This is a proposed democratic, self-directed learning community, inspired by the Sudbury Valley School model. Students direct their own learning, make decisions about school life through democratic governance, and are treated as full people with rights and responsibilities.

There is no imposed curriculum, grading, or coercive behavior management. Learning happens through play, conversation, exploration, projects, mentorship, and real-life problem solving — driven by student interest.

It means students decide how they spend their time and what they pursue, individually and collectively. Adults do not assign lessons or decide what a child “should” be learning.

If a student wants help learning something specific, adults can help them find resources, mentors, tools, or opportunities — but learning is never forced.

No. The school has clear rules, but they are created, reviewed, and enforced democratically by the school community, including students.

Structure exists to protect safety, fairness, shared space, and individual rights — not to control learning or behavior.

Yes — neurodivergent and disabled students are not an afterthought here; they are central to the design.

We operate from a disability justice framework, which means:

• No forced compliance or masking

• Sensory needs are respected

• Communication differences are accepted

• Accommodations are student-defined whenever possible

• Difference is not treated as a problem to fix

Intersectionality recognizes that people experience the world differently based on overlapping identities — such as race, disability, gender, sexuality, class, culture, and trauma history.

In practice, this means we:

• Listen to lived experience

• Avoid one-size-fits-all rules

• Address harm with context and care

• Design systems that do not privilege only one way of being

Yes. We believe racism, ableism, sexism, homophobia, transphobia, and other forms of oppression cause real harm - especially to children.

Anti-oppression does not mean indoctrination or forced beliefs. It means:

• Naming harm honestly

• Creating systems that reduce harm

• Supporting accountability and repair

• Ensuring safety and dignity for marginalized students

All gender identities and sexual orientations are fully recognized and affirmed.

We do not treat LGBTQIA+ identities as issues, risks, or “topics.” They are simply normal variations of human experience. The school actively works to create an environment where no one feels they must hide or harm themselves to cope with rejection.

We align with the UN Convention on the Rights of the Child, which recognizes children as people with:

• The right to be heard

• The right to bodily autonomy

• The right to rest, play, and culture

• The right to education that respects their dignity

This means students have real voice and real power - not symbolic participation.

Yes. The school is designed to be tuition-free, with no mandatory fees.

Funding is planned through:

• Donations from those who can afford to give

• Grants and philanthropy

• Community partnerships

Families are never required to fund the school in order for their child to attend.

We recognize that many students struggle to access healthcare due to systemic barriers.

The school aims to:

• Partner with local providers where possible

• Offer on-site or referral-based support groups

• Normalize mental health needs

• Create a culture where asking for help is safe and supported

The school is not a therapy program, but health is treated as foundational, not separate from learning.

Clean air is a disability access issue, a public health issue, and an equity issue.

We plan to:

• Monitor indoor air quality (CO₂)

• Use high-quality air filtration

• Respond to community disease levels

• Support masking during high-risk periods without stigma

Everyone deserves to breathe safely.

Climate justice recognizes that environmental harm affects communities unequally and that future generations deserve livable systems.

For the school, this means:

• Respecting the land we are on

• Reducing environmental harm where possible

• Teaching care for shared resources through lived practice

• Honoring Indigenous stewardship and sovereignty

We acknowledge that the school would exist on the traditional lands of Indigenous peoples and that acknowledgment must be paired with action.

This includes:

• Ongoing learning

• Respectful consultation where appropriate

• Support for Indigenous-led initiatives

• Annual review of our commitments

This school may not be a good fit for families seeking:

• Traditional curriculum and grades

• Adult-directed instruction

• Strict behavioral control systems

• Competitive academic ranking

• Compliance-based discipline

We believe different children need different environments, and that’s okay.

Not yet. Right now, we are:

• Gauging community interest

• Building a founding circle

• Exploring funding, legal structure, and location

Signing up means you’ll receive updates and invitations to learn more — not a commitment.