“It’s like we’re adults!”

This week we went to Venetian Pool, as proposed and organized by a teenage student. There’s a little snack counter next to a covered seating section between the restrooms and not far from the pool. Since Staff can monitor the vicinity without having to be directly in the eating area, when students asked to go purchase snacks we happily told them to go with their chosen buddies.

I stopped by the table of a group ranging in age from 5 to 10 and one of the students exclaimed, “It’s like we’re adults! We bought our own food and are sitting at our own table!” The surprise and joy in that statement stuck with me. It’s so logical for us as Staff to give them the space to do these things independently - there’s nothing dangerous or requiring adult direction. So what made it feel so significant for these young people? I believe it’s the intentional space.

This was a small but novel experience for some or all of these young people - making a purchase completely autonomously. No adult managed their purchases, not making suggestions or even standing there in possibly perceived judgement. No adult made sure they got the correct change, but even if they didn’t, we’d be talking a few cents. These are low stakes, small potatoes, and big times for these young people.

No adult even managed where they’d sit to eat the snacks they bought - this in itself is largely unheard of on a school field trip where children’s movements are typically highly managed (often with whistles or yelling). We assumed they’d be respectful and clean up after themselves (which they did without reminder). Sure, each Staff member at some point stopped by their table to say hello, but that time was theirs and there was something that felt very significant about it. Very “adult.”

My father grew up in Miami - in fact he used to swim at the Venetian Pool himself - and tells stories of riding his bike at a young age all over South Miami: hanging out with friends, selling newspapers, picking up old TVs to repair… he had space and autonomy the likes of which most of our children will never know until adulthood. As such, any moments of autonomy we can give our students today are precious and important. Sudbury kids are afforded, by design, intentional space based in the understanding of how essential it is at so many stages of development.

The creation of these essential spaces isn’t by accident, just as “negative space” in art isn’t haphazard emptiness (and it’s not negative in the non-positive sense of the word). Without some space, we can’t see and appreciate the focus.

We as Staff hold the space - the space to be and to become.

Staff from a variety of Sudbury inspired communities met together in Chicago this summer to discuss the various aspects and intricacies involved in holding this space. In one of the sessions, we collectively reflected on the power of witnessing the being and becoming that we watch our students engage in. They aren’t our projects and there’s no predetermined product. We’re holding the space with great intention and thus witnessing marvelous growth and transformations with immense admiration.

We appreciate the power of space and clearly our student do too. It’s frankly exciting for our young people to purchase their own ice creams and snacks and then sit down to eat them with friends - it’s so human and fun and a small but powerful little step in the direction of directing one’s own life.

It’s snacks at a pool… and it’s also trust and autonomy that’s being savored.