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Reimagining Kindergarten Readiness Since 1973: It is a Different Story for Boys at High Meadows
This summer I came across a The New York Times article with a concerning narrative – boys are falling behind before they have taken their first steps in formal schooling and are less likely than girls to be "kindergarten-ready." An argument is made that one clear solution would be for all boys to start formal schooling a year later than their female counterparts. I challenge this narrative.
There is certainly data to support that boys and young men are not thriving at the same rates as they did in the past. Author, Richard V. Reeves, in Of Boys and Men: Why the Modern Male is Struggling, Why It Matters, and What To Do About It does an excellent job of explaining some of the realities of these differences. I concur with Mr. Reeves when he said in a recent TED Talk, “It is the system that is disabling boys rather than boys being disabled.” Boys are not falling behind on their own. It is educational practice that is failing to provide both the best strategies and measures for their success.
At High Meadows School, we have been deeply attentive to the developmental needs of children since our founding more than 50 years ago. We design learning environments that meet children where they are, not where conventional schooling or test scores expect them to be. We respect children, empower them, and capitalize on their strong drive to learn through action and inquiry. Our students find school stimulating and enjoyable. Rain or shine, they explore and discover across our campus. Rather than confining their curiosity and energy, we help them to harness it.
Play has been a staple at HMS since its start in 1973.
Many young boys (and girls too!) arrive at school full of energy, curiosity, and a need for movement and engagement. Too frequently, all children, no matter their gender or age, are asked to sit and practice discrete skills that squash their innate curiosity. Educational systems, rather than knowledgeable educators, determine the content, methodology and pace of instruction. It is no wonder that children who start school with an innate desire to explore, tinker, socialize, and play may not meet the model of “success” and “readiness” that is measured by many at the end of the kindergarten year.
Many young boys (and girls too!) arrive at school full of energy, curiosity, and a need for movement and engagement. Too frequently, all children, no matter their gender or age, are asked to sit and practice discrete skills that squash their innate curiosity. Educational systems, rather than knowledgeable educators, determine the content, methodology and pace of instruction. It is no wonder that children who start school with an innate desire to explore, tinker, socialize, and play may not meet the model of “success” and “readiness” that is measured by many at the end of the kindergarten year.
Education and learning are complicated, non-linear, somewhat unpredictable, and really FUN! (No, I mean it. We think school should be fun.) We owe it to our students to meet them at their stage in the developmental process, to understand when learning is delayed or when it’s simply emerging, and to create an environment that allows for progression over time. Do not be overly focused on a child’s “readiness” for kindergarten, and if they are a little behind, surely do not remove movement, play, and arts to add more time in seats learning to trace letters with a pencil. Boys (and girls) will fail to thrive in such an environment. That's why, at High Meadows, we do things differently.
Here are some of the ways we building capacity in our students:
- Nature-integrated learning, making education kinesthetic, sensory, and exploratory.
- Grounding in Inquiry, questions lead the way and curiosity drives intellectual growth.
- Honoring individual trajectories rather than rigid age-based expectations.
Our spaces, curriculum, and teachers invite boys (and girls) to bring their full selves to school—energized, expressive, curious. In doing so, we are not just bucking national trends; we are redefining what "ahead" can look like. If you are curious about how the High Meadows approach can help your child thrive in school, schedule a visit. We would love to show you around!
The High Meadows community celebrates and perpetuates each individual’s quest for knowledge and skill, sense of wonder, and connection to the natural environment. We empower each to be a compassionate, responsible, and active global citizen.
Age 3 through Grade 8 | Authorized IB PYP World School
1055 Willeo Road, Roswell, Georgia 30075 | (770) 993-2940 | info@highmeadows.org
1055 Willeo Road, Roswell, Georgia 30075 | (770) 993-2940 | info@highmeadows.org
