students and staff participate exclusively and equally. Such meetings are also the sole authority on hiring and firing of staff, unlike most other schools.
Sudbury schools are based on the belief that no kind of curriculum is necessary to prepare a young person for adult life. Instead, these schools emphasize learning as a natural by-product of all human activity.
Read more about Sudbury School: School Democracy, Learning
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“Dissonance between family and school, therefore, is not only inevitable in a changing society; it also helps to make children more malleable and responsive to a changing world. By the same token, one could say that absolute homogeneity between family and school would reflect a static, authoritarian society and discourage creative, adaptive development in children.”
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