Kindle Farm leader discusses accountability and challenges in public education systems

The Vermont Senate Education Committee convened on March 12, 2025, to discuss pressing issues surrounding educational accountability and the challenges faced by therapeutic schools. The meeting highlighted the unique approaches taken by institutions like Kindle Farm, which prioritize student engagement over traditional disciplinary measures.

One of the key points raised was the philosophy of accountability at Kindle Farm, where students are not routinely suspended for behavioral issues. Instead, the focus is on meeting with students when they are ready to engage and collaborating with their educational teams. This approach aims to empower students and foster a sense of responsibility without resorting to punitive measures. The speaker emphasized that traditional disciplinary procedures often lead to students avoiding accountability by being out of the classroom.

The discussion also touched on the difficulties of replicating such a model in public schools. The speaker noted that while there is a desire to assist public schools in improving their responses to student behavior, the task is complex. It requires a systemic change across various classrooms and educational environments, which can be challenging to implement.

Concerns were raised about the physical environments of therapeutic programs, which are often located in less desirable areas of schools, such as basements. The speaker argued that these settings can perpetuate a negative perception of students who require additional support. Instead, it is crucial for programs to be designed to meet the specific needs of these students without labeling them as "less than."

The committee also addressed the issue of capacity within therapeutic schools, noting that many institutions, including Kindle Farm, currently have substantial waiting lists. This situation reflects a broader need for individualized education options, as public schools struggle to accommodate diverse student needs. The speaker, drawing from over 40 years of experience in public education, highlighted the importance of investing in regular education to better serve the majority of students, while also acknowledging the challenges faced by outliers who require specialized support.

In conclusion, the meeting underscored the need for innovative approaches to education that prioritize student well-being and accountability. The discussions revealed a shared commitment among committee members to explore solutions that enhance educational outcomes for all students, particularly those with unique needs. Further steps will be necessary to address the systemic challenges identified during the meeting.