The North Idaho School Project exists to create a democratic, self-directed learning community modeled on the Sudbury tradition, adapted thoughtfully to meet contemporary needs around equity, disability access, public health, and community care.

Every person in the school — students, staff, and community members — has the right to exist, thrive, and direct their own learning, as long as they are not harming others. The school exists to honor human dignity, human rights, and collective responsibility.

The school is grounded in the following non-negotiable values:

1. Educational Freedom & Self-Determination

• Students have the right to choose what, how, and when they learn

• Learning is intrinsically motivated, not coerced

• Adults support, guide, and model, but do not control student learning

2. Human Rights & UN Rights of the Child

• Every child has the right to safety, education, identity, expression, and participation

• Policies align with the UN Convention on the Rights of the Child

• Children’s voices are respected and included in all governance decisions

3. Equity & Intersectionality

• The school actively recognizes overlapping forms of oppression (race, class, gender, ability, neurodivergence, sexual orientation, immigration status, etc.)

• Policies and practices aim to remove barriers to participation and success

• Decisions are informed by power analysis, ensuring historically marginalized voices are centered

4. Anti-Racism & Anti-Oppression

• The school explicitly rejects racism, xenophobia, sexism, ableism, queerphobia, and other forms of oppression

• Staff, students, and community members actively work to interrupt bias

• Curricular and cultural choices reflect anti-oppression learning and values

5. Disability Justice & Neurodivergent Inclusion

• Accessibility is non-negotiable, including mobility, communication, sensory, and cognitive needs

• Differences are celebrated, not pathologized

• Accommodations are student-directed, ensuring dignity and autonomy

6. Climate Justice & Land Stewardship

• The school recognizes interconnection with the natural world

• Practices reduce environmental harm and center climate justice

• Local Indigenous sovereignty and rights (e.g., Land Back principles) are acknowledged and respected in property and programming decisions

7. Health & Wellbeing

• Mental, emotional, and physical health are supported proactively, not reactively

• The school models public health leadership, including clean air, disease mitigation, and trauma-informed practices

• Students have voluntary access to health supports without coercion

8. Community & Belonging

• Every member deserves safety, dignity, and respect

• Conflict is addressed through restorative, harm-reduction frameworks

• Marginalized identities are affirmed; coping behaviors arising from oppression are understood, not punished

9. Democracy & Shared Responsibility

• Every member has an equal voice in governance

• Responsibility is tied to freedom of choice

• Decisions are transparent, accountable, and inclusive

10. Continuous Reflection & Adaptation

• Policies, practices, and values are reviewed and updated regularly

• Feedback from students, staff, and community informs iterative improvements

• Mistakes are learning opportunities, not grounds for exclusion