Schools and learning communities which are founded upon the principals of democracy and self-directed education have been around for almost 100 years in the UK.
The terminology and definitions vary from place to place as each one is unique and there is no defining model that they all follow.
They are sometimes referred to as Radical Free Schools (Hope, 2018) which acknowledges a) their belief that schools should offer more freedom to children and young people, and b) their value of equality – everyone is free to participate, and everyone is free to make choices.
The educational approach taken at these settings is usually categorised as either Democratic or Self-Directed, although many will encompass both approaches to varying degrees.
Whilst lessons in Citizenship and Democracy can be taught in mainstream education, democratic schools are founded upon the idea that these skills are better acquired in practice. University Academic, Max Hope states in her book Reclaiming Freedom in Education, how significant this is, given the increasing global concerns about the alienation of children and young people from political processes and from communities.
Children and young people in democratic schools, whatever their age, have autonomy and are trusted to collaboratively make decisions about how the community is run. Different settings have different mechanisms for facilitating this, but often there is an all-school meeting where decisions and rules are made. Everyone is given the opportunity to speak and be heard. Some also have a judicial committee to enforce rules and deal with conflicts.
The following two films show how the democratic approach works at US Sudbury Valley School:
The oldest and most famous children’s democracy is AS Neill’s Summerhill School on the east coast of England. Established in 1921, it has been the inspiration of many of the newer democratic settings.
Summerhill is a residential community with around 75 children, aged 5-17 years. It offers a wide range of subjects up to GCSE level. Their website states:
“If society were to treat any other group of people the way it treats its children, it would be considered a violation of human rights. Today many educationalists and families are becoming uneasy with this restrictive environment. They are beginning to look for alternative answers to mainstream schooling. One of these answers is democratic or ‘free’ schooling.
The important freedom at Summerhill is the right to play. All lessons are optional. As well as the structured timetable, there is free access to art, woodwork and computers. There are also open areas where pupils not in classes can hang out, amuse themselves, socialise, play games, be creative etc. Adults are not there to create things for the children to do. They need to create things for themselves.”
Several books have been written about Summerhill if you want to find out more (see book list towards the bottom of this page), and here is a link to their new interactive website celebrating Summerhill’s centenary and the inspirations AS Neill has given the world of education.
A self-directed approach to education is based on the idea that children learn without the need to be taught. It is advocated by world renowned professor of psychology, Dr Peter Gray, as well as a sub-set of home educators known as unschoolers.
Students take the initiative to identify their own learning needs, develop learning goals and work out what resources they need themselves. Therefore, the learner follows their own interests and determines what, how and when they will learn.
Sometimes this might mean that the student learns alone on their own initiative, but often they will learn in collaboration with others.
They might need to bring in external specialists or tutors. This could be one to one or in a group workshop setting. It just depends on what the learner is looking to achieve, their learning style and how they feel they can best meet their learning goals. The point is that the learner is in control and they can call upon the experts or facilitators as and when required.
Schools and learning communities which follow a democratic/SDE approach tend to be (to varying degrees) self-governing. Some are democratic and make their decisions by majority vote, where the youngest child has the same voting power as the adults.
Others practice sociocracy, which works towards the best interests of the group as a whole rather than the majority. It uses the idea of consent vs objection, and discussions will continue until everyone’s objections have been resolved.
You can watch this short film about sociocracy to see how it works in practice:
This next film shows the trailer from a film called School Circles, which illustrates the practice of sociocracy in democratic schools in the Netherlands. It shows students, teachers and staff members coming together to discuss proposals, mediate conflicts and make decisions about their school life.
You can download the film in full at www.wonderingschool.org
With these educational approaches, the students and staff are seen as equals. The adults are sometimes referred to as ‘facilitators’ rather than teachers and everyone has an equal right to a voice. The students have a say in what they learn, when they learn it and how their school is run.
In her book, Reclaiming Freedom in Education, Max Hope makes the distinction between freedom from and freedom to.
Students in these learning environments are offered a freedom from compulsory lessons, coercive disciplinary systems, homework, uniforms, competitive testing, age and ability grouping, a ‘them-and-us’ culture, arbitrary rules, standardised curriculum, a focus on academic subjects, and the fear of making mistakes.
As a result, young people experience a freedom to make decisions, make choices, take responsibility, be themselves, be creative, belong, and engage meaningfully in learning.
The daughter of Peter Hartkamp, author and founder of a Dutch democratic school made the following comparison when they were driving past a conventional state school:
“This is a school for battery kids. We are the free-range kids.”
A self-directed student
However, freedom in these settings is not without boundaries. The approach isn’t entirely child-led as children don’t have complete control over all decisions. They mustn’t cross the line by negatively impacting upon another child’s learning experience, and therefore compromising someone else’s freedom. Individuals must consider the good of the community and its collective interests, as well as their own.
The US Sudbury Valley School, founded in 1968, is an example of an educational setting which follows both the democratic and self-directed approaches.
The founding group of parents and educators – which included author and professor, Daniel Greenberg – had a clear vision of “the individual freedom needed by children to flourish, and of a community governed equally by all its members”:
“We respect the ability of every student, regardless of age, to plan and carry out their daily activities. We do not encourage students to follow particular paths, nor do we provide assessments of their performance.
Rules to protect individual liberty are made by all community members through the School Meeting, and the social order is protected by a peer judicial system.”
Sudbury Valley School
There are now over 35 Sudbury-inspired schools across the world, and the first one to open in the UK, East Kent Sudbury School (EKSS) is listed in our directory. You can read a case study from EKSS founder, Kezia Cantwell-Wright in our Voices from the Sector section.
The following documentaries give you a flavour of the educational approach taken in Sudbury schools:
Several books have been written about Sudbury Schools if you want to find out more (see book list towards the bottom of this page).
Another model of combined democratic/SDE education is the international network of education providers known as Agile Learning Centres. Their model is based on four assumptions:
Many of the schools and learning communities in our directory aspire to eventually being accessible to all, but without government funding this is currently a challenge.
With the exception of a few – such as Summerhill School – they only run two or three days a week.
These communities are deliberately small in scale which is part of the reason for their success. There are drawbacks though, including:
There aren’t many education providers in the UK which offer SDE/democratic education, which means parents sometimes have to drive long distances to get there, and there can be long waiting lists.
The philosophy of SDE/democratic education may sound wonderful in theory, but parents can feel nervous doing something unconventional when it comes to something as important as their children’s education. This is exactly how Dr Peter Gray felt when his 10-year-old started at US democratic school, Sudbury Valley.
Gray could see straight away how the school made his son happy, but he had some concerns and questions:
Despite the reassurances from staff members and parents of former students, as a scientist and conscientious parent he was not fully satisfied. To address his concerns, Gray conducted a systematic study of the schools’ graduates, with fellow researcher, David Chanoff. The results which were published in the American Journal of Education in 1986 found that:
Since Gray and Chanoff’s research, Sudbury Valley School itself has conducted several studies of graduates, which have been published as books (see reading list below). All of the studies have shown that the school works very well as an educational institution. Dr Peter Gray reports that graduates of Sudbury Valley School today can be found working as skilled craftsmen, entrepreneurs, artists, musicians, scientists, social workers, nurses, doctors, and so on. And importantly, former students report that they are happy with their lives. He says:
“They are almost unanimous in reporting that they are glad that they attended Sudbury Valley, and in believing that the school prepared them better than a traditional school would have for the realities of adult existence.”
Dr Peter Gray
“Coming to EKSS is the best decision I have ever made. I never would have had the confidence to speak out like this, unless I had come here. I know that when I leave, I’ll be properly prepared for life as an adult.
I feel like myself again and it’s as if I’d been holding my breath this whole time and now I can finally breathe again.”
Izzi, East Kent Sudbury School
You can search our directory to find some of the UK’s democratic/SDE schools and learning communities.
For simplicity, we have put them together as one category but some schools will lean more towards democracy, others will focus on self-direction. Some will encompass both approaches. We recommend contacting providers individually if you wish to learn about their own unique approach.
You can read some of our interviews with people who work in democratic/self-directed education.
British singer/songwriter, actress, TV presenter and political activist, Charlotte Church, has recently founded The Awen Project, a democratic school in Wales.
You can watch this short film to find out more:
In the following film Charlotte Church talks to Phil George, Chair of the Arts Council of Wales about how the arts are essential for creating a vibrant democracy. Charlotte also touches upon the democratic school she has set up.
Graduates from Summerhill School, include actress, Rebecca de Mornay (Risky Business, 1983; The Hand that Rocks the Cradle, 1992);
Children’s author and illustrator, John Burningham;
Artist, author and professor of architecture, Keith Barry Critchlow;
Rock album cover designer and music video director, Storm Thorgerson (he designed covers for Led Zeppelin, Pink Floyd, the Scorpions, Black Sabbath, Genesis);
Record producer, Gus Dudgeon (he produced many of Elton John’s most acclaimed recordings).
Free to Learn, by Peter Gray
School’s Over: How to have Freedom and Democracy in Education, by Jerry Mintz
Summerhill School: A New View of Childhood, by AS Neill
Free at Last: The Sudbury Valley School, by Daniel Greenberg
The Pursuit of Happiness, by Daniel Greenberg, Mimsy Sadofsky & Jason Lempka
Free School Teaching: A Journey to Radical Progressive Education, by Kristan Accles Morrison
Real Education: Varieties of Freedom, By David Gribble
https://www.educationrevolution.org/store/ – Website by the US Alternative Education Resource Organisation (AERO)
https://www.self-directed.org/ – The Alliance for Self-Directed Education
https://eudec.org/eudecwp/ – European Democratic Education Community
https://www.ideconline.org/ – Website for the annual International Democratic Education Conference (IDEC).
https://idenetwork.org/ – International Democratic Education Network (IDEN)
https://www.personalisededucationnow.org.uk/ – Website for The Centre for Personalised Education Trust, which “seeks to promote educational alternatives for everybody, all of the time”.
Sociocracy: The Organization of Decision-Making, by Gerard Endenburg
Sociocracy as Social Design, by Gerard Endenburg
We the People: Consenting to a Deeper Democracy, by John Buck & Sharon Villines
Sociocracy: democracy as it might be, by Kees Boeke
The Creative Forces of Self-Organization, by John Buck & Gerard Endenburg
Many Voices, One Song: shared power with sociocracy, by Ted Rau & Jerry Koch-Gonzalez
www.wonderingschool.org – Wondering School is an independent research project that investigates and encourages the practice of a liberating education.
https://sociocracyforall.org/ – Sociocracy For All (SoFA) is a non-profit organisation “bringing sociocracy to the world”.
Progressive Education – Our supportive forum discussing progressive approaches to education (including democratic/self-directed education), and why they are so important for the 21st century.