The Hidden Curriculum: Assume Less, Teach More When unspoken expectations undermine students—and what schools can do instead ABOUT A  3  MINUTE READ –  Schools are full of expectations that are rarely written down. Most of us recognize them immediately, even if we don’t always name them. Schools expect students to know how to manage their time, advocate for themselves, read social cues, regulate their emotions, and understand how their actions affect others. Schools expect them to arrive already equipped with these skills—or to somehow absorb them along the way. This unspoken set of norms is often referred to as the hidden curriculum. Skills Required for Success—Without Instruction The hidden curriculum includes the behaviors, habits, and ways of thinking that are not explicitly taught, yet are quietly required for success. Executive function skills are a prime example: planning, prioritizing, organizing materials, initiating tasks, and persisting through difficulty. Appropriate social interactions are another—knowing when to speak, how to...

Why the Future of Education Isn’t Bigger. It’s Smaller. ABOUT A  3  MINUTE READ –  For the past two decades, education has chased scale. Bigger schools. Bigger systems. Bigger class sizes justified by efficiency. Bigger promises powered by technology. Growth has been framed as progress, and scale as innovation. But what if we’ve been asking the wrong question? What if the future of education doesn’t look bigger at all—but smaller? Scale Works for Systems. Not for Adolescence. Scale works well in manufacturing, logistics, and software. It works far less well with teenagers. Adolescence isn’t something you can optimize. Identity, emotional regulation, moral judgment, and independence don’t develop through efficiency. They develop through relationships, consistency, and places small enough for adults to notice. Small boarding schools don’t try to scale adolescence. They build environments that fit it. In an AI World, Human-Scale Becomes the Advantage As artificial intelligence reshapes access to information, the value of schools is...

When “Good Schools” Aren’t Enough: Why Some Students Need a Smaller Community to Thrive ABOUT A  4  MINUTE READ –  Many families who contact us begin with a similar realization: “Our child is at a good school. The teachers care. The curriculum is strong. And yet… something isn’t working.” This can be hard to name. Parents have chosen thoughtfully and stayed involved. Still, their child feels disconnected, anxious, under-motivated, or quietly unhappy. The issue is often not the quality of the school—but the fit. When the Environment No Longer Fits the Student In larger or more traditional schools, students are expected to adapt to the system. For many, that works. For others—especially thoughtful, creative, or differently wired learners—the experience can feel impersonal or overwhelming. These students may: Participate less, despite being capable Lose confidence or motivation Go unnoticed—not in trouble, but not thriving Feel increasing stress or disengagement Over time, parents begin asking a different question: not “Is this a good school?”...

Rethinking Readiness: Growth Beyond College Admission Building Capacity, Confidence, and Resilience Before College ABOUT A  3  MINUTE READ –  At The Leelanau School, we understand that getting into college is not the same as being ready for college—or for life. True readiness is built through daily experiences that challenge students, test their limits, and teach them how to navigate the unexpected. What does readiness really mean? It encompasses more than academic knowledge: Executive functioning – managing time, priorities, and responsibilities independently. Community engagement – contributing meaningfully while building relationships. Personal wellness – caring for one’s mind, body, and emotions. Resilience – facing setbacks with courage and adaptability. Self-awareness – understanding strengths, limits, and values, and making intentional choices. High school is the critical time to do this work—developing the habits, judgment, and skills that will carry students successfully into college and adulthood. At Leelanau, academics are a...

Attention, Wellness, and the Kind of Schools Kids Deserve Designing Schools That Work for ADHD—and Everyone ABOUT A  4  MINUTE READ –  Over the years, I’ve come to believe something pretty strongly: when you design a school that truly works for students with ADHD, you’re usually designing a school that works better for everyone. At first glance, it might seem like students with ADHD need something “special” — a particular kind of structure, a certain flexibility, more patience, more movement. And they do. But the longer I’ve been in education, the more I’ve realized that these supports aren’t just about ADHD. They’re about how humans learn, how attention works, and how schools can either help or hinder a student’s growth. Why Instruction Alone Isn’t Enough We know that students with ADHD need predictable routines, clear expectations, and lessons broken into manageable steps. They thrive when teachers explicitly teach skills like organization, time management, and self-advocacy. But none of this matters if a student’s nervous system is...