North Idaho School Project

At North Idaho School Project (Official School Name TBD), every person has the right to be who they are, learn what they want, and contribute to a community that is safe, just, and inclusive. We honor human rights, the Earth, and the dignity of all living beings.

    This project survey will be open for one quarter to give plenty of time for people to voice their opinion, and show their interest, in this potential school. The survey will end on May 01, 2026, and we may begin looking for potential founding members during this time frame if there appears to be significant interest.

    We asked some children what a school like this would mean to them, and these are some of their answers. (More to come)

    〝

    None of us are comfortable until we are aaallll comfortable
    -Comfortable Doug from centaur world

    〞

    Vision

    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.

    Values

    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

    1. 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

    1. 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

    1. Anti-Racism & Anti-Oppression

    • The school explicitly rejects childism, 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

    1. 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

    1. 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

    1. 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

    1. 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

    1. Democracy & Shared Responsibility

    • Every member has an equal voice in governance

    • Responsibility is tied to freedom of choice

    • Decisions are transparent, accountable, and inclusive

    1. 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

    Founding Group

    Our Founding Group is the initial team responsible for creating, organizing, and launching the school. These roles are task- and values-focused, designed to reflect democratic principles while ensuring operational progress.We will soon be looking to fill the roles below in our founding group to help guide the creation of the school. The information about each role is listed below.

    • Project Stewards (1 Filled, 1 Open) - Vision-holder and coordinator; ensures alignment, progress, and communication across all founding areas

    • Operations Lead (Open) - Manages logistics, documentation, scheduling, and communication

    • Finance Lead (Open) - Creates budgets, tracks funding, manages accounts, and ensures transparency

    • Fundraising Lead (Open) - Develops donor relationships, applies for grants, and manages philanthropic support

    • Legal Advisor (Open) - Ensures compliance with Idaho laws, nonprofit rules, zoning, and education regulations

    • Education / Sudbury Model Advisor (Open) - Education / Sudbury Model Anchor program design and governance document drafting

    • Health Lead (Open) - Coordinates mental, emotional, and physical health supports for students and staff

    • Clean Air Lead (Open) - Designs IAQ systems, ventilation, and pandemic/disease protocols

    • Accessibility & Intersectionality Lead (Open) - Ensures all neurodivergent and disability accommodations, equity, and anti-oppression measures are implemented

    • Property Lead (Open) - Identifies, negotiates, and manages facilities; ensures zoning and safety compliance

    • Youth Advisory Group Liaison (1 Filled, 1 Open) - Ensures prospective student voice is included from earliest stages

    * It is possible that leads, and advisors, may be able to have assistants in their positions depending on the needs that arise.Once the founding group has completed their work to found the school, the day to day operation of the school will be handed over to the staff, and students, to run according to their democratic process, and the remaining board will be there to strictly fulfill regulatory needs.

    FAQ (Frequently Asked Questions)

    1. What kind of school is this?

    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. Mixed age learning and interactions are encouraged.

    1. What does “students direct their own education” actually mean?

    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.

    1. Does this mean there is no structure or rules?

    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.

    1. Is this school appropriate for neurodivergent and disabled students?

    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

    1. What does “intersectionality” mean in practice at the school?

    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

    1. Is this an anti-racist and anti-oppressive school?

    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

    1. How does the school approach LGBTQIA+ identities?

    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.

    1. What does “children’s rights” mean in this school?

    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.

    1. Is this school free? How is it funded?

    Yes. The school will be 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 will never be required to fund the school in order for their child to attend, as an effort to remove barriers.

    1. How does the school support mental and physical health?

    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.

    1. Why is clean air and public health such a priority?

    Clean air is a disability access issue, a public health issue, and an equity issue.We plan to:

    Everyone deserves to breathe safely.Resources

    1. What does “climate justice” mean for a school?

    Climate justice recognizes that environmental harm affects communities unequally and that future generations deserve livable systems.For the school, this means:

    1. What is the school’s relationship to Indigenous land and communities?

    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

    1. Who is this school not a good fit for?

    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

    1. Is this school open yet?

    Not yet. Right now, we are:

    • Gauging community interest

    • Building a founding group

    • Exploring funding, legal structure, and location

    Contacting us means you’ll receive updates and invitations to learn more - not a commitment.

    Interest Survey: Exploring a Tuition-Free, Self-Directed School in North Idaho

    This short survey helps us understand community interest in a proposed democratic, self-directed school for children in North Idaho.This is not an application and does not commit you to anything.Most people complete this in 3–5 minutes.

    Sometimes the poll questions do not load right away. You may need to refresh the page to get them to load.

    Thank you for taking the time to share your thoughts. Your response helps guide whether, and/or how this project moves forward.
    If you are interested in getting updates, sign up on the Contact Us page.

    Additional Information (Optional)

    These are resources that inform and inspire the values behind this project. Exploring them is optional - there’s no expectation to read or agree with everything.

    🧒🛡️ UN Convention on the Rights of the Child

    The United Nations Convention on the Rights of the Child (UNCRC) is an international human rights treaty that sets out the civil, political, economic, social, health, and cultural rights of children.

    🌈♿️ What is Intersectionality?

    Intersectionality refers to the interplay of one’s identities, the status of those identities, and the situational context of how, when, and where those identities show up and influence personal experience(s) within multiple dimensions of societal oppression.Understanding Identity & IntersectionalityImage Citation: Duckworth, S. (2020, Aug 19). Intersectionality Infographic. Flickr. . CC BY-NC-ND 2.0.

    ✊🏿🛡️ Anti-Racism & Anti-Oppression

    Anti-oppressive practice is not just a theoretical approach; it is deeply embedded in the practical realities of working with diverse populations.
    Image Citation: Breaking Down Barriers: Anti-Oppressive Practice in Social Work

    👥🗳️ Self-Directed & Democratic Education

    The information listed here are links to information about self-directed learning we think are interesting and worth considering.

    Democracy & Shared ResponsibilityIn democratic and Sudbury schools, democracy and shared responsibility are foundational principles that shape both governance and education. These schools operate as participatory democracies where students and staff are equal citizens, with each individual having an equal voice and vote in decisions, regardless of age or role.Image Source: American Association of Colleges and Universities: Institute for Democracy & Higher Education

    🧠♿️ Neurodiversity & Disability Justice

    The information listed here are links to information about Neurodiversity or disability justice we think are interesting and worth considering.Image Source: 10 Principles of Disability Justice, Sins Invalid (2015). Developed by disabled Black, Indigenous, and people of color activists. We honor the leadership of those most impacted and commit to applying these principles through action, not words alone.

    🌍⚖️ Climate Justice

    Climate justice is a type of environmental justice that focuses on the unequal impacts of climate change on marginalized or otherwise vulnerable populations.Image Source: Coeur d'Alene Tribe Climate Impact Assessment 2023.

    🛡️🌬️ Health, Safety & Clean Air

    The information listed here are links to information about health, safety and clean air we think are interesting and worth considering.

    Health LiberationThe health care system must strive to achieve the liberation represented in the third image below. With liberation, complex systems and information are broken down to remove the fence blocking patients from getting what they need and truly meet patients where they are.Image Credit: From Equality to Liberation

    Safer Indoor Air for KidsImproving indoor air quality (IAQ) in educational facilities is a critical public health priority, with multiple policy strategies recommended to reduce the spread of respiratory illnesses, enhance student performance, and support equitable access to safe learning environments. Key policy proposals include enhancing the built environment by ensuring adequate ventilation and filtration standards.To monitor and verify air quality, the use of carbon dioxide (CO2) monitors is recommended as a proxy for ventilation effectiveness, with levels above 800 parts per million indicating insufficient outdoor air exchange. The EPA’s Clean Air in Buildings Challenge and the Ventilation Verification Program by UC Davis provide frameworks for schools to assess and improve their ventilation systems in alignment with CDC and ASHRAE guidelines.Link to the source and information about the expertise behind the recommendations in buttons below.

    💛🤝 Trauma Informed

    This list reflects commonly recognized experiences discussed in trauma-informed care, emotional neglect literature, and ACEs research. While no single author is attributed, these concepts are widely supported in mental health practice.

    👥🌍 Community & Culture

    The information listed here are links to information about community and culture we think are interesting and worth considering.

    Community & BelongingIn education, restorative practices are a way of thinking, being, and interacting that promotes a safer, more supportive learning environment.
    Rooted in Indigenous traditions, restorative practices prioritize:

    • Trust

    • Belonging

    • Accountability

    • Healing

    Image Source: CDC Promoting Healthy School Communities Through Restorative Practices.

    🔄⚙️ Continuous Reflection & Adaptation

    In Sudbury and self-directed education models, continuous reflection and adaptation are integral to both personal development and community governance. Students and staff engage in ongoing self-assessment and reflection, which supports the development of autonomy, competence, and relatedness - key components of self-determination theory. This cycle (image) reflects commonly recognized cycles of reflection discussed in literature.

    Contact Us

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    Thank You

    Thank you for your message. We will respond as soon as we can, if that is what you requested, or add you to the update list. Thanks again for your interest.