1. Children learn best when they actively participate

Research from Harvard University (2019) found that although students often felt they learned more from lectures, they actually learned more when actively participating in learning activities. This supports our belief that children should explore, solve problems, create, and engage with ideas rather than simply consume information.

Source: Deslauriers et al. (2019), reported by Harvard Gazette
Harvard Gazette article

2. Motivation grows when children feel autonomy

One of the most influential theories in educational psychology, Self-Determination Theory by Edward Deci and Richard Ryan (2000), proposes that people are more motivated when three fundamental psychological needs are supported: autonomy, competence, and relatedness. This influences our belief that children should have meaningful choices and ownership within their learning.

Source: Ryan, R. M., & Deci, E. L. (2000). Self-Determination Theory and the Facilitation of Intrinsic Motivation, Social Development, and Well-Being.
Original paper (PDF)

3. Learning should support intrinsic motivation

Ryan and Deci's research also found that supporting these psychological needs contributes to stronger internal motivation and wellbeing. Rather than relying primarily on pressure, rewards, or external incentives, we believe children learn best when they find learning itself meaningful and worthwhile.

Source: Ryan, R. M., & Deci, E. L. (2000). American Psychologist.
Original paper (PubMed)

4. Knowledge builds upon knowledge

Educational researcher E. D. Hirsch has long argued that learning is cumulative. Strong foundations make it easier for children to understand new information, recognise patterns, and connect ideas across different subjects. This aligns with our belief that meaningful learning depends upon building knowledge over time.

Source: Hirsch's work on knowledge-rich learning and cumulative knowledge.
Building Knowledge (2006)

5. Every child develops differently

Research across child development consistently shows that children progress at different rates and benefit from different levels of challenge and support. This is one reason we believe learning should adapt to the child rather than expecting every child to follow exactly the same path or pace.

Source: Ryan & Deci (2000); Niemiec & Ryan (2009).
Autonomy, competence, and relatedness in the classroom

6. Positive emotions support learning

Learning is not purely cognitive. Research suggests that environments supporting competence, autonomy, belonging, confidence, and wellbeing can contribute to stronger engagement and persistence. We therefore aim to create experiences that children find enjoyable, rewarding, and emotionally positive.

Source: Ryan, R. M., & Deci, E. L. (2000).
Self-Determination Theory paper