Parent Testimonials:
Life-Changing Shifts Through Self-Directed Learning
“Whilst leaving mainstream school wasn’t an easy decision and there have been challenges to overcome, we don’t regret it for a second.
Both of our kids have spent several years in a self-directed learning environment, which has given them the space and time to learn what they love as well as fostered a curiosity and interest in the world around them - not just academic subjects. It’s helped them to determine their own path, find their strengths and talents, and form positive relationships with their peers, the learning team and staff.”
“Our son left mainstream education within the first 2 weeks of year 7. He was broken after too many years in a system that just didn’t work for him. It took a long time before he’d even entertain the thought of attending any sort of place of learning. He didn’t think he’d see adulthood, that’s how broken he was. When he finally started the self-directed learning journey, he very quickly gained a sense of self again, he started to see a future where he could be whole and happy. He continued on that path for a few years and from that he’s now attending college and couldn’t be happier. He’s made great friends while in alternative education and those friendships continue to this day. I wholeheartedly recommend a place like OPLC for young people who don’t fit in the mainstream box. It’s liberating on all fronts!”
“Before starting self-directed learning, our daughter was enrolled in mainstream school but not attending. She was isolated, withdrawn, and deeply unhappy. She stayed in her room, didn’t talk to anyone, and had no connection with friends.
She then began attending the previous self-directed learning community in January 2025, at first just once a week. By March, she was going almost every day. She built a friendship group, found belonging, and began to take a real interest in learning again.
A few weeks before the previous centre closed, she told me, ‘I really like going in.’ It was the first time in a long while she
had said something like that about education.
This change was not just about school. It was about wellbeing, confidence, and connection. This kind of progress, shows just how powerful this approach is. ”
“Our two boys both attended the Self-Managed Learning provision after leaving mainstream education in Years 5 and 6.
Our eldest had struggled in primary school, often wearing ear defenders, avoiding the playground and social settings, and eventually refusing to attend altogether. He experienced extreme anxiety and low self-esteem, which led to severe meltdowns at home.
Since joining the provision, he has grown into a compassionate, kind, funny, and confident 15-year-old. He has been able to pursue his interests freely and is now aiming to join a prestigious art school at 16. In fact, the school was so impressed with his portfolio that they noted the work he produced at age 12 matched the level of their current 16-year-old students.
The early days required patience. At first, we drove him to and from the provision, then accompanied him on the bus across town. Over time, he gained the confidence to travel independently, changing buses in central Brighton, and eventually taking his younger brother with him. Today, he is a “bus expert” and has even travelled alone to London to meet his cousin.
Activities that once felt impossible are now a source of joy. Recently, he started playing volleyball at Yellowave in Brighton. One of his biggest breakthroughs at the provision was the ability to learn at his own pace and explore subjects that genuinely interested him. An early example was when he designed a 3D car, a project that naturally incorporated physics, maths, English, research, and creative skills without him even realising it.
He has since reached a high level in maths and is working towards completing his GCSE. His handwriting, which used to be poor, improved dramatically after just a few weeks of focused guidance, a change he linked to his passion for design. He has also been called upon by adults in the community to solve IT problems and has willingly supported younger learners when needed.
Our youngest son has also flourished. He has matured beyond many of his mainstream peers, discovered his passions, and is now preparing to return to mainstream education with renewed confidence and enthusiasm.
We are deeply grateful for the Self-Managed Learning provision and the opportunities, independence, and joy it has brought to both our boys.”
“Our son faced a number of emotional and mental health challenges following a very difficult period of grief and change in our family. Traditional schooling became overwhelming for him. He experienced severe anxiety, depression, and eventually complete school refusal. This left our family under significant emotional and financial strain.
As soon as he moved to self-directed learning, he began to rebuild his trust in education. Now, he chooses to attend every day - feeling understood, accepted and free from the emotional distress he once felt. The college provides a space where he feels safe, understood, and valued. These are critical factors in his ability to engage, grow, and begin to believe in himself again.
We truly believe that our son is only able to access learning in this kind of environment. The self-directed community has given him a real chance, not just academically but emotionally and socially as well. It is the one place where we’ve seen him begin to thrive and ultimately be happy.
Our daughter began a year ago for the same reasons, and her progress quickly mirrored that of our son. Now, both of our children are genuinely happy. It has become our lifeline - without it, I truly don’t know what we would do as this is our only option to ensure their security, happiness, and safety.”
“Our young person became unable to attend mainstream in year 4 and after a failed part-time schedule they spent 5 months in bed, unable to pick up a pencil due to severe burnout and low mood. We spent months trying to engage them in home learning and other learning environments, with limited success.
After attending an open evening at the previous Self-Directed learning college, they immediately decided that this was an environment that they wished to try. Within six weeks of attending, they were showing prospective parents and children around on open evenings, building new friendships and finding joy in life again.
After two years in a self-directed learning environment, they have grown in confidence in their own identity, surrounded by peers that fully accept them as they are. They have developed their own interests in costume design, jewellery making, criminology, animation and art. But more importantly, they have developed significantly in their independence, their understanding of how they learn best and their confidence in their own abilities. They continue to attend the college daily by choice, despite the 50-minute bus journey that they are now able to tackle on their own and have chosen to continue with self-directed learning for their secondary education.
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