Small School, Big Social Growth

One of the questions we sometimes hear from parents—especially those coming from larger schools—is, “But what about socializing?” It’s a fair question. Micro schools are small. That means your child isn’t walking into a classroom of 25 kids, and they might not have a peer who shares all their interests—or even their age. Sometimes there are more boys than girls. Sometimes the group dynamics shift more noticeably because there just aren’t as many kids to blend into.

And sure, that can be a challenge. But what we’ve seen, time and time again, is that smaller groups also offer big opportunities—especially for kids who struggle socially, are anxious, or are neurodivergent.

In a big school, social challenges can fly under the radar. Or worse, they can become amplified. A child who misses subtle social cues might get labelled. A kid who’s still developing emotional regulation might find themselves excluded. And often, the size and pace of the environment make it hard for teachers to step in with real-time support. Kids get "othered" without anyone even meaning to do harm.

But in a micro school, it’s different. The small group allows us to really see each child—not just academically but socially and emotionally. We notice when something’s off. We can step in when a dynamic shifts. And we don’t do it with shame or discipline—we do it with curiosity and compassion. We treat social skills as just that: skills—things you can build with time, practice, and the right kind of support. And we treat kids like people in progress, not problems to fix.

The truth is, a child who struggles with friendships is going to face those challenges whether they’re in a group of five or a group of thirty. But in a smaller, mixed-age setting, we can make those struggles feel less defining. We can address them gently without the child being singled out. And we can build a classroom culture where differences are normal—not something to hide or fix but something to understand and value.

That’s where mixed-age learning comes in. In traditional classrooms, kids are grouped by birthdate. But development doesn’t follow a birthday calendar. Some kids are advanced in reading and need help with friendships. Some kids are leaders one moment and learners the next. In a mixed-age classroom, that’s not just allowed—it’s expected. Kids learn that everyone has strengths and areas of growth. They have the chance to be mentored and be mentors. And they start to understand that community isn’t built on sameness—it’s built on mutual respect.

We often talk about “thinking globally, acting locally,” and that mindset is baked into everything we do. The way we model kindness, how we talk about differences, how we handle mistakes—all of it creates ripple effects. Our goal isn’t just for kids to feel safe in our school. It’s to give them the tools and mindset to carry that sense of inclusion and community into the wider world.

So yes, small schools are small. But within that smallness, we see big growth. We see kids learning to navigate friendships, to practice empathy, to speak up, to step back, to work through things instead of walking away. And we see them doing it not just in spite of the small group—but because of it.

Every kid is different. But one thing we know for sure? Being part of a caring, inclusive, mixed-age community changes kids—for the better.