Wheaton Montessori School
2025-02-11T11:50:55.000Z
15 years ago we chose Montessori Education for our children. It was an investment we were passionate about. WMS offered the perfect conditions to nurture and “grow” our children. I wrote an essay years ago, Locally Grown, about our experience of the treasured early elementary years. Fast forward and our oldest is graduating High School and youngest is a freshman. As a family, we are compelled to share our honest and sincere feedback of this experience from a retrospective perspective. These thoughts have been communicated with the head of school directly however, we feel called to share publicly as to offer insight to those families considering the AP. Our children’s recommendation is: “Stay through 6th and skip the AP”.
The Adolescent Program at WMS presents a conflicting experience for several students and families, highlighting significant concerns and areas for improvement. While the school claims to provide a holistic approach to education, it falls short in crucial areas, leaving some students unprepared for the challenges of high school.
The AP has strayed far from the original Montessori philosophy, which emphasized neutrality, respect for individuality, and a focus on grounded, thoughtful education. The current approach has deviated from those principles, favoring an agenda-driven model that seems to place the needs of its teachers above those of the students.
The most striking issue is the lack of preparation in foundational subjects, especially math and writing. My oldest states she was at a disadvantage due to the insufficiency in these core areas, leading to regret and frustration as struggled to catch up in her freshman year. She expressed she was profoundly underprepared for the rigor of her high school, acknowledging the gap could have been much wider had we not chosen to leave the AP before the completion of the 9th year.
The social environment at WMS also presents challenges. We observed evident favoritism towards certain students, creating an atmosphere of exclusion and uneven attention. Additionally, teachers engage in questionable behaviors, including texting students and discussing other students in a negative light both in front of students and sometimes parents. A total lack of integrity. The teacher-student dynamic often feels less like a mentorship and more like a friendship-seeking relationship which undermines the authority and maturity required in an educational setting. For example, encouraging students to experiment with nail polish, twerking, and other frivolities rather than teaching math and writing. Some teachers seem more interested in fulfilling their own emotional needs through vulnerable adolescents than providing the guidance, wisdom, and leadership that students require.
The program's attempt at inclusivity and open-mindedness is overshadowed by a lack of neutrality. Teachers actively promote personal social beliefs, leaving little room for objective discussion or diverse perspectives. The curriculum, too, leans heavily into certain ideologies, and teachings, creating an atmosphere of comparison, while neglecting broader educational goals.
As parents, we were told by staff “The adolescent brain is broken “ and they will struggle with decision making and managing emotions. Indeed, the adolescent brain’s developmental limitations are not adequately considered in decision-making. The emphasis on identity exploration, and identity-dependent worthiness, adds to the confusion and emotional turmoil during a period when students should be focusing on personal growth and academic development.
Our observation has been that the adolescent program has strayed from“following the child” to “following the cause”. A distinct contrast to the original Montessori philosophy, which emphasized neutrality, respect for individuality, and a focus on grounded, thoughtful education. The current approach appears to favor an agenda-driven model that often places the needs of the school and its teachers above those of the students.
In conclusion, while the WMS Adolescent Program may appeal to some families for its progressive approach, it is our determination it falls short in preparing students for future academic success and personal development. A return to the original Montessori mission—focusing on respect, objective learning, and appropriate developmental guidance—could better serve the needs of these adolescents during one of the most critical stages of their growth.
Investing in a Montessori education was a good parenting decision but pulling them from the Adolescent program was our greatest decision.
15 years ago we chose Montessori Education for our children. It was an investment we were passionate about. WMS offered the perfect conditions to nurt... More