Sudbury Education is an example of a regenerative learning model, meaning that people can, according to Ida Rose Florez (The End of Education As We Know It, p. 100), “set conditions for life and learning” based on place and community needs. I argue three reasons that Sudbury could be the educational model used across the world as a regenerative practice for children and communities in any setting.

First, children and adults participating in a Sudbury program are given the freedom, space, and time to learn. This type of learning, known as self-directed education, has proven to be an accessible way for people to discover how they learn, what they like to learn, and how they will choose to use the information in the future. This is a regenerative concept that can be harnessed in any culture, society, neighborhood, community, state, country, and so on.

Along with this idea is the understanding that no privilege, praise, judgment, or external rewards are necessary to motivate people when they are excited about learning on their own. Consequently, a natural timeline can be followed as people go from topic to topic, slowing down to learn more about concepts that need more attention, or moving on at their own pace when a skill has been acquired.

With self-directed learning comes self-reflection and personal goal setting. These are lifelong educational skills that keep people motivated and excited about learning throughout the entirety of their life. The community in a Sudbury program is supportive of the freedom, space, and time that people need to learn. And when problems arise, the people involved can regenerate their ideas to find the solution.

Second, people that are surrounded by other people practicing life within a Sudbury program are provided the opportunity to learn how to interact, gather together, communicate, plan, resolve conflict, empathize, and much more. In a Sudbury program, all people have equality, equity, respect, and trust that encompasses the diversity of the group. This is true in any location for a Sudbury program, and the skill sets that are specific to each community make them unique.

Within a Sudbury community, people understand and appreciate their capabilities and acknowledge what other people bring to the table. Everyone works together towards keeping the flow of the group. This can be seen in the “Daily Agenda” and “School Meeting” discussions. For example, in a Sudbury program, individual autonomy plays a key role in allowing members to decide when and where they will be throughout their day. Groups form at certain times to discuss objectives, establish rules for communication, make plans, and all voices are heard during these discussions. Guidelines are also set for when something doesn’t go accordingly. These processes are constantly being regenerated, whether it’s over the course of a month, year, or decade. No matter the age, ability, or belief, a Sudbury program is a regenerative model because with the common interest of the community always at the forefront of priorities, the people involved will choose to adapt and grow when the time arises. The structure of the community stays constant while the ideas regenerate.

Third, everyone that is a part of a Sudbury program has the ability to become an empowered person. Roles are filled in the community by people of all ages, races, nationalities, religions, genders, and so on that find their place in a Sudbury program to support and maintain its stability. Some examples of roles include: joining the D&D Club and participating once a week in the game, becoming a cook and learning the steps to keep a clean kitchen, managing the art room with rules and supply budgets, participating in clean-up at the end of the day, taking notes in a meeting, attending a meeting to propose a new idea, clerking the School Meeting, selling goods at the school store, and so on. Everyone fills different roles by choice and some carry more weight than others. In a regenerative educational model like Sudbury, the community thrives from diversity, and people celebrate their differences by being themselves and feeling empowered. You can’t teach this concept; it is acquired through modeling, encouragement, and support. And that is how you produce happy, healthy, lifelong learners.

I have argued three reasons for why Sudbury programs are a regenerative educational model that can replace all other approaches for kids' learning spaces in our society and across the world. It is imperative that educators, administrators, and legislatures begin thinking about how we can replace the educational systems in the United States with a model like Sudbury that offers learners the freedom, time, and space to grow in a community filled with empowered voices and participation. So why should families choose Sudbury Education? Because each program offers a community built to support children’s self-directed learning that can also regenerate based on the current needs of the group.