As someone who grew up in the public school system as an A/B student, I’ll never forget the day I first came across my (future) Sudbury school’s website. In each person’s face and eyes I saw freedom, independence and most importantly, happiness. I knew that this is what I wanted to achieve, and with the way I was spending my life at the time, I was not going to get there. I had spent years of my life in endless turmoil over tests, grades and what adults and people thought of me. I would cower in the classroom as I did everything in my power to not “disappoint” my teachers. The day I entered Sunset Sudbury School is when a new, beautiful side of my life expanded. As a Sudbury graduate and now staff member, it was certainly the best decision I have ever made in my life, and the first decision I consider to be wholly mine.

Sudbury schools put life into the hands of a child. It is education that values free choice, community, and building the innate human curiosity we all have. Sudbury schools do not evaluate students through mandatory tests, grades or homework. Rather, students are placed in a safe, supportive, democratic, aged-mixed community where they make their own decisions throughout the day. Activities that students choose are never coerced or judged, and all endeavors that the individual makes are considered educational. A Sudbury school's goal is to keep the love of learning alive by accepting learning all of its forms.

The typical question people ask when first introduced with this type of schooling is “How will my kids learn with no tests, grades or homework?” And the answer to that question is simple: Learning is happening everywhere. All of the time. People were never meant to be given rigorous evaluations and assignments to measure their intelligence. Humans built civilizations through the exchange of information, experiences and practicing a craft that brings them joy.

Depending on the student, learning can look like a variety of things. On a typical day at a Sudbury school, you’ll find younger students jumping rapidly from activity to activity. Dolls, art, lunch, freeze tag, Roblox and observing their surroundings. At the end of the day you can ask “What did you do?” and you’ll be met with a shrug, simply because there was so much done! When younger kids are not forced or directed to do activities, you would be surprised at their ability to structure their own day.

Most kids are in a constant flow of uninterrupted conversation. Magic happens here as conversations flow from small talk and interest-based conversations to conversations regarding deep intricate topics, each party respectfully sharing their perspective and being open to others. You may find students creating art projects, cooking, reading or gaming all together. At a Sudbury school, your only limit is yourself. The day is completely yours and you are free amongst yourself and your peers to decide what that day looks like.

I remember my first time taking the time to sit down and observe the bees. I had never experienced true autonomy over my day until then. I found my love of running and exercise, proposing races with my friends. I tried painting for the first time and began expanding and rediscovering my connection with the arts.

My fondest memory was when my friend and I began studying traditional academics together. I was re-learning algebra. I had passed the class before, but if you had given me any algebra problem I wouldn’t have been able to solve it. Through pure interest in math, I spent two hours each morning working to learn algebra. My friend, who hadn’t taken a class her whole life, went from 4th grade level math to passing algebra alongside me within the same year. We had the time and space to be free. Our interests were now what drove us, allowing us to take on anything.

But the things that brought me the most joy were the leadership roles available within the community. Most of the day is free for the students to create; however, there is still a community to be run and kept in check, with a variety of roles and processes for students to participate in. The heart of a Sudbury school lies in its democratic voting process called School Meeting. Here students build their school and community in a variety of ways. Any student, regardless of age, may participate in creating and editing school laws and processes. Students are given a School Meeting budget and they decide what areas to utilize this funding in. Students may plan, set up and execute field trips, school events, fundraisers, etc. All students are given the opportunity to vote, discuss and create a living lawbook that all students pledge to abide by.

If a community member feels like a rule has been broken by one of their peers, they may request the attention of the Judicial Committee (JC) for help. The Judicial Committee is a panel made up of two students and one staff member. Their job is to review grievances made by fellow peers and determine if a rule has been broken. If so, they work together to find the simplest, most positive and effective way to help everyone follow the rules. Outcomes to remedy the situation are given to those found to have broken a rule, all with the intention to positively move forward and be a responsible, respectful and safe member of the community.

The growth that happens in these spaces is rich and extraordinary for children at this age to learn. At the end of each day at a Sudbury school, dirt covers the floors, papers are left across tables and toys are mistakenly put in the wrong places. We are our own janitors. In a process called Helping Hands, students gather in the rooms and direct each other on what cleaning jobs to fulfill. Along with their own endeavors, all students are expected to contribute to the community through one of these roles. Through these diverse ways of learning, students absorb many lessons and principles of personal responsibility.

Life at Sudbury looks extremely different as a staff member rather than a student. As a staff member, my days are filled with constant tasks to fulfill and I wouldn’t have it any other way. Some days, I am playing board games and engaging in the uninterrupted conversations with students, learning and sharing our knowledge. I find myself teaching math and reading to students who come up to me and ask to learn. We work together to find a way to learn that’s best for them. If there is an interpersonal conflict that needs my attention, I am there in a heartbeat to assist in any way I can. I actively listen, ask questions and attempt to facilitate the parties into creating the best solution.

Staff’s role, and the role I pride myself in, is holding a safe, non-judgement space where students are free to be themselves. If they are interested in any topic or activity that they would like to do or talk about I am right with them. This, of course, comes with balancing the standard administrative duties such as phone calls, emails, parent meetings, marketing and wider Sudbury events. A staff member's role is to simply be there when needed and step back when necessary.

Sudbury’s main goal and attraction is the freedom and self-discovery that flourishes in this environment. I see Sudbury bring happiness to me and the people around me each day. Here, the individual is able to discover themselves and what they want out of life. Sudbury has allowed me to admit my mistakes, make positive healthy strides towards improvement and to trust and care about myself. No longer do I cower in fear in front of people.

When children are able to be responsible for themselves, take care of themselves and find happiness, they are able to take on any challenge or opportunity in life—whether that is pursuing higher education, going into trades or starting a business. The first step, however, isn’t getting the perfect test score. It is learning why you want that perfect test score and who you are despite that outside evaluation.