FAQs

We are a Sudbury school. After hearing a short explanation of our school’s philosophy, many people understandably try to link it with something already familiar to them. This blog post helps to better understand how our model differs from other educational approaches.

At Fairhaven School, there's no "typical" day in the traditional sense, and that's entirely by design! Unlike conventional schools with rigid schedules, required classes, or bell-driven transitions, our students have complete autonomy over how they spend their time each day.

A day at Fairhaven might see a student deeply absorbed in a personal project, playing outdoors, reading quietly in a comfortable space, engaging in a lively discussion, or participating in one of our many committees and corporations. Students can switch activities whenever they feel like it, and eat whenever they’re hungry. No hall or bathroom passes needed here!

Fairhaven is open from 8am to 5pm, with students required to attend for at least 5 hours per day. Within these hours, the busiest time for student attendance, meetings, and activities is typically between 10am-3pm. The early mornings can be amazing times for quiet conversations and focused activity, and many days at closing we see students asking for five more minutes because they are so entrenched with what they’re doing.

You can read more about this topic in our blog post, “What’s Normal?”

For nearly 30 years, we have seen time and time again when you extend genuine trust to children, they respond with profound responsibility and an innate desire to contribute positively to their community. Freedom, when coupled with active responsibility, does not lead to destructive chaos.

We are explicitly not an anarchy. Instead, our school operates on a foundation of robust direct democracy and shared governance, which provides the essential framework within which this trust flourishes.

Furthermore, staff members are active and engaged community members who participate fully in both the democratic and judicial processes, reinforcing the values of the Sudbury Model.

At Fairhaven School, children absolutely learn the fundamentals (reading, writing, and math), but not in the conventional way of mandated classes or rote instruction. These essential skills are naturally acquired when a child discovers a genuine purpose and interest in them. Just as children learn to speak because it's necessary to interact with their world, they learn to read because they want to understand a game, follow instructions, explore a story, delve into a topic, or use technology. They learn math because they need to manage money for a project, build something, calculate scores in a game, or understand patterns in their environment. Writing, similarly, emerges from a desire to communicate, organize thoughts, or express creativity.

Students might seek help from staff to learn these skills, or they may utilize online tools and resources to learn on their own or with friends. Ultimately, Fairhaven students master the most crucial skill: how to learn. They develop the self-awareness, resourcefulness, and adaptability to confidently pursue and master any subject or skill throughout their lives.

It's a common misconception that a self-directed environment might limit a child's exposure to new ideas. In fact, the opposite is true! Fairhaven School's unique structure cultivates an incredibly rich and diverse landscape of ideas, often exposing students to far more than a traditional, curriculum-bound setting.

A primary driver of this broad exposure is our mixed-age community. Students of all ages, from our youngest learners to our oldest teens, interact freely throughout the day. Our younger students constantly see older students working on projects and preparing for adulthood, and oftentimes those younger students will want to get involved or become inspired to find their own passions. This constant cross-pollination of interests, experiences, and perspectives naturally exposes everyone to a vast array of new ideas, questions, and skills they might never encounter in an age-segregated classroom.

Additionally, our environment is intentionally stocked with a wide range of books, tools, games, technology, instruments, and art supplies that invite exploration into countless academic and creative subjects. Each staff member brings their own unique backgrounds, passions, and expertise to the community, serving as living resources.

New ideas constantly emerge through our active democratic life. Participation in School Meeting, various committees, and student-led corporations exposes students to real-world issues, ethical debates, budgeting, and collaborative problem-solving.

Yes, absolutely!

One thing that sets Fairhaven School graduates apart is their thoughtful and informed approach to higher education. Our graduates engage in deep self-reflection to determine if college is the right fit for their individual goals and circumstances. For those who do choose to pursue college, the vast majority gain admission to the colleges of their choice.

Fairhaven students' applications frequently stand out because their learning journey is so distinctly self-driven and authentic, and isn’t boiled down to a GPA. Staff members are readily available to guide students through the nuances of the admissions process, but the students themselves take the lead. They learn to communicate effectively with admissions directors and share their unique experiences, deep interests, and the real-world skills they've developed. Our students take it upon themselves to thoroughly research the specific requirements of their chosen colleges' admissions processes and prepare diligently to meet those standards, whether that involves essays, portfolios, interviews, or tests.

Colleges and universities increasingly value the qualities cultivated by a self-directed education: strong intrinsic motivation, exceptional communication skills, deep critical thinking, high levels of personal responsibility, and resilient adaptability. Fairhaven graduates frequently report feeling exceptionally well-prepared for the independence and self-direction required in college, as well as the ability to speak with professors comfortably to ensure they are successful in their classes.

Click here to receive an info packet that includes a list of colleges our graduates have attended.

We understand that Fairhaven School is often considered by families of students with learning differences, including those with ASD or ADHD. While our self-directed, democratic model can indeed be a remarkably supportive and empowering environment for young people who don't thrive in standardized education, it also presents unique challenges for some.

Many students with ASD or ADHD find our environment uniquely beneficial. The freedom to pursue deep, sustained interests allows for hyperfocus to become a strength, rather than a distraction, and the highly individualized pace accommodates diverse processing styles. Crucially, the intensely social, mixed-age, and democratic setting provides organic and authentic opportunities to develop vital social skills, such as negotiation, compromise, communication, and empathy, through real-world interactions rather than forced lessons. Students also become exceptional self-advocates, learning to clearly articulate their needs, interests, and boundaries because they are empowered to direct their own education and participate equally in governance.

However, for certain students, the high levels of freedom, the unique democratic structure, and the intensely social environment can also be overwhelming. Therefore, Fairhaven School may not be the ideal fit for every child, regardless of their learning profile.

Determining the right fit is crucial for a student's success and well-being. Our visiting week is a vital opportunity for both the student and the school to assess whether Fairhaven offers the optimal environment. In some cases, additional visiting periods may be recommended or mutually agreed upon to ensure the best possible match.

Click here to schedule a phone call and learn about this in greater detail.

This is a question we hear often, as a sense of feeling "lost" or unmotivated can be a common byproduct of conventional schooling systems that may not align with a child's natural learning style or intrinsic interests. For many children, the Sudbury Model can indeed be a powerful catalyst for re-engaging with learning and discovering their unique passions.

At Fairhaven School, the absence of a mandated curriculum, grades, and external pressures removes common sources of anxiety and disengagement. Instead, students are given the freedom and the time to explore, to play, and to simply be, without judgment or predefined expectations. This often creates the necessary space for children to rediscover their innate curiosity, find their true passions, and take ownership of their education. 

It's common for children transitioning from traditional schools to take time to decompress and discover their own rhythm and interests, but many who initially felt "lost" often begin to bloom as they find their own path and inherent drive re-ignites. Students can observe, slowly engage, or dive deep when they’re ready.

Ultimately, the best way to determine if this model will re-ignite your child's motivation is through direct experience. We encourage you to schedule a visit and arrange for your child to spend time at Fairhaven during a visiting week. This provides a vital opportunity for both your child and the school to assess the fit.

At Fairhaven School, our approach to screentime is a direct reflection of our core philosophy of freedom, responsibility, and trust in the individual. At this time, the School Meeting has not set arbitrary limits or bans on screen use. Since our founding in 1998, alongside the rise of the internet, we've firmly believed that learning to navigate digital tools responsibly is a vital skill for life in the real world, as Fairhaven is often a reflection of society itself.

Students are free to use computers, tablets, phones, and other digital devices as powerful resources for their learning, creativity, communication, and play. Whether it's for research, art, watching videos, connecting with others, or playing games, the choice and the responsibility for how and when these tools are used rests entirely with the individual.

Our rich environment naturally encourages a diverse range of activities beyond screens, from outdoor adventures and hands-on projects to artistic endeavors and lively discussions. Staff members are present to help foster digital literacy through lived experience rather than imposed restrictions. The Electronics Corp and School Meeting routinely examine and modify rules and certifications to ensure technology can be used safely by students of all ages. 

When students learn how to self-regulate screen time, they develop invaluable habits of discernment, moderation, and personal responsibility, equipping them to navigate the digital world effectively and make informed choices throughout their lives.