FAQ
What is the timetable of the Sudbury students?
Sudbury students decide for themselves what to do every day, so they do not need to follow a timetable set by others but instead arrange their own schedules. For example, some children might chat with their peers, have lunch, practice dancing for an hour, do gymnastics for an hour, and then play video games with their friends. Some children might start the day by playing computer games with their peers, then make wooden swords with a contract teacher, then participate in a cooking activity, and then play with their friends again. There are also children who spend the whole day playing games with their peers, including computer games, self-invented games, running around, chatting, and more. Everyone decides on different activities each day, but each person has their own routine.
Some meetings have a fixed schedule, such as the “Daily Meeting," the weekly "School Meeting," and the daily "Judicial Committee Meeting" (if there are cases). Apart from the Judicial Committee Meeting which requires the involved parties and jury members to attend, attendance at other meetings is optional.
Aside from the specified events with set times, other activities involving staff/tutors/volunteers are scheduled by appointment. For example, cooking with volunteers, wooden sword making class, gymnastics practice with staff, and Chinese language tutoring, etc.
Why doesn't Sudbury have mandatory classes?
The philosophy of Sudbury is based on the belief that humans are inherently curious and that they naturally explore the world from a young age. Children possess a strong capacity for learning and have a desire to develop their abilities, aspiring to grow into independent individuals. Infants and toddlers learn to stand, crawl, walk, and talk naturally. In fact, children learn every day, understanding the people around them and getting to know the world. Each child has their own preferences and direction in life, and they will pursue what they like and need. Sudbury supports children in living out their potential and becoming who they truly want to be.
The issue with mandatory classes lies in the "mandatory" aspect, not the "classes" themselves. When individuals have interest and need, they are naturally motivated to learn, and the effectiveness is most pronounced. However, when people are coerced, strongly expected, or led by external authority to do something, the cost is often the erosion of their autonomy. The more one is influenced by "external voices," the harder it becomes to discern what the "inner voice" is.
When individuals are forced, their self-confidence and original curiosity and passion for things diminish. Moreover, children learn the most deeply ingrained belief in a coercive environment: "I have no choice" and "there are no choices in life."
Sudbury emphasizes whether children are aware of what they are doing and why they are doing it when making decisions. This is essential for taking responsibility for their own lives.
After all, the core value of Sudbury is respect for individuals. When we respect an independent life, we do not consider "coercion" to be reasonable. Interaction between people is built on respect, which includes mutual understanding, communication, and finding common ground amidst differences to achieve a win-win situation.
If Sudbury students only do what they like every day, won't they just play all the time? Don’t they need to learn basic knowledge?
Indeed, Sudbury students do play every day!
Children naturally learn through life and play. Children's nature is to curiously explore their surroundings, constantly ask questions, and keep trying, even in the face of failure. One of the responsibilities of the Sudbury staff is to preserve this autonomy, curiosity, and spirit of exploration in children. Through this process, children learn the essential knowledge and skills they need from life and play. For example, they may learn reading and spelling through playing video games and communicating with others, or learn maths by running a tuck shop at Sudbury.
Based on examples from Sudbury schools in various countries, younger students tend to play freely every day, naturally acquiring knowledge and skills in an enjoyable manner. They engage less in formal academic classes. On the other hand, teenage students tend to reflect on their learning paths, seeking suitable academic courses, and often have a clearer understanding of their strengths and preferences. The learning experiences of Sudbury students may not necessarily align with the standard timelines of mainstream education; for instance, some children start reading at four years old, while others do so at ten, and some may begin learning mathematics at twelve.
Additionally, who defines "basic knowledge"?
The knowledge required to live and function in society is what constitutes a person's basic knowledge. Sudbury students are often intrinsically motivated to learn as they feel the need. This strong motivation allows them to learn quickly. These students are those who keep their curiosity, autonomy, and confidence intact, allowing them to absorb information rapidly once they decide to learn. What might normally take six years to learn could be mastered in just six months.
With only a few staff members, how does Sudbury meet all students' learning needs?
Sudbury children do not learn solely from staff; anyone outside the Sudbury community can also become their teachers. When a student has a clear interest and direction for learning, the staff can help them find related teachers. There are many possibilities for learning formats, such as, enrolling in classes outside of Sudbury, one-on-one tutoring, organizing a group class, or learning through online tutors or YouTube. In recent years, HK Sudbury students have participated in various activities and courses, including dance classes, gymnastics, parkour, maths, woodworking, computer assembly, building climbing walls and skate ramps, etc.
The responsibilities of Sudbury staff are not limited to teaching; more importantly, they provide ample time and space for exploration, as well as an environment of freedom, autonomy, and mutual respect. Whether children are intrinsically motivated for learning depends on their curiosity, preferences, and the space and time available for exploration. Therefore, staff and resident teachers are just one type of resource, not the key to whether a child learns or not.
If a child doesn't know their interests and feels unmotivated, will they do nothing at Sudbury?
Sudbury allows children to explore different interests and experiment with what they love. Some children have already found their interests, while others are still exploring and are unclear about their passions. Depending on the child's personality, learning style, and different state, they may try various activities, or focus on a specific area, or even do nothing at all. Regardless of their choices, this is usually just a phase.
Typically, the phase of "doing nothing" is short-lived. The more children feel that this state of "not doing" is accepted, the quicker they will transition out of it.
If a child remains in a state of "doing nothing" for a long time or resists doing anything, it often reflects that they feel stifled in their daily life, or are under prolonged stress lacking fulfillment in life. In such cases, we will communicate with the child to understand their true needs in order to assist them effectively.
Please refer to "Deschooling"
Hong Kong Sudbury is small; how do its facilities meet student needs?
Learning extends beyond the school, and students don’t rely solely on existing facilities.
Students use the School Meeting system to suggest necessary facilities and often propose group outings for activities like beach visits, trampoline parks, soap making, animal interactions, fishing, hiking, skateboarding, barbecuing, camping, and even skiing in Japan.
They also utilize community resources and participate in both physical and online courses, such as gymnastics classes outside school hours.
A staff member from an overseas Sudbury school shared an example of students who, after transferring from traditional schools, lost their curiosity and motivation due to previous pressures. Initially, they might sit at the dining table daydreaming for a year before exploring the campus.
If a child lacks the drive to learn, they won't benefit from well-equipped facilities. Conversely, curious and exploratory children will see the world as resources and seek opportunities to meet their needs.
While Hong Kong Sudbury's scale and facilities require improvement—ideally through better land, more staff and students, and adequate facilities—the key to self-directed learning lies in curiosity and intrinsic motivation. When children can explore freely, supported and trusted, they experience joy and satisfaction in learning, motivating them to pursue knowledge regardless of facility limitations.
How Do Sudbury Students Transition to Mainstream Education?
Sudbury students engage extensively in activities they are passionate about, which fosters a sense of competence and satisfaction. This process also helps them develop meta-skills, such as adaptation, creativity, critical thinking, problem-solving, ability to apply, summarize, facilitate, and break through limitations. At the same time, their autonomy and self-confidence also grow.
Sudbury emphasizes that humans are lifelong learners. This belief encourages children to adopt the mindset that they can learn whenever they want or need to, that they can make decisions and take responsibility for themselves. They also recognize their inherent value and desire for growth.
Children learn knowledge and skills in response to life’s needs, driven by their interests and necessities. In the Sudbury model, motivation stems from enjoyment and perceived need. With a solid foundation of competence and confidence, they cultivate the ability to learn autonomously. When they have intrinsic motivation, they can quickly acquire new knowledge and skills.
Experience from Sudbury schools worldwide shows that when children aim to enter secondary school, they invest time in preparation, often spending a year mastering foundational subjects. Those determined to attend university may spend one to two years self-studying for public examinations. Regardless of their goals, they transfer their focus and intensity from personal interests into other areas of learning.
The Sudbury school in Hong Kong is relatively new, and no students have yet graduated to university. However, examples from Sudbury schools abroad indicate that after extensive play during childhood, students who choose to pursue university studies are genuinely eager to learn. They actively seek knowledge and stay focused on their goals, driven by intrinsic motivation, positive beliefs, strong learning abilities, and a strong sense of self-worth.