Sudbury in Depth: Topic List
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How does your school handle conflict resolution?
- Is democracy an essential element of the Sudbury model?
- What is democracy? What is the difference between democracy and “student participation”?
- How does the school foster student participation?
- How does School Meeting work?
- Are there any decisions that School Meeting does not have jurisdiction over?
- Does one-person-one-vote with children ever undermine the ability of the organization to function? How do you prevent that from happening?
- How does the school handle rules? How are rules created/modified?
- Does the school have a lot of rules?
- What are some examples of rules?
- Isn't it a contradiction that your school values freedom but has a lot of rules?
- Is there a written rule book? What is the significance of that?
- Is your school strict on behavior compared to other schools?
- Are students and adults treated equally?
- Are students of all ages treated the same?
- Does the school grant privileges (e.g. allowed to use certain equipment or go on trips) based on age?
- How is it decided who gets privileges if not based on age?
- Are there different expectations for students of different ages?
- Explain age mixing. What is the significance of age mixing?
- What does it mean when you say that your school is a "community"?
- Does Sudbury do a better job at community than other schools or other spaces in society?
- Are there any traditions or daily practices that your school uses to foster community?
- To what extent is participation in community affairs required? (Consider things like democracy, chores, attendance)
- 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?
- If staff aren’t teachers, what are they for?
- What are the responsibilities of staff?
- What do staff do all day?
- What traits are important for a staff member to have?
- Does your school have any classes?
- How do classes work? Are they arranged by staff or by students?
- What does a typical class look like?
- Does having classes undermine student self-direction?
- Do students need classes in order to learn certain subjects?
- What if a student never takes any classes?
- To what extent do Sudbury schools provide opportunities for students to learn/experience?
- What is the school’s responsibility to provide opportunities? How does it do this?
- How can a small school provide all the necessary opportunities?
- What is the role of adults in providing opportunities?
- What if students don’t seek out new experiences?
- 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?
- To what extent does the school allow/encourage students to be themselves?
- What does it mean for someone to “be themselves”?
- What is the relationship between the school and learning disabilities/neurodivergence?
- What is the school’s philosophy regarding students who don’t learn essential skills (e.g. literacy, math)?
- What are the boundaries of uniqueness? Is there anything that you do require students to learn or become?
- Does your school allow students to bring devices to school? Why or why not?
- Does your school provide devices? What kinds? Why or why not?
- Are there any regulations around device use?
- Do device regulations violate the principle of self-direction?
- Do devices cause disruptions to self-direction or other processes of the school?
- 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?