With no set curriculum... no age based standards... no grades to hold them accountable...  How do they possibly learn anything at school?
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In a Sudbury school environment, students learn through a combination of community, observation, and the freedom to follow their individual passions and interests. This approach emphasizes self-directed learning and personal responsibility, rather than relying solely on traditional classroom instruction and grades. They are encouraged to take ownership of their own education and set personal goals for themselves, and are supported by the community of students and staff in achieving those goals.

This approach recognizes that good grades do not always guarantee understanding or applicable knowledge, and that many of the most important things we want to teach our children cannot be graded. Instead, it focuses on developing skills such as critical thinking, problem-solving, and creativity, which are essential for success in the real world.

Additionally, students learn important social skills, such as cooperation, communication, and conflict resolution, through their interactions with the community. They also develop a strong sense of personal responsibility, as they are responsible for their own learning and behavior.
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Overall, the Sudbury approach to education is based on the belief that individuals of all ages have the ability to learn and grow, and that the best way to foster this growth is to provide them with the freedom and support to do so.


Student-Led Projects and Activities
At Fort Worth Sudbury School, students have a host of passions outside of traditional classes. Whether a student is interested in science, music, or art, mentors will be there to support them on their path. Students can create clubs based on their interests. Their own imagination and initiative are the only limits. 

Interest-Based Classes
Students are allowed to submit course ideas and decide what is taught at the school. This allows for a great diversity of educational experiences. If a class is not as interesting as they thought, the class is re-structured or ditched in favor of more interesting topics. Engagement and buy-in are inherent in a system where students are picking the content. With that being said, students also create courses based on their goals. If they want to go to college and need to perform well on the SATs, they may start a mentor-led study group to prepare for the exams. AP courses can also be offered as part of college prep. ​
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Self-control and Regulation
There are plenty of rules at a democratic school. They are enforced by the student body. However, there is a lot of flexibility and freedom as well. Students determine what they do with their time each day. It requires a great deal of self-awareness and self-control to exist within that freedom and not lose control. Students must learn how to be bored, to be focused, to succeed, to fail, and to try a whole variety of skills just because they want to. It is a skill that serves them through life. 
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Field Trips and Adventures
Students learn through experiences. Frequent trips to museums, state parks, libraries, and local businesses help immerse students in the culture of their community. They learn art, science, life skills, and communication through these outings. Experiences and hands-on learning are invaluable in education and create true understandings about a wide variety of content. 
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Free Play
Younger children (though older children benefit as well!) depend on play to learn and develop relationships. Too often this vital element of childhood is removed in favor of reading programs and math drills. Children learn to emulate the adults around them and build a community through free play. 

Mentor-Created Experiences
School mentors come with a variety of backgrounds and strengths. They share these with their learning community allowing students to engage as much or as little as they want. Students may also elect to hire certain mentors to grow programs and develop courses for them to take. ​
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School Administration and Leadership
Students run Sudbury schools. They take leadership responsibilities by presiding over School Meetings, administering consequences for behaviors, determining the needs of the school, and solving the problems. These are high order, adult-level skills that students develop just by participating in the school culture.