Should kids have a say in their life journey?

This question is one that parents, educators, doctors, therapists and the legal system have been fighting over for years. AT WHAT AGE SHOULD A CHILD HAVE A VOICE?

Diane Swiatek thinks that they should have a voice from the beginning, on matters that are developmentally appropriate. She is the founder of Banbury Crossroads School. She is an educator, innovator, writer and, most importantly, an advocate for young people to have a voice in their journeys, both in education and life.

“In actual fact, it’s important to give ALL PEOPLE some control over their own lives, including children,” stated Diane. “It is empowering to give children a voice and personal power. We must teach them how to make a decision, how to navigate change, how to problem solve, and how to advance their creativity, knowledge and skills.”

If every child were the same, it would be easy to teach children in a standardized way; but every child is different. Over the years, and in particular places, education has changed and adjusted to the idea that mass education does not easily meet the needs of individuals. Progressive and humane pedagogies emphasize the importance of giving appropriate choices to children. Parents now commonly identify enlightened goals for child rearing. However, progress is uneven—the current legal system still struggles with how to reliably and reasonably give children meaningful choices in fundamental matters. Diane has spent years doing research on various approaches to learning, the impact of personalities on relational matters, and efficient educational methodologies. She has incorporated everything she learns into how she educates and works with people.

Diane’s journey began when she read Summerhill, by Scottish educator A. S. Neill. This led to a Eureka moment for her. She explains, “I suddenly realized that adults choose both how they treat children and how they design schools, and that these actions are not a matter of simple unthinking instinct. Parenting and mentoring children are matters of active philosophical choice. Then, adults live out the principles they choose, as role models and mentors.”

A. S. Neill said that children have a right to be happy, and that they should have the right to determine the course of their own lives, as long as they do not interfere with the rights of others. That sort of mutual respect is the basis of both liberty and democracy. It is also the foundation of Banbury Crossroads School, which Diane established in 1979, with herself as teacher and two students. Banbury has grown to 50 students on average and 15 teachers. This school is based around the experiential approach of Self-Directed Learning, which is most suitable for bringing out the curiosity innate in young people. The exploration and experimentation inherent in play is valuable for producing engaged learning. Problem solving and designing projects are purposefully taught. Diane states, “I wanted to give children an opportunity to be happy while they gained knowledge and experience in school. This is most easily accomplished when children and young people are engrossed in what they are doing, and when they are visible and cherished as individuals. Moreover, a peaceful yet stimulating atmosphere provides the relaxation and concentration that optimal learning requires, and it further addresses their holistic needs in all realms of growth.”

Diane identifies mutual respect as the basis of constructive relationship-building and effective communication. “It provides the reasoning behind Banbury’s practical organization. In order to be respectful to both students and teachers, instead of using the typical teaching approach—the lecture method found in conventional, institutional types of schools—we have used a tutorial method of instruction in small, vertical age groups. This has allowed children to learn to their individual level of mastery before moving on to more difficult material. It is mutual respect that enables youth to develop autonomy in decision making.”

The organizational structure of Banbury Crossroads was inspired by the “Open Classroom” method, a model of schooling from the Modern British Infant System that allowed children to integrate the study of different subjects into their day. It encouraged the use of concrete materials, direct contact with both the natural and urban environments, and more physical movement for the children. Confidence is built within students through their experience in decision-making on personal scheduling, their participation in the design of their academic work, and the skills, knowledge and competence that result.

Diane’s persistent passion for people, education and knowledge, along with her ability to keep learning about children and education, has led to her creation of opportunities for students, parents and teachers to be successful in their education and life journeys. Respect, confidence, decision-making and guidance help all students at Banbury Crossroads thrive. The school is a member of the CCSDL, the Canadian Coalition for Self-Directed Learning. She says, “Seen from a wider perspective, the most obvious difference of the school is in the way children are treated—with respect, like people, with their own hopes, dreams, feelings, fears and problems. Due to this consideration, students engage in more effective problem-solving, in which they learn to express their feelings and thoughts, listen with empathy, generate options for win-win solutions, and act with responsibility.” This emotionally intelligent approach to education becomes socially positive and assists students in their search for harmony in their social relationships.

When Diane isn’t running the school, writing or doing research, she is enjoying music, photography, cycling, hiking, gardening, cooking and travelling. She always loves being around people, connecting with them, and observing their interactions.