(First, a disclaimer: This article draws from public court records, state employment laws, and my many years leading independent and Montessori schools. It is not legal advice. Employment law varies dramatically between jurisdictions, and private schools operate under different rules than public districts. Before writing policies or taking disciplinary action, consult an employment attorney in your state.)

A few years ago, I got a call that every school head dreads. A parent had discovered their child’s teacher posting inflammatory political content on social media—complete with profanity-laced rants. “She represents our school,” the parent insisted. “How can you let her stay?”

I’ve fielded dozens of calls like this over the years. Each one forces the same uncomfortable question: Where does our authority end and our employees’ privacy begin?

Private schools run on trust. Parents don’t just pay us to teach their children—they’re buying into our values, our community, our promise to keep their kids safe. That trust can evaporate overnight when a staff member’s weekend choices make Monday morning headlines.

The challenge has gotten thornier. Twenty years ago, what teachers did off campus mostly stayed off campus. Now, a single Instagram story can reach hundreds of school families before breakfast.

But here’s what many school leaders miss: private employers actually have more latitude than public schools when it comes to off-duty conduct. Public school cases make headlines because they involve constitutional issues that don’t apply to us. The trade-off? When we overstep, we face different—and sometimes costlier—consequences.

The Legal Landscape (It’s Messier Than You Think)

About a dozen states have passed “lifestyle protection” laws that limit when employers can discipline workers for legal off-duty behavior. Colorado’s law is typical: employers can’t take action unless they can prove the conduct affects legitimate business interests.

What counts as “legitimate business interests” for schools? Student safety, obviously. Compliance with licensing requirements. Protection from significant reputational damage that threatens enrollment or operations.

What doesn’t count? A parent’s general disapproval of a teacher’s political views. Discomfort with an employee’s legal recreational activities. Personal grudges disguised as professional concerns.

I learned this the hard way fifteen years ago. An staff member’s ex-husband called to report she was “living in sin” with her boyfriend. Three families demanded immediate action. Our attorney’s response was blunt: “Fire her for this, and you’ll be writing a settlement check.”

Real-World Scenarios (From My Files)

The Social Media Activist: A beloved teacher posted photos from a weekend protest, including one where she was arrested (charges later dropped). Parents split into camps—some demanding her resignation, others organizing support rallies.

The decision: The school kept her. The arrest was for peaceful civil disobedience, she wasn’t representing the school, and her classroom performance remained excellent. We did have a private conversation about social media boundaries.

The Side Hustle Gone Wrong: The art teacher at one of the schools that we mentor worked evenings at a local wine bar. A video surfaced of him joking with customers about “babysitting rich kids all day.” Three families immediately called for meetings.

The decision: This one required action. While the job itself was fine, his public comments about our students crossed a line. We used it as a coaching opportunity rather than termination, and he’s been more careful since.

The Viral Video: A preschool aide appeared in a TikTok video at a house party, drink in hand, with music containing explicit lyrics playing in the background. The video was shared in parent WhatsApp groups within hours.

The decision: No action. She was off duty, engaging in legal adult behavior, and nothing in the video suggested poor judgment around children. We reminded all staff about privacy settings, but that’s where it ended.

An Example of What Your Employee Handbook Might Say

Skip the legal jargon. Your staff needs to understand expectations, not decode contract language. Here’s one framework:

Our Approach to Off-Duty Conduct

We hired you for your professionalism, and that doesn’t disappear when you leave campus. We also respect that you have a life outside these walls.

Most of what you do on your own time is exactly that—your own business. We won’t monitor your social media, judge your political views, or police your legal recreational choices.

However, some off-duty conduct can affect our school community:

• Criminal behavior, especially anything involving harm to children
• Public statements that breach student or family confidentiality
• Actions that directly undermine safety protocols or educational practices
• Conduct that significantly damages community trust in our mission

If concerns arise, we’ll speak with you privately before making any decisions. Our goal is understanding and support, not punishment.

Remember: this policy works both ways. Just as we respect your privacy, we ask that you consider how your public actions might reflect on the school community we’ve built together.

When Problems Land on Your Desk

Don’t react immediately. The parent calling at 7 AM in a rage rarely represents the whole community’s view.

Start with questions: Is the conduct illegal? Is it happening on school property or during school events? Has it actually affected the workplace, or are we dealing with personal disapproval?

Document everything, but investigate carefully. I once spent two weeks fielding complaints about a teacher’s “inappropriate Facebook posts” before discovering the screenshots were from a satirical account with a similar name.

Talk to the employee before talking to parents. You might learn the viral video was taken out of context, or that the “criminal charges” were actually a resolved misunderstanding. People deserve the chance to explain themselves.

The Conversation That Changes Everything

Three years ago, a school with which we worked hired a phenomenal middle school science teacher. During her interview, the school was transparent about its expectations: “We’re a visible institution in this community. Your professional reputation and ours are connected, whether we like it or not.”

She appreciated the honesty. When she later faced a custody dispute that made local news, she proactively let the Head of School know what was happening and how she planned to handle it. That transparency made all the difference.

The best policy in the world can’t replace clear communication about expectations from day one.

The Balancing Act

Many off-duty “problems” aren’t really about the conduct itself. They’re about communication, community anxiety, or parents projecting their own fears onto school employees.

Your job isn’t to create perfect people. It’s to hire good people and support them when they face normal human challenges.

Sometimes that means standing behind a teacher when a few vocal parents demand action. Sometimes it means having difficult conversations about professional boundaries. Most often, it means helping your community understand that school employees are real people with complex lives.

The schools that get this right don’t have fewer problems—they have better relationships with their staff and stronger trust from families who appreciate thoughtful, measured leadership.

Tim Seldin has led independent and Montessori schools for over thirty years and serves as a senior consultant with the Montessori Foundation. He consults with school leaders nationwide on employment issues and organizational development.

When your child is enrolled in a Montessori program, their learning doesn’t begin and end at the classroom door. One of the most wonderful aspects of the Montessori approach is that its principles can be seamlessly extended into your home — enhancing your child’s independence, curiosity, and capacity for growth in everyday life.

Parents often ask us, “How can I support my child’s Montessori education at home?” The good news is that you don’t need to replicate the classroom or buy expensive materials to foster a Montessori mindset at home. Instead, you can adapt your environment, interactions, and routines to reflect the same respect for your child’s development that we practice at school.

In this article, we’ll explore how you can integrate Montessori principles into your home life — from creating a prepared environment to adopting communication strategies and offering activities that align with your child’s developmental needs.

What Does It Mean to “Bring Montessori Home”?

At its core, Montessori at home means:

• Creating a child-friendly environment where your child can be independent.

• Fostering responsibility and participation in daily tasks.

• Encouraging curiosity and exploration with meaningful, real-world experiences.

• Respecting your child’s developmental stages and pacing.

You don’t need a fully stocked Montessori classroom at home — rather, it’s about adopting a philosophy of respect, patience, and empowerment in how you structure your home and interact with your child.

Step 1: Preparing the Home Environment

A prepared environment is foundational in Montessori — it allows the child to move, explore, and learn independently.

Make Your Home Accessible

• Entryway: Install low hooks for coats and bags. Place a basket for shoes where your child can reach them.

• Kitchen: Dedicate a lower shelf or cabinet for child-accessible snacks, plates, and utensils. Include a small pitcher for pouring water.

• Bathroom: Provide a step stool for reaching the sink, and store child-friendly toiletries (toothbrush, hairbrush) within reach.

• Bedroom: Use low shelves for books and toys. Encourage your child to participate in dressing by arranging clothes within easy reach.

Simplify and Organize

Children concentrate better when they are not overwhelmed by clutter. Keep materials organized in baskets or trays, limiting options to 6-8 choices at a time. Rotate toys periodically to maintain interest.

Resource Recommendation:

Montessori Services offers practical tools for home, including child-sized brooms, mops, and kitchen tools.

Step 2: Involve Your Child in Practical Life

Everyday tasks offer valuable learning opportunities. Invite your child to participate in:

• Meal preparation: Washing vegetables, stirring batter, spreading butter.

• Setting the table: Count utensils, place napkins.

• Cleaning: Wiping spills, dusting, sweeping.

• Laundry: Sorting by color, matching socks, folding small items.

These activities build fine motor skills, sequencing, concentration, and independence.

Pro Tip: Invest in a Learning Tower or kitchen helper stool (brands like Guidecraft or Little Partners) so your child can safely reach countertops.

Step 3: Foster Independence

Let your child do what they are capable of — even if it’s not done perfectly.

• Encourage them to dress themselves.

• Let them serve their own water or snack.

• Teach them how to zip a jacket or button a shirt.

Mistakes are part of learning. Be patient, and resist the urge to step in too quickly.

Step 4: Provide Hands-On, Real Experiences

Montessori values real tools and experiences over pretend versions. Instead of a plastic toy kitchen, invite your child to use real (child-sized) tools to prepare food. Instead of fake gardening kits, let them plant real seeds and care for a garden.

This approach fosters authentic learning and skill development.

Suggested Activities:

• Gardening: Digging, planting, watering.

• Cooking: Measuring, mixing, serving.

• Nature walks: Observing animals, collecting leaves or stones.

• Art: Drawing, painting, clay modeling.

Books to Inspire:

• “The Garden, the Curtain, and the Cross” for faith-based families looking to integrate gardening and storytelling.

• “The Little Gardener” by Emily Hughes — a beautifully illustrated book to encourage a love of nature.

Step 5: Cultivate Concentration

Allow your child uninterrupted time to play, explore, or work. Avoid overscheduling and minimize background distractions like TV or tablets during playtime.

If your child is engaged in building, drawing, or reading, avoid interrupting. This respect for concentration fosters deeper focus and patience.

Step 6: Use Montessori Communication Strategies

How we speak to children shapes their sense of self. Montessori encourages:

• Respectful language: Speak politely and at eye level.

• Offering choices: “Would you like to wear the blue shirt or the red one?”

• Descriptive feedback: Instead of “Good job,” say “You carried your glass so carefully!”

• Active listening: Validate feelings, even when setting limits. “I see you’re upset because you wanted more time to play. Let’s talk about it together.”

Parenting Resource:

“How to Talk So Little Kids Will Listen” by Joanna Faber & Julie King offers practical communication tools aligned with Montessori respect-based principles.

Step 7: Encourage Responsibility and Contribution

Children want to feel needed and useful. Assign age-appropriate responsibilities:

• Watering plants

• Feeding pets

• Tidying play areas

• Carrying groceries (small bags)

These tasks build a sense of belonging and competence.

Step 8: Set Up a Reading Corner

Create a cozy, accessible reading space with a small chair, soft lighting, and a basket of books. Rotate the books periodically.

Recommended Books for Montessori Homes:

• “The Very Hungry Caterpillar” by Eric Carle — teaches sequencing and counting.

• “The Snowy Day” by Ezra Jack Keats — beautiful storytelling about the wonders of a simple day.

• “What’s Inside?” by Jeanne Ashbé — encourages curiosity about everyday objects.

Step 9: Model Grace and Courtesy

Social skills are a core part of Montessori. Model:

• Saying “please” and “thank you.”

• Greeting others warmly.

• Apologizing sincerely when appropriate.

Role-play these interactions with your child to practice.

Step 10: Observe Without Interfering

Observation is a critical Montessori tool. Watch how your child uses their environment:

• What activities do they repeat?

• Are they drawn to movement, language, or hands-on tasks?

• What frustrates them?

Use your observations to adjust the home environment or introduce new challenges.

Reflection for Parents

• Is my home environment supporting my child’s independence?

• Am I giving my child enough time for uninterrupted exploration?

• How can I incorporate more real-life experiences into our daily life?

Recommended Resources for Deeper Learning

• “The Montessori Toddler” by Simone Davies — a comprehensive, parent-friendly guide.

• “Montessori from the Start” by Paula Polk Lillard — focuses on birth to age 3 but applicable beyond.

• Montessori Services: Practical tools and materials for home use.
  

Montessori isn’t just an education system — it’s a way of life. By bringing Montessori principles into your home, you reinforce your child’s growth in confidence, curiosity, independence, and respect.

Start small: choose one or two areas to adapt this month, whether it’s creating a child-friendly kitchen space or building a morning routine with choice and autonomy. The changes you make will send a powerful message to your child:

“You are capable. You are respected. And your contributions matter.”

If you’d like personalized suggestions for creating a Montessori-friendly home tailored to your child’s current interests and age, please don’t hesitate to reach out to your child’s guide. We’re always here to help support your parenting journey.

Filling Empty Seats with Heart and Hustle: A Proven Playbook for Montessori Schools

From the Montessori Foundation — Helping Schools Thrive Since 1992

For more than three decades, we at the Montessori Foundation have helped schools across the country respond to enrollment challenges. Even the strongest schools can see interest slip when the local landscape changes. In the past few years we’ve seen multiple forces combine:

• Declining birth rates mean fewer three-year-olds entering school.

• Free public preschool and Transitional Kindergarten programs have expanded dramatically in many states.

• State scholarships such as Florida’s new $8,000 per child vouchers have made private schools more affordable but also shifted families’ expectations.

• Magnet and charter schools are proliferating, drawing off older children.

• Micro-schools — small parent-run or teacher-run pods — are popping up, especially among families dissatisfied with public options.

This is the new normal. It’s not a reason to panic. It’s a reason to be more intentional about showing families what makes Montessori worth choosing and to be creative about how we reach them.

Show Families the Montessori Difference

The first job is to make Montessori visible and understandable. Families often know only the name. Show them:

• Post 30-second “day in the life” videos. Think: a five-year-old guiding a three-year-old through pouring water, a child preparing their own snack, a teacher quietly observing.

• Use clear, parent-friendly language on your website: “Our three-year-olds pour their own drinks, help younger classmates, and develop quiet confidence.”

• Make it easy to act. A “Schedule a Tour” button should be on every page.

When families see the classroom experience and can imagine their child there, the conversation about tuition shifts from price to value.

Let Your Parents Do the Talking

Nothing beats a happy parent. Recruit a small group of families as ambassadors:

• Give them yard signs with QR codes linking to your tour page.

• Provide simple talking points about what makes your school special.

• Send handwritten thank-you notes when they bring in a referral.

• Hold a “bring a friend” afternoon where current families invite a friend and their child to visit or play.

This works because trust travels through personal networks. At one school we worked with, half of all new tours in a two-month period came from parent ambassadors alone.

Meet Families Where They Already Are

Digital ads are helpful but rarely enough on their own. Combine them with being physically visible:

• Mini Montessori Pop-Ups. Bring a couple of iconic materials to a farmers’ market, library, or park. Let children pour water, sort objects, or explore a bead bar.

• Sidewalk Chalk Days. Draw hopscotch grids and uplifting messages near playgrounds with your school name and QR code subtly included.

• Flash Micro-Workshops. Offer a 20-minute “Montessori at Home” tip session at a library or coffee shop. Hand out small cards with your contact information.

• Partner Visits. Walk into nearby coffee shops, pediatricians’ offices, gyms, and realtors with attractive flyers and a “welcome bag.” Realtors especially like knowing about great schools for incoming families.

We’ve seen schools pick up 10–15 new tour requests within days of doing a simple pop-up event like this.

Be Bold and Memorable

Sometimes a joyful, slightly unconventional event breaks through better than any ad:

• Little Scientists Parade. Children (with parents) wear aprons or mini lab coats and walk around the block with magnifying glasses, handing out seed packets or bookmarks.

• Free Coffee on the Corner. Once a week for a month, staff hand out free coffee and muffins at a busy intersection with a friendly banner: “Ask Us About Montessori.”

• Give-Back Day. Host a community toy or clothing swap in your parking lot. It positions your school as a hub of generosity and brings new families to your campus.

• Eye-Catching Banners. A simple, colorful banner on your fence or near a commuter route with real children’s faces and a strong headline can remind locals you’re there.

These “guerrilla” tactics create stories people remember. A parent may tell a friend, “Did you see that Montessori school handing out free coffee?” That word-of-mouth spreads faster than you think.

Make Events Worth Attending

Parents are busy. Offer experiences that feel genuinely valuable:

• Breakfast with Montessori. Prospective parents sample your breakfast program and then see the morning work cycle.

• Montessori for a Morning. Invite non-enrolled children for a 90-minute session with parents nearby, then hold a short Q&A.

• Parent Education Nights. Offer a short talk (“Why the Kindergarten Year Matters”) combined with a tour.

Follow up the same day with a personal phone call or text. A warm, timely response can double your conversion rate compared to waiting a few days.

Build Urgency Without Losing Integrity

Montessori families value honesty. A gentle but clear incentive—like waiving the application fee for those who enroll by a certain date—creates momentum without undermining your credibility. Think of it as a thank-you for deciding quickly, not a gimmick.

Organizing Your Campaign Step by Step

Many schools scatter these efforts without a plan. Treat it as a 90-day campaign. Here’s a simple roadmap:

Days 1–30: Build the Engine.

• Refresh your website and tour pages.

• Recruit your parent ambassadors and distribute yard signs.

• Schedule your first pop-ups and “Breakfast with Montessori.”

• Turn on local geo-targeted ads.

Days 31–60: Go Loud and Local.

• Run your chalk-art day and free coffee corner.

• Pitch a story to a neighborhood blog or newsletter.

• Post a short classroom video weekly.

• Hold your first “Montessori for a Morning.”

Days 61–90: Optimize and Scale.

• Add your Little Scientists Parade or community swap.

• Check your numbers: How many event attendees booked tours? How many tours became applications? How many applications became enrollments?

Tracking Progress Without Jargon

You don’t need fancy dashboards or business jargon. Just count three things:

• Event → Tour. Of everyone who came to an event, how many booked a tour?

• Tour → Application. Of everyone who toured, how many applied?

• Application → Enrollment. Of everyone who applied, how many enrolled?

If you’re unsure what’s normal, here’s a good target: about one-third to one-half of event attendees should book a tour, and about half of those who tour should apply. If your numbers are lower, focus on your visit experience and your follow-up calls. These simple counts show you where to improve.

Don’t Forget What Happens Inside the School

Retention is the best marketing of all. Parents who feel connected, informed, and respected are your greatest advocates. Invest in staff training, clear communication, and parent partnerships so your current families are delighted. Satisfied parents talk—and their enthusiasm fills your pipeline faster than any ad.

Putting It All Together

Schools that thrive don’t necessarily have big budgets; they have a clear story, consistent outreach, and warm follow-up. When you combine Montessori’s distinctive strengths with creative community engagement—yard signs, pop-ups, parades, free coffee stands—you create excitement that fills your open seats and reinforces your reputation as a joyful, trustworthy place for children to grow.

With a clear plan, a little boldness, and a lot of heart, your Montessori school can stand out, win attention, and turn curiosity into a waiting list.

Checklist for Your Marketing Team

• Create or refresh your website with clear visuals and “Schedule a Tour” buttons.

• Recruit 5–10 parent ambassadors; give them yard signs and referral cards.

• Schedule at least two community pop-ups in the next 30 days.

• Plan a “Breakfast with Montessori” and a “Montessori for a Morning” event.

• Set up chalk-art day, free coffee corner, Little Scientists Parade, and/or community swap.

• Personally visit local businesses and realtors with flyers.

• Pitch a story to a neighborhood blog or parent newsletter.

• Track event → tour, tour → application, application → enrollment.

• Follow up with every prospect the same day by phone or text.

• Continue investing in parent satisfaction and staff training to build retention.

Final Thought

At the Montessori Foundation we’ve seen these ideas work in schools large and small. They’re not about gimmicks—they’re about warmth, visibility, and consistency. Montessori is one of the most compelling educational approaches ever devised. When families can see it, touch it, and hear about it from people they trust, they respond. You don’t have to spend a fortune; you just have to make it easy for them to find you, meet you, and imagine their child in your care.

Disclaimer: I am not an attorney. The information in this article is based on publicly available sources and reflects my best understanding of current law and best practices. It should not be considered legal advice. For guidance on your school’s specific policies or employment situations, please consult a qualified attorney experienced in employment law and disability rights.

In schools built on the values of community, respect, and human development, inclusion isn’t just a checkbox—it’s a commitment. But when it comes to supporting neurodivergent adults—teachers, staff, and administrators alike—many school leaders aren’t sure how to proceed. This article explores what neurodivergence means in the workplace, what legal responsibilities may apply under U.S. law, and what practical steps schools can take to create a supportive environment for all members of their team.

What Does “Neurodivergent” Mean?

The term neurodivergent refers to individuals whose neurological development or cognitive functioning differs from the so-called “neurotypical” pattern. This includes—but isn’t limited to—those with:

• Autism Spectrum Disorder (ASD)

• Attention-Deficit/Hyperactivity Disorder (ADHD)

• Dyslexia, dyscalculia, and other learning differences

• Tourette’s Syndrome

• Obsessive-Compulsive Disorder (OCD)

• Sensory Processing Disorder

Neurodivergence isn’t something to be fixed—it’s a different way of processing, thinking, feeling, and interacting. Many neurodivergent individuals bring exceptional strengths to the workplace, such as deep focus, creativity, problem-solving, empathy, and innovative thinking.

Researchers estimate that 15–20% of the global population is neurodivergent, which means it’s not rare. Chances are high that your school already includes neurodivergent team members—whether they’ve disclosed it or not.

Understanding the Legal Landscape: The ADA and Workplace Rights

In the United States, the Americans with Disabilities Act (ADA) is the primary law that protects employees with disabilities, including many forms of neurodivergence. While interpretations can vary and specific applications depend on context, here are general principles that may apply to schools:

• Reasonable accommodations must be offered to qualified employees with disabilities, unless doing so would cause undue hardship to the employer.

• Employers are expected to engage in an “interactive process”—a collaborative discussion to determine what supports might help an employee succeed.

• Discrimination, harassment, or adverse treatment of someone because of a disability—or because they requested accommodations—is prohibited.

It’s a common misconception that only visible or physical disabilities are protected. In fact, many cognitive and sensory conditions are covered when they substantially limit one or more major life activities, including concentration, communication, or learning.

Please note: These general principles are offered for informational purposes only. Always consult with legal counsel before developing policies or addressing specific employee concerns.

The Interactive Process: A Collaborative Conversation

When an employee discloses a neurodivergent condition or requests support, the school’s obligation typically includes engaging in a flexible, good-faith conversation to explore what’s needed. This is known as the interactive process.

Here’s what that process often looks like:

• The conversation is private and respectful.

• The goal is not to verify the diagnosis but to understand what would help the employee perform the job effectively.

• Accommodations can be simple and inexpensive—such as flexible scheduling, task management tools, or alternative communication methods.

Example: A Montessori guide with ADHD may benefit from visual planning tools, a reduced number of required meetings, or reminders in writing after verbal updates. These supports may allow them to contribute more fully without burdening the team.

Creating a Culture of Inclusion (Not Just Compliance)

True inclusion goes beyond legal compliance. Neurodivergent employees often face subtle, unspoken barriers:

• Sensory overwhelm from chaotic or loud environments

• Misinterpretations of communication style (e.g., perceived rudeness or disinterest)

• Pressure to “mask” or behave neurotypically

• Fatigue from social navigation and unaccommodated challenges

As leaders, we can take proactive steps to ensure that our school environments are welcoming to a diversity of minds—not just personalities.

Practical Inclusion Strategies for Schools

These steps don’t require policy overhauls. Often, small, thoughtful changes can have a profound impact.

Pitfalls to Avoid

Even well-intentioned leaders can make mistakes that undermine trust or violate legal protections. Some common pitfalls include:

• Requiring a formal diagnosis before offering flexibility

• Making assumptions about what someone “should” be able to do

• Failing to maintain confidentiality

• Dismissing or downplaying accommodation requests

• Framing differences as performance issues without exploration

Instead of asking, “What’s wrong?”, shift the question to “What would help you thrive?”

Real-Life Insight

Consider the example of “Luis,” an Upper Elementary teacher who often appeared withdrawn during faculty meetings and missed internal deadlines. Once he felt safe disclosing his autism diagnosis, his school adjusted how feedback was delivered (written first, then discussed) and allowed him to work on long-term projects in a quieter space.

Within months, Luis’s performance soared—and so did his confidence. His classroom became one of the most calm, creative, and high-functioning in the school.

When people feel safe being themselves, they show up more fully—and your school community is better for it.

Why It Matters for Montessori and Independent Schools

Montessori principles call us to respect the individual, honor diversity, and cultivate human potential. These values apply not only to children—but also to the adults we work with every day.

By supporting neurodivergent educators and staff:

• We reduce burnout and foster retention.

• We model the inclusive values we teach.

• We benefit from the unique gifts of each team member.

• We create space for true belonging—not just “fitting in.”

Resources to Explore

If you’d like to learn more or begin reviewing your school’s practices, here are a few helpful starting points:

• Job Accommodation Network (JAN) – https://askjan.org
  A free resource with examples of accommodations and ADA guidance.

• Neurodiversity in the Workplace – https://ndworkplace.org
  Focuses on recruiting and retaining neurodivergent talent.

• “Divergent Mind” by Jenara Nerenberg
  A powerful look at adult neurodivergence, especially among women.

• The Neurodivergent Teacher (blog & social media)
  Real-life insights from an educator who shares her journey with ADHD and autism.

Final Thoughts

At their best, schools are communities where people grow—not just students, but adults as well. As leaders, our responsibility is not to mold everyone into the same shape, but to create an environment where different minds can flourish.

Neurodivergent team members have always been in our schools. Let’s be the kind of leaders who see them, support them, and value what they bring.

Inclusion isn’t charity. It’s wisdom.

Tantrums, sibling rivalry, emotional overwhelm—these are real, and they’re hard. Any parent of a toddler or preschooler knows the sting of a grocery store meltdown or the tension of a fight between young siblings over the same toy for the third time that morning. These are not easy moments. But they’re also not unusual. In fact, they are an expected part of early childhood development.

Montessori offers a powerful reminder: your child is not giving you a hard time—they’re having a hard time. There’s a world of difference between the two. When we remember this, we can meet our children with empathy and respect, even when emotions run high. Respect doesn’t mean giving in or becoming permissive. It means staying calm, offering connection, and holding boundaries with love.

Imagine a three-year-old who just lost it because her banana broke in half. She’s crying, she’s screaming, and maybe even kicking the floor. It’s tempting to snap back or try to fix it immediately—perhaps by offering a new banana or telling her to calm down. But Montessori teaches us to pause. To observe. To consider what’s really happening. The child isn’t being difficult—she’s experiencing a loss of control. She had an expectation, and it didn’t go the way she imagined. In that moment, she needs understanding, not correction.

What might respect look like here? A parent could kneel down to the child’s level, take a breath, and say softly, “I see you’re really upset about the banana. You wanted it to stay whole. It’s hard when things don’t go the way we hoped.” They don’t need to fix the banana. They don’t need to distract. They just need to be present, to acknowledge the feeling, and allow space for the storm to pass.

Montessori classrooms operate on this same principle. Guides don’t scold children for feeling big emotions. Instead, they offer support through calm presence and consistent expectations. They model self-regulation by remaining grounded themselves. And they help children learn to express what they feel in ways that build connection rather than rupture.

At home, this can be more difficult, especially when we’re tired, stressed, or overwhelmed ourselves. But it’s in these moments that Montessori can be most transformative. When we keep respect at the center of our parenting, we begin to see that discipline isn’t about control. It’s about guidance. It’s about helping children develop the tools to handle their emotions with growing maturity.

Consider a moment of sibling rivalry. One child grabs a toy, the other hits. You’re in the kitchen, trying to finish dinner. It’s easy to yell. But what would respect look like here? Perhaps it’s taking both children aside and calmly stating, “I see you both want to use this toy. Hitting hurts. We need to find another way.” Maybe you offer each child a turn with a timer, or help them come up with a new game to play together. The goal isn’t punishment—it’s connection, learning, and repair.

Children learn emotional regulation by watching us. If we yell, they learn to yell. If we shut down, they learn to do the same. But if we breathe, stay calm, and treat them with dignity even when they’re dysregulated, they begin to absorb those tools too. Over time, the child who once screamed over a broken banana may learn to take a deep breath and say, “I’m mad.” And that is a victory worth celebrating.

It’s important to acknowledge that respect takes practice. We won’t always get it right. We’ll lose our tempers, raise our voices, or say something we regret. But Montessori isn’t about perfection. It’s about awareness, reflection, and growth—for adults as much as for children. Every hard moment is an opportunity to model grace, to reconnect, and to repair.

For parents considering or already enrolled in Montessori schools, this approach to discipline might feel different from what they experienced growing up. It may even feel unfamiliar or challenging at first. But it is one of the most powerful gifts we can give our children. When a child knows they are respected, even in their hardest moments, they begin to build a deep, inner sense of worth. They learn that they can struggle and still be loved. That they can make mistakes and still belong. And from that place, true growth begins.

So in the midst of the chaos, when your child is flailing or your patience is running thin, take a breath. Remember: your child is not giving you a hard time. They’re having a Mhard time. And when we meet them with respect, we teach them something essential—not just about behavior, but about love

Ask Ms. Montessori Practical Wisdom for Parents

In this column, we invite parents to bring their questions about raising children the Montessori way. Ms. Montessori offers gentle yet firm counsel rooted in deep respect for the child’s natural development. Whether the concern is about discipline, learning, family pressures, or the challenges of modern life, these answers are meant to reassure and guide with timeless principles.

Ms. Montessori believed that every child carries within them the blueprint of their own growth, and that the role of adults is not to mold them by force, but to prepare an environment in which their fullest potential may unfold. Her replies aim to honor that vision while giving parents practical strategies they can use today.

Ms. Montessori is actually the voice of many Montessori teachers, women and men, who channel their inner Montessori voice to offer some gentle parenting tips.

Grandparent Pressure

Dear Ms. Montessori, my mother insists that my three-year-old should already be learning to read. She continues to buy flashcards and drill him when she visits. I don’t want to offend her, but I feel this isn’t right. How do I handle it? – Conflicted Daughter

Dear Conflicted, your mother’s eagerness stems from love, but her methods reflect a misunderstanding of the natural development of young children. At three years of age, your son is in a “sensitive period” for language development. During this period, the child absorbs the spoken word, the rhythms of conversation, and the joy of storytelling effortlessly. He learns in the way he learns to walk—by living, imitating, and joyfully repeating what he sees and hears around him.

The danger of flashcards and drills is that they ask the child to perform before a solid foundation has been built. Reading must grow out of the child’s own inner readiness, not from an adult’s insistence. If we compel a child to recite what he does not yet understand, we replace joy with anxiety. Worse still, the child may come to believe that learning is about pleasing adults rather than discovering truth for himself.
How then can you respond with kindness to your mother while protecting your child? Begin by acknowledging her intention: “I see how much you want to help him.” Then gently explain: “Right now, he is preparing for reading through conversation, singing, and listening to stories. When the time comes, he will learn with enthusiasm.” If she can visit his classroom, the experience will speak louder than any words. She will see children joyfully tracing letters in sand, building words with movable alphabets, and reading with delight—not under pressure, but out of inner discovery. Ms. Montessori

You may also guide her energy into more fruitful channels. Invite her to read aloud to him, to sing songs from her childhood, or to tell him stories of the family. These activities are not only precious in their own right, but they nourish the very faculties that will enable him to read naturally in due time.

Never forget: the task of the parent is to safeguard the child’s freedom to grow according to his inner plan. To resist pressure—whether from grandparents, neighbors, or society at large—is often the most loving thing we can do. When we trust the child’s rhythm, we allow him to become a reader not by compulsion, but by joy. – Ms. Montessori

Ask Ms. Montessori Practical Wisdom for Parents

In this column, we invite parents to bring their questions about raising children the Montessori way. Ms. Montessori offers gentle yet firm counsel rooted in deep respect for the child’s natural development. Whether the concern is about discipline, learning, family pressures, or the challenges of modern life, these answers are meant to reassure and guide with timeless principles.

Ms. Montessori believes that every child carries within them the blueprint of their own growth, and that the role of adults is not to mold them by force, but to prepare an environment in which their fullest potential may unfold. Her replies aim to honor that vision while giving parents practical strategies they can use today.

Ms. Montessori is actually the voice of many Montessori teachers, women and men, who channel their inner Montessori voice to offer some gentle parenting tips.

Playdate Problems

Dear Ms. Montessori,

My daughter’s friend’s parents let the children watch a lot of television and play with tablets. When my daughter visits, she comes home cranky and asking for more screen time. Should I forbid her from going?  – Uncertain in Orlando

Dear Uncertain, the home environment is a powerful influence. When your daughter enters another household, she enters another culture—one with its own customs, rhythms, and values. It is natural that she returns asking for what she has seen there. Yet this does not mean you must sever the friendship. The child’s social life is also an important part of her growth, and she learns resilience by encountering differences.

The key is not prohibition, but preparation. Explain to your daughter calmly: “In our home, we have chosen different ways to spend our time.” Do not speak with criticism of the other family. Children understand the concepts of fairness and kindness; they also recognize that families do not need to be identical.

At the same time, invite the children to your own home as often as possible. Prepare activities that captivate their hands and minds—baking bread, painting, planting seeds, or simply playing outside. Even children accustomed to screens respond to the joy of engaging in meaningful activities. They may discover that it is more satisfying to knead dough or build a fort than to passively watch a glowing screen.

When she does visit the other home, set a boundary in advance: “You may watch a little, but when you return, we will return to our usual rhythm.” By maintaining consistency, you provide her with a sense of security. Over time, she will begin to notice the difference in how she feels. You may ask, “How did you feel after the television? How did you feel after we baked together?” Reflection awakens the child’s own awareness of what is wholesome.

We must remember that children are drawn to life, to activity, to authentic experiences. Screens provide an imitation of life, but their appeal fades when a child is regularly offered the joy of real doing. Your task is to create an environment so rich and inviting that she need not crave the artificial. By holding your ground with gentleness and by offering true alternatives, you will help your daughter not only navigate this friendship but also grow in strength of character, knowing that she can love her friend while remaining faithful to the values of her own home. – Ms. Montessori

Last week, a school administrator confided her frustration about a situation many of us have seen. One of her assistants said she “just loves” when a teacher plays the Silence Game. In this version, when the children become noisy, the teacher calls the Silence Game to help them calm down — but then rewards each silent child with a sticker.

At first glance, this might look like a creative classroom management strategy: noise → silence → reward. But in a Montessori classroom, this picture is troubling for a few reasons.

The Real Purpose of the Silence Game 

Dr. Montessori created the Silence Game as an exercise in self-mastery and joyful discovery, not as a behavior-control tactic. Children are invited to create silence together — a state of stillness, concentration, and awareness. This is not “Simon Says” with a bribe at the end.

The game is most powerful when:

• It’s presented as a privilege and a shared experience, not a punishment or an emergency brake for noise.

• It taps into children’s natural curiosity (“Can we be so still we hear a bird outside?”) rather than their compliance.

• It becomes a moment of collective mindfulness that children help co-create.

When played this way, the Silence Game builds self-regulation, inner discipline, and a sense of community. Children feel the intrinsic satisfaction of calmness and control — and that’s the whole point.

Why Rewards Undermine the Goal

Giving stickers for silence sends the opposite message. It turns an experience of inner discovery into an external transaction. Instead of practicing self-control for its own sake, children learn: “Be quiet and you’ll get a prize.” Over time, this undermines intrinsic motivation, making the game far less effective.

Montessori education is built on the principle that children develop self-discipline through freedom within limits, purposeful activity, and respect for the environment. When we add extrinsic rewards, we teach children to rely on someone else’s approval rather than building their own inner compass.

Classroom Management vs. Child Development

It’s understandable why teachers reach for tools like stickers — they’re simple, quick, and often seem to “work.” But in Montessori our goal is to support development. The Silence Game isn’t a shortcut to quiet; it’s a tool for cultivating concentration and communal grace.

A more authentic approach might look like this:

• Invite the children to gather for the Silence Game at a neutral time, not as a reaction to noise.

• Make it playful: dim the lights slightly, sit together, whisper, “Let’s see if we can hear the clock ticking.”

• Allow the silence to emerge organically, without dangling a reward.

• Reflect briefly afterwards: “Did you notice how peaceful it felt? What sounds did you hear?”

This keeps the activity aligned with its Montessori roots — emphasizing self-discovery over compliance.

The Deeper Value of Silence

The Silence Game has a profound place in Montessori education. It can:

• Strengthen concentration and impulse control.

• Heighten sensory awareness (“I can hear my heartbeat!”).

• Create a sense of unity (“We made the silence together!”).

• Offer children a moment of calm and wonder in a busy day.

When done well, it’s a magical experience children cherish. Many Montessori graduates remember the Silence Game decades later as a high point of their classroom life.

Bottom Line

Using the Silence Game as a behavior-management tool with stickers misses its essential purpose. Montessori classrooms thrive on intrinsic motivation, mutual respect, and self-discipline — not prizes for compliance. By honoring the true spirit of the Silence Game, we help children discover the satisfaction of calmness, focus, and community from within.

Ask Ms. Montessori Practical Wisdom for Parents

In this column, we invite parents to bring their questions about raising children the Montessori way. Ms. Montessori offers gentle yet firm counsel rooted in deep respect for the child’s natural development. Whether the concern is about discipline, learning, family pressures, or the challenges of modern life, these answers are meant to reassure and guide with timeless principles.

Ms. Montessori believed that every child carries within them the blueprint of their own growth, and that the role of adults is not to mold them by force, but to prepare an environment in which their fullest potential may unfold. Her replies aim to honor that vision while giving parents practical strategies they can use today.

Ms. Montessori is actually the voice of many Montessori teachers, women and men, who channel their inner Montessori voice to offer some gentle parenting tips.

Grandparent Pressure

Dear Ms. Montessori, my mother insists that my three-year-old should already be learning to read. She continues to buy flashcards and drill him when she visits. I don’t want to offend her, but I feel this isn’t right. How do I handle it? – Conflicted Daughter

Dear Conflicted, your mother’s eagerness stems from love, but her methods reflect a misunderstanding of the natural development of young children. At three years of age, your son is in a “sensitive period” for language development. During this period, the child absorbs the spoken word, the rhythms of conversation, and the joy of storytelling effortlessly. He learns in the way he learns to walk—by living, imitating, and joyfully repeating what he sees and hears around him.

The danger of flashcards and drills is that they ask the child to perform before a solid foundation has been built. Reading must grow out of the child’s own inner readiness, not from an adult’s insistence. If we compel a child to recite what he does not yet understand, we replace joy with anxiety. Worse still, the child may come to believe that learning is about pleasing adults rather than discovering truth for himself.
How then can you respond with kindness to your mother while protecting your child? Begin by acknowledging her intention: “I see how much you want to help him.” Then gently explain: “Right now, he is preparing for reading through conversation, singing, and listening to stories. When the time comes, he will learn with enthusiasm.” If she can visit his classroom, the experience will speak louder than any words. She will see children joyfully tracing letters in sand, building words with movable alphabets, and reading with delight—not under pressure, but out of inner discovery. Ms. Montessori

You may also guide her energy into more fruitful channels. Invite her to read aloud to him, to sing songs from her childhood, or to tell him stories of the family. These activities are not only precious in their own right, but they nourish the very faculties that will enable him to read naturally in due time.

Never forget: the task of the parent is to safeguard the child’s freedom to grow according to his inner plan. To resist pressure—whether from grandparents, neighbors, or society at large—is often the most loving thing we can do. When we trust the child’s rhythm, we allow him to become a reader not by compulsion, but by joy. – Ms. Montessori

Years ago, when I first sat down with a group of eighth graders in a traditional private school to talk about grades, one boy said something that stayed with me: “I feel like my grades are a race I’m losing — even when I’ve learned more than I did last year.” That’s the moment it hit me again how the traditional grading system can distort learning. Letter grades and percentages compress a child’s effort, growth, and curiosity into a single symbol. They make it easy to measure compliance but harder to measure progress.

More schools today are moving toward mastery-based learning and progress reporting — and with good reason. These approaches give families a fuller, clearer picture of what students know and can do. They honor the process of learning, not just the end result, and they invite students to take real ownership of their education.

Moving Beyond One-Size-Fits-All Grading

Think of a classroom where a student struggles for weeks with fractions, while another is already ready for algebra. In a traditional system, the first student gets a C and the second an A, and both move on at the same time. In a mastery-based classroom, the first student keeps working with support until mastery is demonstrated, while the second moves ahead as soon as he’s ready.

A teacher at a small K–8 school put it this way: “It’s like teaching children to swim. You wouldn’t keep a child in the shallow end forever because of their birthday, and you wouldn’t send a non-swimmer into the deep end because of their age. You watch, you coach, you measure progress, and you let them advance when they’re ready.”

Why Progress Reports Beat Letter Grades

Instead of static grades, progress reports give parents a window into their child’s actual learning. One parent I spoke with said, “I used to dread report cards. Now I look forward to them. I can see exactly what skills my daughter has mastered, what she’s working on, and what support she needs.” Teachers find them equally useful for planning instruction and sparking meaningful conversations.

Levels of Mastery — A Continuum, Not a Checkbox

Too often we frame mastery as binary — “has mastered” or “has not mastered.” But learning is rarely that simple. The International Baccalaureate (IB), for example, uses levels of achievement to reflect a continuum of understanding.

A middle school teacher in our network likes to map skills to Bloom’s Taxonomy. She’ll tell her students, “You’re solidly at the ‘apply’ level on this math concept. Let’s aim for ‘analyze’ next.” Students can see themselves moving up the ladder — remembering, understanding, applying, analyzing, evaluating, creating — which reframes mastery as a journey, not a hurdle.

Portfolios: Bringing Learning to Life

Progress reports tell a story with words. Portfolios show it with evidence. They’re living archives of authentic student work — and they look different at each stage of development.

• Kindergarten–3rd Grade: Portfolios might hold drawings, early math activities, first stories, photographs of practical life work, and teacher notes documenting reading or presentations. I once watched a 6-year-old proudly flip through her portfolio, pointing out how her handwriting had “grown up.”
• 4th–6th Grade: Students can showcase multi-step projects, science experiments, essays, goal-setting sheets, and even peer feedback. A fifth grader at one of our schools told his parents at a conference, “This is the project where I learned to keep going even when it didn’t work the first time.”
• Secondary Level: Older students can build a record of research papers, capstone projects, leadership experiences, community service, and creative work. Some even lead their own portfolio conferences, presenting their growth to parents and teachers with confidence.

Narrative Progress Reports — Telling the Story of Learning

Narrative reports take progress reporting a step further. Instead of ticking boxes or filling in charts, teachers write a brief narrative covering academic progress, work habits, and social-emotional growth.

Done well, these reports don’t have to be overwhelming. One high school team uses a simple template: an opening paragraph, strengths, areas for growth, and next steps. They also invite students to write their own reflections, which both enriches the report and saves teacher time. “I was skeptical at first,” one teacher admitted. “But once I started writing evidence-based statements instead of trying to sum up everything, it actually became easier — and more meaningful.”

Implementation Tips

Making the shift doesn’t require an overnight revolution. Begin by setting clear learning standards and competencies. Train your staff in mastery-based practices. Develop or adopt tools to track mastery and student work. Communicate changes early and often to families and stakeholders. Pilot in one grade or subject area, gather feedback, and expand gradually.

The Payoff

Schools that make this shift often see immediate changes. Parent-teacher conferences become more productive. Students become more engaged because they understand where they’re headed and what they’ve achieved. Teachers can target interventions more precisely.

One principal summed it up perfectly: “For the first time, our conversations with parents are about learning — not about defending grades.”

A Call to Action

If you’re a school leader or educator, now is the time to start the conversation with your team. Explore tools and resources that support mastery and progress reporting. Plan a pilot, gather feedback, and commit to a timeline. Above all, involve your students and families in the process.

The shift from traditional grades to mastery and progress reporting isn’t just a change in paperwork. It’s a cultural transformation toward deeper, more personalized learning — one that can rekindle joy in teaching and learning alike.

Ask Ms. Montessori Practical Wisdom for Parents

In this column, we invite parents to bring their questions about raising children the Montessori way. Ms. Montessori offers gentle yet firm counsel rooted in deep respect for the child’s natural development. Whether the concern is about discipline, learning, family pressures, or the challenges of modern life, these answers are meant to reassure and guide with timeless principles.

Ms. Montessori believed that every child carries within them the blueprint of their own growth, and that the role of adults is not to mold them by force, but to prepare an environment in which their fullest potential may unfold. Her replies aim to honor that vision while giving parents practical strategies they can use today.

Ms. Montessori is actually the voice of many Montessori teachers, women and men, who channel their inner Montessori voice to offer some gentle parenting tips.

Grandparent Pressure

Dear Ms. Montessori, my mother insists that my three-year-old should already be learning to read. She continues to buy flashcards and drill him when she visits. I don’t want to offend her, but I feel this isn’t right. How do I handle it? – Conflicted Daughter

Dear Conflicted, your mother’s eagerness stems from love, but her methods reflect a misunderstanding of the natural development of young children. At three years of age, your son is in a “sensitive period” for language development. During this period, the child absorbs the spoken word, the rhythms of conversation, and the joy of storytelling effortlessly. He learns in the way he learns to walk—by living, imitating, and joyfully repeating what he sees and hears around him.

The danger of flashcards and drills is that they ask the child to perform before a solid foundation has been built. Reading must grow out of the child’s own inner readiness, not from an adult’s insistence. If we compel a child to recite what he does not yet understand, we replace joy with anxiety. Worse still, the child may come to believe that learning is about pleasing adults rather than discovering truth for himself.
How then can you respond with kindness to your mother while protecting your child? Begin by acknowledging her intention: “I see how much you want to help him.” Then gently explain: “Right now, he is preparing for reading through conversation, singing, and listening to stories. When the time comes, he will learn with enthusiasm.” If she can visit his classroom, the experience will speak louder than any words. She will see children joyfully tracing letters in sand, building words with movable alphabets, and reading with delight—not under pressure, but out of inner discovery. Ms. Montessori

You may also guide her energy into more fruitful channels. Invite her to read aloud to him, to sing songs from her childhood, or to tell him stories of the family. These activities are not only precious in their own right, but they nourish the very faculties that will enable him to read naturally in due time.

Never forget: the task of the parent is to safeguard the child’s freedom to grow according to his inner plan. To resist pressure—whether from grandparents, neighbors, or society at large—is often the most loving thing we can do. When we trust the child’s rhythm, we allow him to become a reader not by compulsion, but by joy. – Ms. Montessori

On November 1, 2025, child care will be free or highly subsidized for every family in New Mexico, regardless of income. Governor Michelle Lujan Grisham’s decision to remove income limits, end copayments, and boost reimbursement rates is a major shift in public policy. Centers that pay their entry-level staff at least $18 an hour and offer 10 hours of care a day, five days a week, will qualify for extra incentives. The program is funded through the state’s Land Grant Permanent Fund and Early Childhood Trust Fund, built over the years from oil, gas, and investment income.

For many families, this is life-changing. KOB-TV in Albuquerque spoke with parents who said the savings would help them afford everything from holidays and vacations to a long-awaited down payment on a house. One parent summed it up simply: “Everybody deserves to be able to keep working and not cut as much out of their budget for child care.”

Providers, however, see both opportunity and challenge. Ruth Porta, owner of La Esperanza Child Development Centers, said, “They deserve that help … but how is this going to be sustainable?” Natalie Aragon of ABQ Childcare is already “hiring at least one to two people per classroom” to handle the expected surge. Their comments reflect what many of us in the field are thinking: this is bold, but it needs careful execution.

To understand how this plays out at ground level, I spoke with my friend and colleague Sheila Griffin, who runs Leap Montessori School in New Mexico. Sheila is excited for families but realistic about what the policy does and doesn’t cover.

For preschoolers, tuition will be fully funded. For elementary-age children, the state covers before- and after-school care but not the entire school day. At her school, that means families still pay a couple of hundred dollars a month — a significant reduction, but not completely free. For schools with higher tuition, the remaining gap would be larger.

Sheila is passionate about preserving the authenticity of Montessori. Some worry that quality systems like New Mexico’s FOCUS framework will force schools to compromise. She’s found the opposite. By making only minor, respectful adjustments — such as adding a simple storytelling tray to meet a literacy benchmark — she’s been able to maintain full Montessori fidelity.

She’s also learned to be strategic with state Pre-K funding. Taking a large number of Pre-K seats can squeeze kindergarten enrollment, weakening the three-year primary cycle at the heart of Montessori. She solved it by starting a small multi-age elementary class for ready five-year-olds—her advice: guard your three-year cycle and plan.

When asked if universal free child care threatens private providers, Sheila didn’t hesitate: “Absolutely not.” She believes the state intends to raise the floor for everyone, not undercut private schools. With stable reimbursement and higher pay for teachers, she sees a stronger future for early childhood educators.

What’s Covered at a Glance

Funding flows directly to the school, not the parent. Programs must be licensed and registered with ECECD to qualify. For schools, that means a predictable stream of public support, a chance to serve more families, and the resources to improve staff pay.

Still, challenges remain. State reimbursements may not fully cover the higher costs of Montessori programs, quality standards will require some adaptation, and competition for qualified teachers will almost certainly grow. Knowing this in advance helps schools plan wisely and stay ahead.

If you run a Montessori school in New Mexico, here are a few steps to consider:

• Engage early. Ensure your schedule and licensing align with reimbursable hours.
• Budget with real numbers. Model tuition and reimbursement scenarios using actual state rates.
• Protect the three-year cycle. Don’t overcommit Pre-K slots at the expense of kindergarten continuity.
• Recruit ahead of demand. Build a salary scale and invest in professional development to attract and keep staff.
• Communicate clearly with families. Celebrate the savings, but be honest about what’s covered and what’s not. Highlight what makes your Montessori program distinct.

Other states are watching New Mexico closely. The state can do this now because it has built an endowment-style funding engine over the years; others will need a different path, whether dedicated revenue, phased rollouts, or public-private partnerships. But the essentials — stable funding, quality systems that respect program identity, a separate agency focused on early childhood, and true partnership with community providers — can be replicated anywhere.

As Montessori educators, we’ve always believed early childhood education is a public good. New Mexico is testing what it looks like to fund that belief at scale. Sheila’s experience convinces me that, if we stay engaged, protect fidelity, and plan intelligently, this moment can widen access and strengthen the work we cherish.

On November 1, 2025, child care will be free or highly subsidized for every family in New Mexico, regardless of income. Governor Michelle Lujan Grisham’s decision to remove income limits, end copayments, and boost reimbursement rates is a major shift in public policy. Centers that pay their entry-level staff at least $18 an hour and offer 10 hours of care a day, five days a week, will qualify for extra incentives. The program is funded through the state’s Land Grant Permanent Fund and Early Childhood Trust Fund, built over the years from oil, gas, and investment income.

For many families, this is life-changing. KOB-TV in Albuquerque spoke with parents who said the savings would help them afford everything from holidays and vacations to a long-awaited down payment on a house. One parent summed it up simply: “Everybody deserves to be able to keep working and not cut as much out of their budget for child care.”

Providers, however, see both opportunity and challenge. Ruth Porta, owner of La Esperanza Child Development Centers, said, “They deserve that help … but how is this going to be sustainable?” Natalie Aragon of ABQ Childcare is already “hiring at least one to two people per classroom” to handle the expected surge. Their comments reflect what many of us in the field are thinking: this is bold, but it needs careful execution.

To understand how this plays out at ground level, I spoke with my friend and colleague Sheila Griffin, who runs Leap Montessori School in New Mexico. Sheila is excited for families but realistic about what the policy does and doesn’t cover.

For preschoolers, tuition will be fully funded. For elementary-age children, the state covers before- and after-school care but not the entire school day. At her school, that means families still pay a couple of hundred dollars a month — a significant reduction, but not completely free. For schools with higher tuition, the remaining gap would be larger.

Sheila is passionate about preserving the authenticity of Montessori. Some worry that quality systems like New Mexico’s FOCUS framework will force schools to compromise. She’s found the opposite. By making only minor, respectful adjustments — such as adding a simple storytelling tray to meet a literacy benchmark — she’s been able to maintain full Montessori fidelity.

She’s also learned to be strategic with state Pre-K funding. Taking a large number of Pre-K seats can squeeze kindergarten enrollment, weakening the three-year primary cycle at the heart of Montessori. She solved it by starting a small multi-age elementary class for ready five-year-olds—her advice: guard your three-year cycle and plan.

When asked if universal free child care threatens private providers, Sheila didn’t hesitate: “Absolutely not.” She believes the state intends to raise the floor for everyone, not undercut private schools. With stable reimbursement and higher pay for teachers, she sees a stronger future for early childhood educators.

What’s Covered at a Glance

Funding flows directly to the school, not the parent. Programs must be licensed and registered with ECECD to qualify. For schools, that means a predictable stream of public support, a chance to serve more families, and the resources to improve staff pay.

Still, challenges remain. State reimbursements may not fully cover the higher costs of Montessori programs, quality standards will require some adaptation, and competition for qualified teachers will almost certainly grow. Knowing this in advance helps schools plan wisely and stay ahead.

If you run a Montessori school in New Mexico, here are a few steps to consider:

• Engage early. Ensure your schedule and licensing align with reimbursable hours.
• Budget with real numbers. Model tuition and reimbursement scenarios using actual state rates.
• Protect the three-year cycle. Don’t overcommit Pre-K slots at the expense of kindergarten continuity.
• Recruit ahead of demand. Build a salary scale and invest in professional development to attract and keep staff.
• Communicate clearly with families. Celebrate the savings, but be honest about what’s covered and what’s not. Highlight what makes your Montessori program distinct.

Other states are watching New Mexico closely. The state can do this now because it has built an endowment-style funding engine over the years; others will need a different path, whether dedicated revenue, phased rollouts, or public-private partnerships. But the essentials — stable funding, quality systems that respect program identity, a separate agency focused on early childhood, and true partnership with community providers — can be replicated anywhere.

As Montessori educators, we’ve always believed early childhood education is a public good. New Mexico is testing what it looks like to fund that belief at scale. Sheila’s experience convinces me that, if we stay engaged, protect fidelity, and plan intelligently, this moment can widen access and strengthen the work we cherish.

1907-2025 Welcome to the 119th Montessori School Year!

If you’ve tried to hire a preschool teacher in America in the last year or so, you know it’s not easy. Great early childhood educators are in high demand—and in short supply. And even when you manage to hire someone wonderful, keeping them can be just as difficult.

Low wages, burnout, and competition from better-paying industries have pushed many talented educators out of early childhood altogether. As school leaders, we find ourselves navigating a tough reality: the mission we believe in is only as sustainable as the team we can build and retain.

But there is hope—and there are strategies that work. This article is meant to serve as a practical guide for school owners and directors across Florida who are determined to build stable, joyful, mission-driven teams—even in a competitive market.

The Realities We’re Facing

I live in Florida, where this is a state-wide challenge, but we’re not alone in our staffing crisis; we’re feeling it intensely. Early childhood teachers are leaving the field for better pay and more predictable hours. Many work two jobs. Some leave mid-year, overwhelmed and under-resourced.

A Wall Street Journal feature by Anne Tergesen and Veronica Dagher laid it out clearly: child care centers are facing a national workforce emergency. The article points to five areas of systemic breakdown—but also offers several forward-looking solutions that are worth our attention.

Why Retention Matters More Than Ever

When a teacher leaves, it disrupts far more than the schedule. Children lose the sense of consistency that’s foundational to trust and emotional development. Remaining staff absorb the stress and often begin thinking about leaving, too. Parents grow uneasy. The learning community suffers.

The cost of turnover isn’t just financial—it’s cultural.

What You Can Do: Six Strategies That Make a Real Difference

Here’s what the most resilient programs are doing to attract and retain great educators in a high-pressure environment.

1. Build a Culture of Respect and Belonging

Educators stay where they feel seen and supported. According to Teaching Strategies’ national survey, over 60% of teachers cite a respectful workplace as the top reason they would stay in a role long-term.

This doesn’t cost money—but it does require leadership. Be visible. Listen actively. Say thank you often. Create space for input and ideas. Celebrate small wins. And above all, make sure your teachers know their work matters.

2. Provide Competitive Compensation (and Creative Benefits)

We all know the financial limits of running a preschool. But the Wall Street Journal article reminds us that compensation isn’t just about the hourly wage—it’s about the whole package. Some programs are thinking creatively:

• Offering paid professional development days
• Giving staff discounted or free child care
• Providing stipends for classroom materials
• Offering extra paid days off around holidays or birthdays
• Contributing to healthcare stipends or mental health wellness plans

You may not be able to offer everything—but even a few thoughtful perks show that you value your team and are invested in their well-being.

3. Offer Flexibility Where You Can

One of the Journal‘s key points was that burnout is driving many educators away—not just low pay. Long hours, little planning time, and a lack of schedule control all contribute.

Consider:

• Job sharing or part-time roles
• Floaters to give lead teachers breaks
• Weekly planning time built into the schedule
• A clear PTO policy that’s actually respected

Small adjustments to how time is used can make a big difference in retention.

4. Create Career Pathways

Another insight from the WSJ article: many states and school systems are beginning to offer tuition-free CDA and fast-track credentialing programs. Why? Because when early educators see a future in the field, they stay longer.

Connect with your local community college or workforce board. Offer to host practicum students. Support your assistants in getting their credentials. Celebrate professional milestones publicly. Build a culture where teachers grow with you—not outgrow you.

5. Build a Mentorship Model

Don’t let new teachers feel like they’re on their own. Create a system where new hires are paired with experienced mentors. Hold monthly reflection circles. Check in regularly. Sometimes a single conversation can prevent a resignation.

Strong teams don’t just form—they’re nurtured.

6. Invest in Tools That Help Teachers Succeed

Teachers are more likely to stay when they have what they need to do their job well. That includes a high-quality curriculum, practical assessment tools, and streamlined communication systems.

Avoid overloading them with disconnected apps or disorganized systems. Streamline, simplify, and ensure your tools support—not hinder—the classroom day’s flow.

BTW: I consult with a few software providers. If you run a childcare center, I warmly encourage you to look into Illumine (https://illumine.app/). It is new to America, but strikes me as being much more powerful and user-friendly than other ECE software that I have found. If you run a Montessori school, I warmly recommend the Montessori Growth Suite, which is the best match that I have found for our schools (https://www.montessoricompass.com/growth-suite/).

A Sample Retention Rhythm You Can Adopt

If you’re looking to build retention habits into your leadership rhythm, try this:

Weekly:

• Check in with your team informally—how are they really doing?

Monthly:

• Offer one hour of paid planning time or peer sharing.
• Recognize staff contributions publicly—in meetings, emails, or parent newsletters.

Quarterly:

• Hold a one-on-one review focused on support, not evaluation.
• Ask for feedback on what would help them thrive.

Annually:

• Conduct a formal survey on satisfaction and workplace culture.
• Revisit compensation and consider where you can improve—even incrementally.

Wrapping Up

Yes, the market is tough. Yes, there are factors outside of your control. But there are also many things within your reach.

Hiring and retaining teachers in today’s Florida preschool landscape starts with building a school culture that respects educators, supports their growth, and treats them as the professionals they are.

And as the Wall Street Journal put it, the future of early education will depend on how we reimagine our approach—not just with funding, but with leadership and care.

Here’s a Sample Staff Retention Survey that you can use with your preschool team. It’s written in a clear, respectful tone and structured to gather meaningful feedback while reinforcing a culture of listening and professionalism.

Staff Retention & Satisfaction Survey

Confidential – Your feedback helps us build a better place to work

Please take a few minutes to reflect on your experience at our school. Your honest input will help us understand what we’re doing well and where we can grow.

Your Name (optional): _______________________________ Your Position: _______________________________ Length of time at the school: _______________________________

1. Overall Satisfaction

1.1 On a scale of 1 to 5, how satisfied are you working at this school? (1 = Very Unsatisfied, 5 = Very Satisfied) ☐ 1 ☐ 2 ☐ 3 ☐ 4 ☐ 5

1.2 What do you enjoy most about working here?

1.3 What frustrates you or makes your job harder than it needs to be?

2. Work Environment & Culture

2.1 I feel respected and valued by… (Check all that apply) ☐ My direct supervisor ☐ School leadership ☐ My fellow team members ☐ Families ☐ Not sure

2.2 I feel comfortable giving feedback or raising concerns. ☐ Always ☐ Usually ☐ Sometimes ☐ Rarely ☐ Never

2.3 I feel part of a collaborative team. ☐ Strongly agree ☐ Agree ☐ Neutral ☐ Disagree ☐ Strongly disagree

2.4 If you could improve one thing about our team culture, what would it be?

3. Compensation & Workload

3.1 I feel my compensation is fair for the responsibilities of my role. ☐ Strongly agree ☐ Agree ☐ Neutral ☐ Disagree ☐ Strongly disagree

3.2 The workload I carry is… ☐ Very manageable ☐ Manageable ☐ Sometimes overwhelming ☐ Frequently overwhelming

3.3 What type of support would make your work easier or more sustainable?

4. Growth & Development

4.1 I have opportunities for professional growth at this school. ☐ Strongly agree ☐ Agree ☐ Neutral ☐ Disagree ☐ Strongly disagree

4.2 I would be interested in: ☐ Earning a credential (CDA, FCCPC, etc.) ☐ Attending workshops or conferences ☐ Mentoring a new teacher ☐ Having a mentor or coach ☐ Leading a project or initiative ☐ None at this time

4.3 What would help you grow in your role?

5. Retention & Intentions

5.1 I see myself continuing to work here… ☐ Next school year ☐ For at least 2 more years ☐ For the foreseeable future ☐ I’m unsure ☐ I’m actively considering leaving

5.2 If you’re considering leaving, what factors are influencing your decision?

6. Final Thoughts

6.1 What’s one thing we’re doing well that you’d like us to keep doing?

6.2 What’s one thing we could do better to support our staff?

Thank you for taking the time to complete this survey. Your voice matters.