Self Directed Learning

White Ash Learning provides a supportive environment and guidance from mentors so participants can follow their curiosity and explore their interests.

‘Children’s learning is an underground river, you can’t see it, can’t even feel it at times. Then suddenly they soar. You can’t control it; you can’t take credit for it. It’s theirs. You have to be there, providing warmth and stability, providing tools and resources, answering questions, telling stories, having meaningful adult conversations and doing meaningful adult work in their presence. But when they soar, it’s on their own wings’. (Black, 2016)

Why is freedom and independence so important?

• Research by the National Bureau of Economic Research (2016) demonstrated that children who had more independence and freedom in their early years had better cognitive and social development, as well as higher educational attainment, compared to those with more restricted upbringings.

• A study by the University of Virginia (2016) found that children who were given more autonomy in decision-making had higher self-esteem and better problem-solving skills than those with less autonomy.

• Research by the University of Queensland (2018) revealed that children who were allowed more freedom to engage in unstructured play (e.g., playing with friends without adult supervision) had better social skills and were less likely to experience bullying.

• A study by the University of Wisconsin-Madison (2015) found that children who had greater autonomy in their daily routines were more self-regulated and had better sleep habits.

• Research by the University of Sydney (2017) showed that children who had more opportunities for independent exploration (e.g., visiting a park alone, walking to a friend’s house) had better spatial awareness and navigation skills.

• According to a survey by the Child Mind Institute (2019), children who were given more freedom to make mistakes and learn from them (e.g., cooking, fixing a broken toy) were more resilient and had better problem-solving abilities.

• A study by the University of Colorado Boulder (2018) found that children who were given more freedom to take risks (e.g., climbing trees, jumping from heights) had better balance, coordination, and spatial awareness compared to children with more restrictive environments.

• Research by the University of Cambridge (2016) showed that children who had greater autonomy in choosing their own learning materials (e.g., books, games) were more motivated learners and had better academic performance.

• A report by the National Association for the Education of Young Children (2017) emphasized that giving children autonomy in play and learning helps them develop self-confidence, self-regulation, and a sense of agency. The report also noted that children who feel a sense of control over their environment are less likely to exhibit behavior problems.

What the research says about Self Directed Learning:

• Research suggests that self-directed learning can be an effective approach for developing critical thinking skills and promoting lifelong learning (Guglielmino & Klatt, 2021).

• Students who are self-directed learners tend to have higher academic achievement and motivation compared to those who rely solely on teacher-directed instruction (Loyens & Gijbels, 2008).

• A study found that students in a self-directed learning environment reported higher levels of engagement and enjoyment compared to those in traditional classrooms (Reeve & Jang, 2006).

• Self-directed learning has been linked to increased self-efficacy, or the belief in one’s ability to succeed (Zimmerman & Kitsantas, 2005).

• A meta-analysis found that self-directed learning interventions led to significant improvements in student achievement, with the largest effects seen in higher education settings (Bell & Kozlowski, 2008). These findings suggest that self-directed learning can be an effective approach for promoting student success and lifelong learning.

Children . . . want and need to take risks. They do this “naturally” in the sense that, left to their own devices, they seek out and create encounters that carry degrees of risk or uncertainty. This process of risk-taking necessarily entails exploration, discovery, and learning—about oneself, one’s capabilities, and the wider world. To take a risk is to assert one’s autonomy and power of agency. It is to learn by doing that actions have consequences. It is an aspect of moral education. Play and risk-taking are creative acts. Bernard Spiegal (2017).

The everyday lives of most infants, toddlers, and older preschoolers are made up of hundreds of everyday experiences, events, and activities that are sources of naturally occurring and informal, unstructured learning opportunities (e.g., Crinall & Somerville, 2019; Laird, McFarland-Piazza, & Allen, 2014; Wilson, 2018). Informal learning is embedded in meaningful and functional activities, is guided by a child’s interests and preferences, involvesguided participation by a parent, caregiver, or sibling, has no predetermined goals or expectations for the learner, and does not involve direct teaching or instruction (Callanan, Cervantes, & Loomis, 2011; Rogoff, Callanan, Guitierrez, & Erikson, 2016). In contrast, formal learning is didactic and involves teaching or instruction to promote a learner’s acquisition of predetermined knowledge or skills. Findings from research syntheses of both nature and non-nature related activities show that young children benefit from informal, everyday learning opportunities (Dunst, Hamby, Wilkie, & Dunst, 2017; Sawitri, 2017).

Findings from both quantitative and qualitative studies of young children’s participation in everyday activity settings illustrate how the social and nonsocial characteristics of these different activities, experiences, and events are rich sources of informal, unstructured child learning opportunities (Crinall & Somerville, 2019; Ernst, 2018; Geerdts, Van de Walle, & LoBue, 2015; McClain & Vandermaas-Peeler, 2016; Schauble, Beane, Coates, Martin, & Sterling, 2013). Informal child learning in the context of everyday activities is defined as those settings where child interactions with people, objects, materials, organisms, and other entities (e.g., animals) provide opportunities to use or acquire behavior or skills to have environmental consequences where those consequences provide opportunities to learn about one’s abilities and the response patterns of the social and nonsocial environment.

What about college and future employment?

• A review of research on self-directed learning found that students who used this approach were better prepared for the workplace, and were more likely to be successful in their careers (Knowles, 1975).

• A study by Gray and Riley (2015) found that unschooled adults were more likely than schooled adults to report being employed in creative, high-paying jobs.

• A study of homeschooled students who used self-directed learning found that they were more likely to attend college and to be successful in college than their peers in traditional schools (Ray, 2015).

• A survey of employers found that they valued skills such as problem-solving, creativity, and adaptability, which are often developed through self-directed learning (Hart Research Associates, 2013).

• A study of graduates of democratic schools found that they were more likely to be self-employed or to start their own businesses than their peers in traditional schools (Hemphill, 2019). These findings suggest that self-directed learning can be a powerful tool for preparing teens for college and for their future careers, by helping them develop the skills and mindset they need to succeed in a rapidly changing world.

• A survey of homeschooled students who had self-directed their education found that 89% had gone on to some form of higher education, with 58% attending a four-year college or university (Gray & Riley, 2013).

• Research has shown that students who attend self directed schools, such as Sudbury schools, report high levels of satisfaction with their education and often go on to pursue higher education or successful careers (Hemphill, 2019).

• A study of graduates of Self Directed Learning Centers found that they reported high levels of satisfaction with their education and had gone on to pursue a wide range of careers, including entrepreneurship, art, and activism (Agile Learning Centers, 2018). While more research is needed in this area, the existing evidence suggests that self-directed education and unschooling can be effective paths to success in college and beyond.

What about math?

• A study of unschooled students found that they scored above average on standardized math tests, despite not following a traditional math curriculum (Gray & Riley, 2015).

• A survey of homeschooling families found that 72% of parents reported that their children learned math more effectively through self-directed learning than they did in traditional schools (Ray, 2013).

• A review of research on self-directed learning in math found that students who used this approach were more likely to develop positive attitudes towards math, and to persist in the face of challenges (Loyens & Gijbels, 2008). These findings suggest that self-directed learning can be a powerful tool for helping teens master math, both in terms of academic achievement and personal growth.

• A study of students who used a self-paced online math curriculum found that they made significantly greater progress than students in traditional classrooms, and that their progress was sustained over time (Christensen et al., 2013).

• A meta-analysis of research on personalized learning, which often involves self-directed learning, found that students who used personalized learning approaches in math had higher achievement scores and were more engaged in their learning (Enyedy et al., 2021).

• Research on homeschooled students who used self-directed learning for math found that they were more likely to pursue STEM careers than their peers in traditional schools (Gaither, 2009).

• Another study found that homeschooled students who used self-directed learning methods for math were able to cover more material in less time than their peers in traditional schools (Waring, 2001).

• One study found that students who used a self-paced online math curriculum were able to progress through the material at a rate of approximately 2-3 times faster than their peers in traditional classrooms (Christensen et al., 2013) Research suggests that self-directed learning can be an effective and efficient way for teens to master math concepts.

• A study of unschooled students found that they typically spent less time on formal math instruction than their peers in traditional schools, but were still able to score above average on standardized math tests (Gray & Riley, 2015).