Curiosity, Play, and Democracy: The Sudbury Model
February 27, 2025
Imagine a school without a hierarchy—where kids equally share the responsibility of not just what they learn, but also of running the organization itself. No rigid curriculum, no mandatory tests, no uniforms, and nobody dictating the rhythm of their day. This is the reality for ‘Sudbury model schools’, where self-directed learning meets democracy, and young people are trusted to take charge of their educational journeys.
It’s an approach that flips traditional education on its head. Instead of pushing information into students’ heads, Sudbury communities co-create an environment where curiosity and independence drive the learning process. The result? Confident, capable young people who know how to think for themselves and navigate the world with purpose.
What Is the Sudbury Model?
The Sudbury Model describes schools and learning communities who have been heavily inspired by Sudbury Valley School (SVS), founded in 1968 and still thriving today. Over the decades, many other settings have adopted its principles, each adapting to their unique context while maintaining the core philosophy.
At its heart, the Sudbury Model is about freedom and responsibility. Young people decide what, when, with whom, and how to learn, entirely based on their own interests. There’s no predefined curriculum, no mandatory classes, and definitely no standardised tests.
But don’t confuse freedom with chaos. Sudbury settings are deeply rooted in community and democracy, where every member—be it the youngest student or the most experienced staff—is equal. Decisions about policies, rules (we call them laws), and even staff hiring are made collectively through community meetings.
Each school/community reflects the culture within which it exists, its current community members, and sometimes, through necessity, the regulatory environment of its country. However, I think the essence of the ‘Sudbury Model’ is universal: an intentional community of individuals who have all chosen to be there, where every member has an equal vote on all matters of daily life and governance.
In practice, ‘Sudbury schools’ are more than just schools; they’re microcosms of real life. They’re places where young people live, learn, make mistakes, celebrate their successes and develop the skills they need to thrive.
So How Do They Learn Without Enforced Classes?
To the untrained eye, a ‘Sudbury school’ might look like an extended playtime or a youth club (I’ve personally heard this description of East Kent Sudbury!). But beneath the surface, so much more is happening. It’s almost invisible at first if you’re only used to traditional schooling. Here’s how it works:
- Learning Through Curiosity: Children are natural learners. (Ever met a 4-year-old who didn’t have a million questions?) Students follow their interests, whether it’s painting, climbing trees, writing poetry, or studying astrophysics. This makes learning feel like an active choice rather than a chore. Think about your own life—the things you’re most passionate about probably weren’t learnt because someone forced you. Curiosity is the lifelong driver of learning.
- The Power of Play: Play isn’t just for fun—it’s a cornerstone of learning. Whether it’s building a treehouse, making a rocket that can blast into space or organizing an impromptu game of manhunt, they’re learning. Play develops creativity, risk assessment, problem-solving, and collaboration skills to name just a few. No bells to interrupt and no adults directing!
- Peers as Teachers: In mixed-age environments, younger members learn by observing older peers, while older kids build leadership and patience by mentoring younger ones (though I’ve seen many younger kids mentoring older ones, too!). Staff are called upon as mentors, tutors, and friends in much the same way. This dynamic fosters collaboration, mutual respect, and a truly egalitarian atmosphere.
- Staff as Equals: There are no traditional “teachers” in Sudbury schools. Staff have varied backgrounds and skills that the students can tap into. Staff act as mentors and guides, supporting students when asked and modeling their own self-directed journeys. They don’t judge what students should know or value, nor do they lead the way. Instead, they help students get where they want to go—on their terms.
- Democracy in Action: Community members are not only responsible for organising themselves but also for the running of the organisation. Learning vital skills becomes a natural byproduct of this engagement. To participate fully and effectively—whether it’s proposing a new rule, filing a judicial concern, or getting certified to use the sewing machine—you’ll need to acquire the necessary skills. This might mean learning to write or type, articulating your thoughts clearly, managing your time to attend meetings, or mastering how to use equipment safely. In a Sudbury school, learning happens constantly and organically as part of daily life.
How Does It Compare to Other Self-Directed Education Models?
The Sudbury Model isn’t the only self-directed or democratic education model, but there are a few key differences that set it apart.
Sudbury vs. Unschooling
Both Sudbury and unschooling fully embrace self-directed learning, but here’s where they differ:
- A Community of Equals: Unschooling typically happens at home, with parents facilitating and organising the process around their child’s interests. Sudbury schools are communities where students actively participate. They are responsible for making things happen. They learn not just to advocate for themselves but also to balance their needs with those of the group.
- Social Interaction: While home education and unschooling can be rich with social opportunities (especially in the UK), it can often be hard to find a consistent community. ‘Sudbury settings’ provide a bustling, mixed-age environment where social skills develop naturally, and friendships are based on common interests, not just age.
- Resources on Tap: Sudbury schools offer a rich variety of resources—libraries, art supplies, workshops, staff and students with varied backgrounds and passions on tap—ready for students to utilise whenever inspiration strikes. Unschooling families may need to piece together resources on their own.
Sudbury vs. Other SDE/Democratic Schools
Other self-directed or democratic schools often share overlapping values but differ in some key ways:
- Structure vs. Autonomy: Many other models use tools like daily check-ins or adult designed or predefined goal-setting frameworks. Sudbury settings lean fully into autonomy, with no required structure. Goals, if set, are more likely to be informal and personal to the individual.
- Governance: The democracy isn’t limited to day-to-day decisions. Students have a real say in everything, from changing the name of the school to deciding how funds are spent. Unlike other models where governance may involve some staff/model defined structures and processes that aren’t up for debate, Sudbury democracy is all-encompassing.
- Accountability for All: Justice systems in Sudbury settings hold staff as accountable as students and do so in the same way. Some SDE models incorporate peer justice but exclude adults from the same level of scrutiny.
In Summary
I doubt any two Sudbury settings are identical, and actually there is no rigid “model” to follow. What unites them is a belief that children are capable of educating themselves through curiosity, play, and meaningful interactions—and that they deserve an equal voice in decisions affecting their lives.