Sudbury in Depth: Topic List
Click "+" to see a description of the topic.
- What is your philosophy about safety?
- If students have a lot of freedom, isn’t that dangerous?
- What does “safety” mean? Does it include "emotional safety"?
- Are Sudbury schools safe places?
- What systems are in place to keep students safe?
- Is it possible to go overboard with safety? If so, what does that look like?
- How much or little are students supervised?
- What is your philosophy about supervision?
- How much adult interference in the affairs/conflicts of students is appropriate?
- Are students allowed to leave campus without an adult? What is the significance of that?
- How would you address people’s safety concerns (particularly emotional safety) about lack of supervision/intervention?
- How do these considerations change for kids depending on their age?
- To what extent do adults attempt to guide or direct students?
- Is adult guidance formalized?
- What is the role of adults?
- To what extent (and how) does the school support development of independence?
- What is independence?
- What does it mean for a student to direct their own education?
Note: I am looking for a speaker whose school has few or no classes, to explain why they don't have them and how students learn without classes.
- Does your school have any classes?
- How do classes work? Are they arranged by staff or by students?
- Do students need classes in order to learn certain subjects?
- What if a student never takes any classes?
- Is it necessary for a Sudbury school to provide learning opportunities (i.e. materials, activities, trips, experiences, experts)?
- How much is needed?
- Does the school present opportunities proactively or does it wait for students to ask for something?
- Can a small school provide enough opportunities for students, given financial limitations?
- What opportunities does a Sudbury school provide that may not be present in other models or that people may not think about? (e.g. learning from community)
- To what extent do students have control over their time?
- What are the limits to this control? Would the school ever intervene as a result of a perceived waste of time?
- To what extent is “time” considered to be a part of students’ education at Sudbury?
- What is your philosophy regarding students who “never do anything” or who age out without ever having done anything?
- Does your school offer any kind of diploma?
- What does a student have to do to get a diploma?
- Why does this process make sense for your school?
- What does the graduation/diploma mean for the school and students?
- What if a student doesn’t get a diploma?
- Does the school provide a transcript?
- Do students go to college after graduating?
- How does the school facilitate their transition?
- Do your students do well after graduating?
- Describe some unique traditions or practices that your school has that you didn't get from SVS literature (either you invented it or you got it from a different school).