I’ve worked at Natural Creativity, a resource center for self-directed learners in Philadelphia, for the past six years. When people ask how we differ from conventional schools, the word that comes to mind is responsive. We are not anti- school, we are pro-responsive education. We co-create offerings with our community—parents and young people alike—instead of imposing a one-size-fits-all approach. There’s no standard curriculum or rigid requirements; instead, we adapt to the needs of current families. While we’ve developed some traditions (like daily Group Times and the celebratory clean-up bell at 2:15pm), our environment remains flexible, allowing each person to show up exactly as they are.
In this responsive framework, we embrace and accept a wide range of behaviors rather than stigmatizing them. Challenges like sensory sensitivity, mental health struggles, and learning differences aren’t seen as problems to fix but as opportunities to honor what it means to be human.
During my time at NC, I’ve seen a wide range of young people pass through our doors. Here are a few examples of how SDE supports all kinds of young people (identifying details have been obscured):
*You’ll notice I don’t include any diagnoses or labels in these vignettes; I have chosen to use strengths-based language. I could add “ADHD,” “autistic,” or “learning disorder” to some of these, which might invite the reader to add their own understanding of those terms. There are pros and cons to that, and I chose to highlight the natural human traits each of these young people exhibit rather than how their particular collection of traits might be considered “abnormal.”
Young Person A (7 years old): Struggles with sensory overstimulation and anxiety in group settings. At NC, they can prioritize calm environments, trusted friendships, and projects that ignite their interests. When they need to take a break, they can sit in the library, no questions asked. They learn to see their sensitivities as part of their neurodiversity, fostering self-understanding and advocacy rather than shame.
Young Person B (6 years old): Experienced separation anxiety, leading to intense, tearful drop-offs and early pick-ups. Facilitators worked with the family to ease them into engaging in enjoyable activities at their own pace. They overcame this phase without the stigma of being “behind” their peers.
Young Person C (12 years old): Lives with chronic fatigue due to an autoimmune illness. They attend when able, rest when needed, and focus on energy-giving activities without penalties. Their education adapts to their body’s messages rather than forcing them to push through limits.
Young Person E (9 years old): Has social anxiety and persistent demand-avoidance (a form of anxiety). At NC, young people’s no’s are respected, and they are not expected to agree to anything they don’t want (although sometimes certain clean up tasks take more conversation and negotiating!). NC/SDE’s reduced demands allow them to discover and pursue their interests freely, fostering confidence and connection over time.
Young Person F (10 years old): Loves to deep dive into topics and projects for weeks or months, leading to new skills, artistic techniques, and a growing social circle. There is no expectation that he has to put aside his passion for someone else’s agenda; he can respond to his internal motivation to learn more, without other’s input. His passion-driven learning inspires others and enriches the community.
Young Person H (13 years old): Prefers quiet, independent exploration over group activities. With the space to recover from stress and an open schedule, she has time to pursue a variety of extracurriculars, building new connections at her own pace.
Young Person I (14 years old): Highly sensitive and emotionally expressive, they struggled with overwhelm in school, often collapsing into nonverbal meltdowns at home. At NC, their emotions are supported as part of their learning process. They now have space to process feelings throughout the day, resulting in fewer emotional crashes at home and a brighter, more engaged outlook. Their feelings are regarded as part of their life, rather than barriers to schoolwork.
Young Person J (10 years old): Loves to socialize and be active with friends. Loud and communicative, he is able to move between activities as much as he wants throughout the day (as long as he cleans up his projects!). He can join a trip to the park or play 4-Square in the alley when he wants to move his body.
Young Person K (16 years old): Experiences insomnia and depressive ups and downs. She can create a personalized schedule that maximizes her health and energy levels, allowing her to be more engaged with the things she is interested in.
Over the years, I've talked with a lot of families about why SDE has been successful for them. In every story, I hear the theme of time: Time to grow up at your own pace, time to do what you want, time to make changes at the last minute because the winds of passion have changed, time to sink into an experience without getting distracted. For parents, time is a gift as well: Time to enjoy their young person at each age, time to be a parent rather than a drill sergeant, time to work with facilitators at NC towards mutually agreed upon developmental goals.
For more writing about neurodiversity and self-directed education, I suggest “A Thousand Rivers” by Carol Black and the work of Dr. Naomi Fisher, especially her book A Different Way To Learn: Neurodiversity and Self-Directed Education.