Saint Louis Sudbury School student, Kenzie, built a computer as part of his diploma process. Watch this video of Kenzie explaining how he built the computer!
The project took a few months. Kenzie researched the building process, figured out what parts to buy, asked for help, priced out different options, brought his request to School Meeting, answered questions about his project from students and staff, went to Micro Center (more than once!), worked with an advisor on some parts of the build, and showed other students what he was doing during the process. We are so excited to have a working computer for everyone to use at school. Thank you Kenzie!
One of the first things a student looked up on the new computer… hairless rabbits.
Intentional vs. Habitual Use of Tech
Some Sudbury students, staff, and volunteers after a great conversation about personal tech use at school
Looking at photos and videos of a wild turkey we saw in the yard
A student giving a presentation about what he wanted to buy with School Meeting funds to build a computer for the school
““This is not just a school. It’s a community. What do we need? How can we work together to get things done?””
Students’ freedom to manage use of personal technology devices at Saint Louis Sudbury School is a big responsibility, as it is for any human inside and outside of school environments! At our school, we have content rules in place, but do not restrict the amount of time spent on personal devices currently. This has been an ongoing conversation and we have tried different approaches, rules, and policies over the years, some being more effective than others. What we have struggled with is coming to an agreement among School Meeting Members about why our community wants tech rules or policies and what are realistic ways to maintain any rules.
The possibility of changing our approach to personal device use at our school is on our radar again as we look to develop a more engaged community (with an eye on future growth!), but in a way where autonomy, trust, and respect can still thrive among all community members. And importantly, that we do not create feelings of shame, blame, and guilt around technology use.
Recently on an unusually chilly park day at Tower Grove Park, a small group of students, staff, and volunteers talked about intentional vs. habitual use of personal tech devices at Saint Louis Sudbury School. Here are some highlights from the discussion! Our group included students ages 9 to 17.
Sudbury students mentioned that habitual personal tech device sometimes causes them to feel mentally and physically awful, disappointed in themselves, and creates sleep disruptions. When intentionally using devices, people said that they felt accomplished, knowledgeable, calm, secure, could watch longer content, regulated, and found it easier to put the device away when they wanted to.
We talked about how seeing other students on personal devices frequently made them feel distracted, dysregulated, and bothered at all the noise—both background gaming sounds and people being loud out of excitement.
When asked WHY people are on their devices typically, students suggested that it was for fun, to pass time, because the person found something interesting, and because there was nothing else to do. A person in our group who is very familiar with the unique aspects of the Sudbury school model pointed out that sometimes boredom is a good thing and habitual device use doesn’t let that happen. All sorts of amazing things can happen when one is bored!
Our group chatted about how people felt when seeing someone very focused while looking at their personal tech device. We asked, “Do you feel okay about approaching that person and asking them if they want to do something?” Most students did not voice strong opinions in response to this question, but one mentioned that when they see their parent looking at their phone a lot, that they want to say, “Hey. I’m right here. I miss you.” And another said, “Sometimes it’s hard to see if people are okay if they’re on their phone all the time.”
We discussed why many schools throughout the country have been exploring this issue for years. Saint Louis Sudbury School students said that too much screen use can inhibit learning sometimes, that there are limits as to what humans can learn on a personal tech device, and that often young people are dealing with anxiety and depression from other things going on in their lives and using a phone or other personal device can be an escape in some ways. Also, gaming can be a place where people can feel like they’re in control and being in control lowers anxiety levels.
What are some alternatives to using personal tech devices all the time at Saint Louis Sudbury School? Students suggested that people could do things that they love like singing, making music, learning an instrument, drawing, playing board games, playing outside, baking, doing yoga, and much more.
Some of the Saint Louis Sudbury School teens shared how important it is to learn how to manage personal tech devices now so that they can handle it in adulthood.
Although many students in our conversation see that they enjoy using their personal tech devices more when it is intentional instead of habitual use, one person emphasized how a lot of usage of any kind can affect our school community. One student said, "It’s important that we develop a life outside of tech and learn how to be together. This is not just a school. It’s a community. What do we need? How can we work together to get things done?”
As we look at past and current methods and approaches that have already fostered community at Saint Louis Sudbury School and explore strategies we have yet to try, Sudbury students and staff look forward to beginning the process of creating an intentional tech use policy in the coming months. The young people at our school offer so much insight and thoughtfulness on this big issue—one that can stir up a lot of emotions and different viewpoints. Saint Louis Sudbury School students’ ability to problem solve, strategize, and empathize with each other continues to inspire our community!
#trustchildren #learningiseverywhere #stlsudbury
Watching The Gruffalo together
Watching a Zoom call with the Alliance for Self-Directed Education
Making It Happen
Did you know? By being offered an enormous amount of autonomy, trust, respect, and responsibility while also caring for their community at Saint Louis Sudbury School, Sudbury students develop unique skills that help them navigate life. Sudbury students are often intrinsically motivated, self-aware, are able to find a purpose for doing things that might be challenging, and do not hesitate to ask for help and to explore options and new ways of thinking.
Saint Louis Sudbury School student Veda, age 15, recently put these skills and abilities to work while applying to The Putney School for a summer art program. We are thrilled to announce that she was accepted! We asked Veda some questions about the application process and what she is looking forward to at Putney.
Why did you look for an art summer program?
While I'm in Texas during the summer, my social life is limited. I wanted to make more friends and learn more about art.
How did you find Putney? What drew you to this particular art program?
When I was 14 a year ago, I was interested in joining a small art program. My mom did most of the work to find it and while looking for an art camp, she found Putney School Summer Arts. At the time, the idea of no devices during the art program was nerve-racking and I was against it. A few months went by and I procrastinated the application process so long that I missed the deadline. Since I missed the deadline, I then had a year to process what it would look and feel like to have no devices and live in a dorm with a roommate. I did more research and grew to love the idea.
What was the application process like and did you do it on your own? How did you stay motivated and stay on top of deadlines?
The application process was mostly just a summary of what I’m interested in and what my motivations are. I did the application on my own. Also, I gave Sudbury staff the recommendation letter form and reminded them to complete it.
We heard that you had an interview—what was that like?
The interview process was really interesting. I scheduled a phone call with the director of Putney and it was meant to get to know both me and my mom. My mom had a situation and ended up missing the call. She wasn't able to tell me that she was going to miss it. Doing the call by myself was nerve racking and scary but it definitely rewarded me with more confidence and understanding for the future. I learned how to fully express any concerns or questions I had without turning to my mom for help or support.
How did you feel when you got the news that you got into the program?
I felt overwhelmingly happy and proud of myself.
What elements of the summer art program are you most excited about? What elements are you feeling a little nervous about?
I'm most excited about the opportunity to have unlimited access to art supplies and to be able to expand my knowledge in art and exposing myself to the challenges of no devices and a dorm lifestyle.
Congratulations Veda! We can’t wait to hear about your summer experience!
Why Sudbury?
We asked Kathryn, a current Saint Louis Sudbury School parent the following question:
Going back in time... why did you start thinking about enrolling your children in an unconventional school like Saint Louis Sudbury School? Read what she said!
Some parents discuss schooling, birthing, and family philosophies long before they even begin raising children. Then there’s us.
When I became pregnant with our first child, I shared my vision of birth—hugging a tree, squatting into a gently flowing stream, swaying to ‘90s R&B. My husband, Nathan, imagined a hospital environment with countless medical professionals directing the party. Yikes. Two very different pictures! (That’s a story for another day, I suppose.)
Before our kids reached "school age," I remember saying to Nathan, who comes from a family of conventional school professionals, “Traditional school environments will be hard for me.” The idea that school is just what you have to do—so you can eventually do what you’re supposed to do—never sat well with me. Performing at and tolerating school and, later, performing at and tolerating work? That felt like a deeply uninspiring (and untrue) way to approach learning and life.
At the time, I wasn’t aware of just how many options existed for education. Before we dipped our toes into conventional schooling, I assumed there were three choices: homeschooling (I adore my kids, but I don’t want to be with anyone 24/7...), public school, or private school. I think many families find themselves there - unsure of what options they have. And the struggles with conventional schooling are so normalized, that it can be difficult to ask these questions in the first place.
As our children began their school journey, I wrestled with the disconnect between loving learning and being good at school, between critical thinking and compliance, between curiosity and forced knowledge retention.
Our kids “did fine” in school. (Side note: I don’t aspire to fine for them.) They performed, complied, and behaved. Then they came home—especially our oldest—frustrated by the lack of choice, the feeling of mistrust, and the general sense of disrespect (unconsciously) woven into their school day. Those frequent after-school conversations (venting sessions, at first) sparked some questions for our family: What is an ideal learning environment? Why can't we enjoy schooling and working now, as opposed to waiting until retirement to love life? How can we be more intentional?
A few months (and spreadsheets—we’re engineers, after all) later, we had a realization: brilliant minds had probably already created the kind of learning community we were imagining. With just a little curiosity and research, we discovered Self-Directed Education. The Sudbury Model and Agile Learning Centers (ALC) immediately grabbed my attention, and so our journey into alternative education began.
By the spring of 2022, we were intentionally seeking out what I called "inspirational schools”. We read books, blogs, and research. We requested pamphlets. We scoured the internet for active communities across the U.S. (I couldn't quite convince Nathan to move abroad). Then, in the winter of ’22/’23, we set out to visit Sudbury Valley School, Fairhaven School, The Circle School, and Saint Louis Sudbury School.
Each of these schools was unique, but they shared something powerful: they left us feeling respected, curious, and inspired. They gave us hope—hope that our children could hold onto their innate love of learning and grow in an environment that truly honored their humanity.
LearningPlanet Festival
Don’t miss the online LearningPlanet Festival, January 16-31! Organized by the Learning Planet Institute and in partnership with UNESCO and hundreds of organizations in the fields of education, culture, science, and social and environmental impact. This annual worldwide gathering focuses on transforming the future of education. Last year’s festival saw 80,000 participants.
There is a long list of incredible speakers, workshops, and discussions during this year’s festival. Here are a few that feature some of our colleagues and friends connected to Sudbury model schools, unschooling, and Self-Directed Education. Be sure to check for your correct time zone!
Jan 18
Sudbury Roundtable, organized by the Alliance for Self-Directed Education
Jan 21
A Paradigm Precisely Prepared to Perpetuate Promising Pedagogical Practices, organized by Don Berg of Deeper Learning Advocates
Jan 22
Learning is Natural, School is Optional!, organized by North Star: Self-Directed Learning for Teens
Jan 25
Self-Directed Education: Youth Lead the Way, organized by the Alliance for Self-Directed Education
From Coercion to Consent - Humanizing Education Together, organized by Radical Learning
Why the Education Revolution is Crucial for Democracy, organized by the Alternative Education Resource Organization (AERO)
Jan 26
Sudbury International Introduction, organized by Sudbury International
Power With instead of Power Over
New Judicial Committee (JC) Support Slip
Old Judicial Committee (JC) Complaint Form
Here are photos of our new Judicial Committee (JC) Support Slip and our old JC Complaint form.
JC, and conflict in general, seems to have a spectrum between...
1. Power over: We blame, shame, and judge each other, until we figure out who's wrong and punish them.
2. Power with / Empower: We hear each other's feelings and needs, empathetically and without defensiveness, until we can come to a solution that everyone's excited about.
There's a lot of #1 in our culture, and not so much of #2, so we sometimes have an uphill battle in JC.
As one example of changing that current to support students in getting their needs met together and take responsibility, instead of looking to punish and blame each other, we updated our JC Support Slip this week.
Staff member Harry said, "Already, I've seen this change a discussion about teasing and hitting from, 'you shouldn't be hitting and need to control yourself' to, 'how can we support you when you get angry?' From that JC, instead of a punishment, we chose to experiment with getting a punching bag for the students, something they were all excited about, not just the student who asked for the JC. I'm excited to see how it goes."
A student getting help from a staff member when writing a JC Support Slip
We loved talking with our friends at Miami Sudbury School who shared great ideas about how they structure their Restoration Committee and navigate conflict.
Screen-Free Day
At Saint Louis Sudbury School, we do not have restrictions on using electronic devices beyond content rules. A couple of weeks ago, Sudbury students worked together to organize a screen-free day because they wanted to more deeply connect with students that they knew less well and how they wanted to build a sense of community. This was a bit of an experiment that our group collectively felt was safe enough to try.
The screen-free day was loud at times, busy, creative, physical, messy, and fun. There were lots of great conversations among students and staff, game play, sharing of snacks, and running around. Some of the students struggled a bit with boredom but overall having no access to screens went well.
One unique situation that came up was that with the help of staff, a 9-year-old Visiting Week student made a motion in School Meeting to use her iPad to do math that day. School Meeting Members ages 7 to 50 asked some questions and made comments such as:
“If she uses her iPad to do math, can other people watch?”
”I don’t think it’s fair because I can’t use my iPad.”
”How does it make you feel when you do math on your iPad?”
”Can you do math on paper instead?”
”How long is she going to do math for?”
”I think it’s okay because doing math on an iPad is different than playing games.”
”I think it’s okay because she is new.”
After some thoughtful and respectful conversation among the students and staff, the Visiting Week student shared that doing math on her iPad makes her feel really calm, peaceful, and Zen like. She talked about how she likes solving math problems and seeing them disappear on the screen. She said that she wanted to do it because she needed some time to feel calm.
Some School Meeting Members voted no on her being able to use her iPad, but the majority said yes—we support you to do that today. The motion passed and the Visiting Week student had her 45 minutes of math on her iPad.
Offering Sudbury students of all ages opportunities to ask questions, initiate requests, advocate for themselves and each other, think critically, talk about what “being fair” can mean, and share what matters to them are valuable aspects of our daily experience at school together!
Sudbury International Webinar
Did you miss the Sudbury International webinar featuring our friends and colleagues at several Sudbury inspired schools around the world? Watch the recording and learn about the core ideas of Sudbury model schools. Discover learning communities where curiosity and play drive learning and freedom is balanced with responsibility for oneself and their community!
This webinar features speakers from 4 countries:
Cassi Clausen from The Open School in California, USA
Menahem Goren representing Sudbury schools in Israel
aniel Merino from Udesya in Mexico
Christen Parker-Yarnal from The Miami Sudbury School, USA
Ellen Goode from WyldFlower Learning Center, USA
Je'anna Clements from Riverstone Village, South Africa