Imagine if school prepared you for life with democratic citizenship skills.
What is a Democratic School?
Democratic schools, also known as free schools, are based on the idea of democratic citizenship. They don’t use a teacher-led curriculum but rather allow students to be autonomous in how they spend their days.
The definitions of a democratic school vary, but they are all based on the idea of democracy and self-directed education. Students of all ages can organize their day and choose classes and activities based on their interests. The classes are not divided by age, and learning is facilitated through the interaction between older and younger students.
In a free school, students and teachers are equal, and decisions are made communally through a voting system. The values of free speech, free association, and freedom of choice are prioritized.
The basis of a democratic school is to encourage children to think for themselves, play, and develop a love of learning. It is an environment that tries to foster independence and autonomy through trust.
A brief history of free learning
Democratic school principles have been influenced by the ideas of American philosopher and educational reformer John Dewey. His book Democracy and Education: An Introduction to the Philosophy of Education was published in 1916. In it, Dewey expressed his opinions on the importance of children becoming life-long learners. He believed that school should prepare kids to contribute to society but also help them prepare for an uncertain future. Dewey said that schools should teach kids how to learn and be adaptable.
Scottish progressive educator Alexander Sutherland Neill followed Dewey’s footsteps, who founded the Summerhill School (Suffolk, England) in 1921. Summerhill paved the way for other democratic schools with its principles of self-governance and learning without coercion. Neill developed Summerhill to have a flexible curriculum based on trusting the students to direct their education. The progressive approach is about giving students personal freedom and time to develop naturally.
The Sudbury Valley School followed in Framingham, Massachusetts, in 1968. Founded by Daniel Greenberg and parents who wanted something different for their kids, Sudbury was modeled on the Summerhill School.
How does a Democratic School work?
Democratic schools don’t look like the schools you probably know. Students from preschool to high school can choose what they do and how they do it. They are not only responsible for their learning but the governance of the school.
Classes and activities are based on ability rather than age, and the staff are facilitators rather than teachers. They don’t direct learning. Instead, they bring their wisdom and experience to learning situations that offer enrichment and connection. Staff members try to be creative and collaborative learning partners.
Classes and activities use different materials, tools, and methods. It is a personalized approach to learning that uses project-based learning in a collaborative setting.
Free schools are run democratically, with meetings or assemblies held to vote on rules and how to enforce them. Everyone gets an equal vote, and a mixed-age jury panel deals with any violations.
Characteristics of a Democratic School
Democratic schools follow the principle of self-governance that encourages students to actively engage in the running of the school. It is about creating conscious citizens who can become active and meaningful members of society. Freedom of speech, understanding justice, and listening to and understanding other perspectives are critical.
Free schools don’t have rigid rules but instead, use the principle of freedom with responsibility. Students learn to live cooperatively with others while enjoying personal freedom. It is a system based on respect, understanding, and the ability to take responsibility for your actions. Mistakes are dealt with and are seen as a learning tool rather than a punishable offense.
Play is another important aspect of a free school. The democratic school system doesn’t believe in coercion but rather in self-direction and autonomy. Learning is not disguised as play; children are free to play without restrictions or expectations.
Democratic schools are mixed-age communities with students of unique backgrounds and cultures. Everyone is equal, allowing students to develop emotional intelligence, confidence, and respect.
Benefits of Free Learning
The idea of giving children complete autonomy over their education may seem radical, but there are benefits to free learning.
The mixed-age setting encourages social development and is thought to enhance learning. Children interact with various age groups, which means younger children learn skills from older students, and older students learn empathy and patience as they help the younger kids. Students get to practice essential real-world skills and gain knowledge from experienced adults.
When learning is self-directed, students may learn how to learn rather than what to learn. They often have time to be curious, creative, and imaginative. Students leaving a democratic school usually have a firm grasp of what career or further studies they want to pursue because they have had time to discover their strengths and interests. These students may be intrinsically motivated and have developed a growth mindset.
Many students from democratic schools have more social and self-awareness. They may be more adept at dealing with conflict maturely and respectfully. Many students are also responsible decision-makers because they have had the opportunity to make decisions for themselves.
Drawbacks of Free Learning
Radical school ideologies have drawbacks, particularly when contrasted with modern, traditional society.
Self-directed learning is not for everyone, and some students may struggle with a lack of structure and direction. Students who have access to many learning areas may feel overwhelmed and struggle to follow through with chosen topics.
Students accustomed to a certain level of creative freedom and autonomy could find transitioning into more traditional institutions challenging. Having complete control over your academic career can be individualizing and isolating. There is a focus on independence rather than community.
Engaging in alternative learning can be difficult when faced with societal norms. Adolescence is challenging already, but living a life outside mainstream ideas can make it more so. Students face intrusive questions and comments that can be stressful and condescending.
Having an education purely derived from a student’s interests means they may lack the necessary skills to competently enter the workforce. Employers expect a certain level of education, qualifications, and capabilities that democratic school graduates may lack. This can make things difficult for democratic education students in later life.
Case Study: Summerhill School
Summerhill is the original ‘free-range’ school and has paved the way for other democratic school models. Unlike some of these models, Summerhill encourages academic lessons with specialist teachers. Students design their own timetables, and some rules prevent them from watching TV all day and leaving the campus before lunchtime. Students have the option to take the GCSE ordinary exam.
Non-compulsory school meetings are held twice a week, but unlike the Sudbury schools, students do not vote for staffing and the business side to the school. In all other matters, though, everyone has an equal vote, from the youngest child to the head of the school.
Summerhill is predominantly a boarding school, and some older students wanted to do away with a set bedtime. A meeting was held, and after much discussion, the community decided to trial no bedtimes for a week. After a few days, a special meeting was called because other students were disturbed at night. The community voted and reinstated bedtimes. Summerhill is about freedom so long as you don’t interfere with the freedom of others.
Case Study: Sudbury Valley School
Sudbury Valley School is a democratic school based on the principles laid out by Alexander Sutherland Neill. Unlike Summerhill, however, everyone has an equal role in managing the school. From rules and facilities to staffing and expenditures, adults and children use weekly meetings to keep the school running smoothly.
Sudbury Valley is less controlled than Summerhill, and it is impossible to describe a regular day. The founding parents, led by Daniel Greenberg, believed children are naturally curious and that adults should be available to facilitate learning. There is a kitchen, art room, music room and equipment, and video games area, to name a few.
Learning is entirely self-directed and on an individual timeline that suits the needs of each student. For example, 1 student did not learn to read until she was 13, but it took her less than a month when she decided to learn. The core value of Sudbury Valley is that play is vital for learning and that learning happens best when children take the lead.
Students can get a diploma after 3 years if they can justify to the Diploma Committee that they are ready to function independently in the world.
