Since starting my first microschool in 2018, I have talked to a LOT of people about the idea. These conversations have been something of a Rorschach inkblot test, where people try to place the concept in their brain but find themselves limited by the available mental shelving system. As a result, they can only see microschools in a way that matches their past experience and internal narratives.
That leads to misconceptions, or at least a limited perspective. And a lot of the misconceptions are about the type of student that does well in a microschool.
So who are the types of students who thrive in microschools? In this video, I’ll talk about the two most common assumptions I hear. Surprisingly, they are somewhat contradictory:
Some assume that microschools are for the kids of wealthy, educated parents. These are students who would likely do well in a number of academic settings, and one criticism of microschools is that they take these kids out of the bigger schools, removing positive network effects.
Some assume that microschools are for special needs and neurodivergent kids who struggle with the academic and social demands of the traditional classroom.
There are elements of truth to both of these assumptions, but they fall short of a complete picture. Prenda draws kids who are academically behind and academically ahead in roughly equal numbers. Parents choosing microschools feel motivated to find a new option, often the result of realizing that the status quo is not helping their child become their best selves.
The real question is: what matters to you as a parent? If the answer has something to do with learning, or helping your child become a learner, then a microschool will likely appeal to you.
