A Letter from Our Head of School

Dear Prospective Weekday Families, 

I am Weekday’s Head of School, but first and foremost, I am the mom of four school-aged children. As parents, you and I both know firsthand how important it is to find the right environment for your child. 

 My oldest son has always thrived in a large school environment. He’s about to start his sophomore year at Columbia High School in Maplewood, and since he was in Kindergarten, I’ve been thrilled with his school experience in the local public schools. He has excelled academically, socially, and emotionally. He takes AP and Honors classes and is on the football team. 

My younger teenage son has had a very different experience. I happily enrolled him in public school for kindergarten, only to see early on that it was not the right environment for him; It was clear he needed something smaller and more tailored to his strengths and challenges. It was an overwhelming time, but eventually, I found a small school about half an hour away from Maplewood. The drive was worth it! 

That son is now in seventh grade at the same school. In a year and a half, he will transition over to Columbia High School, which will be a huge change for which he is ready. He is excited now for the hustle and bustle of a big school. Because he was given an early experience that was gentle, supportive, and met his individual academic needs, he is now truly ready for more. My son will always be an "outside the box" person, but he knows this is a good thing. He is confident and creative, and I am so incredibly grateful I followed my gut and took him out of a big school that brought him so much stress. His developing brain needed something different, and the benefits of that choice changed the trajectory of his life.

Our supportive and compassionate vibe has attracted the most incredible group of kids, many of whom wouldn’t feel as secure in a larger public school. It is my greatest point of professional pride that we are a safe space for the sensitive kids, the anxious kids, the trans and non-binary kids, the artsy kids, the super smart kids, the outside-the-box kids, the wonderful, creative, free-spirited kids! At Weekday all children can FULLY be themselves, they are accepted and celebrated for exactly who they are. Many of you WERE these kids growing up. I certainly was! 

I wish Weekday School had existed for my middle son when he was in kindergarten, and I’m so happy it’s here for my 6-year-old twins now, who are about to start second grade here.  Weekday exists for children who need something different. For the smart, capable and creative children that need a smaller and more nurturing environment. Making this decision for your child in their important early years gives them an opportunity to learn and grow and gives them a solid foundation upon which anything can happen! My parenting experience with all four of my children has confirmed everything I have learned professionally about development and education — when a young person's brain is developing, their experiences shape who they become. As I witness the development of my own children and their peers at Weekday, I am so proud of the confident, compassionate, and capable individuals they are becoming.

Warmly,

Samantha Grab, Head of School

Our Mission

We aim to inspire a passion for learning through a progressive approach to education that values intellectual pursuit, creativity, diversity and community involvement.  We believe children learn by doing: by constructing knowledge, by collaborating, and by engaging as citizens to promote social justice and democracy within the school and the world beyond it. Teachers and students work together to create a dynamic learning community grounded in cycles of inquiry and action. At Weekday School the purpose of education is for students to develop their critical thinking skills and to become thoughtful participating citizens in their communities.

At Weekday, we are committed to:

  • Small class sizes so we can have rich discussions, individualized instruction, and cozy classroom environments.

  • Social justice-oriented curriculum to instill values around fairness, equality, and human rights starting from the youngest ages and becoming more nuanced as the children move through elementary school.

  • Critical thinking skills so students learn how to analyze and evaluate information from multiple perspectives.

  • A culture of mutual respect so that students are better able to engage in meaningful learning, participate in classroom discussions, and feel intrinsically motivated to work hard.

  • Communication methods that are centered around compassion and empathy so that children learn to express themselves in ways that are clear, honest, and respectful; learn to identify their own needs and feelings; and develop strong emotional intelligence so they can understand the emotions of others in order to build positive relationships throughout their lives.

Our Philosophy

Our philosophy of teaching is based on the principle that students learn by doing: by constructing knowledge, by collaborating with their teachers and peers, and by engaging as citizens to promote social justice and democracy within the classroom, the school and the world at large.

Students at Weekday School actively participate in their own learning. They look, listen, and touch. They ask, answer, and discuss. They measure, move, and create. Current research in cognitive science consistently supports the effectiveness of project-based learning and hands-on learning approaches. Studies have shown that actively engaging students in real-world projects and hands-on activities helps to build memory retention, critical thinking, and problem-solving skills. When children can engage in meaningful learning experiences, hands-on learning methods promote deeper understanding and long-term knowledge retention.

At Weekday, each student is valued for, but not defined by, her/his/their unique learning style and the pace at which she/he/they learns. We also believe including art, music, and movement in our core curricula as an integral part of the academic program, helps students develop crucial critical thinking skills. While challenging and supporting children in their academic learning, we are also attending to their social, emotional, and physical development.

Our Constitution

As a community, we believe that these early years should be spent building a child up, helping them discover who they really are, and encouraging them to find strong and capable feelings inside of them. One of the first things our students see upon entering the building is our Constitution.

The Weekday Constitution is a living document that comes entirely from the children. The children add to it often with phrases they believe fully describe what is most important to us as a school. Sentiments like, “Be free to express your creativity,” “It’s okay to feel and understand your emotions,” and “Share your thoughts with other people” are written across the page. The phrases the children choose to put on the constitution are a strong indicator of how deeply they have absorbed the core values of our school. Weekday students really internalize the importance of treating ourselves and others with compassion, expressing ourselves authentically, and sharing our true selves with others. When children feel seen and valued for who they are and feel a deep sense of belonging within a community, their learning potential knows no bounds!

Our Students

At Weekday we wholeheartedly welcome children with varying needs. In addition to conventional, neurotypical learners, we embrace neurodivergence, learning differences, and varying social-emotional challenges.

Our commitment to providing individualized support and fostering a culture of acceptance ensures that every child can flourish academically, socially, and emotionally. Explore these case studies to learn more about how we tailor our approach to meet the unique needs of each student and celebrate their successes along the way.

Case Studies:

  • In her previous first-grade class, Ava often felt bored and unchallenged due to her natural aptitude for math. Conversely, her sibling Liam struggled with abstract mathematical concepts but excelled in reading.

    Ava's advanced math skills left her feeling disengaged and unstimulated, while Liam's challenges with math caused him to fall behind and feel frustrated. Ava became increasingly apathetic, while Liam lost confidence in his academic abilities.

    At Weekday, both children were placed in a mixed-age classroom where Ava received enrichment opportunities and advanced math materials to keep her engaged and challenged, while Liam benefited from targeted interventions and additional support in mathematical comprehension. Now both children are enthused about school and eager to share their learning experiences and accomplishments at home. Liam is excited to explore new genres and authors, while Ava has made significant progress in her reading skills and is gaining confidence with each passing day.

  • Ethan, an exceptionally bright and creative 8-year-old boy, struggled with anxiety. He felt overwhelmed in a large school setting and was floundering both academically and emotionally.

    Ethan's anxiety often manifested as perfectionism and self-doubt, hindering his ability to fully participate in classroom activities and connect with peers, leading to feelings of frustration and isolation.

    At Weekday, Ethan experienced a remarkable transformation. The small class sizes and personalized approach to instruction allowed him to receive more individualized support. The increased attention allowed Ethan to form strong bonds with his caring and experienced teachers, who, in turn, taught Ethan coping strategies to manage his anxiety and build his confidence. He now feels more comfortable expressing himself creatively and engaging in classroom discussions. Academically, Ethan has made significant progress and is excelling in his studies

  • Despite feeling a strong sense of who they were, Riley —a gender-expansive 7-year-old —faced challenges in being open about their gender identity due to fear of judgment and lack of understanding. In their previous school, Riley often felt misunderstood. They struggled to find acceptance and faced instances of bullying and discrimination from peers and even some teachers. This hostile environment took a toll on Riley's mental health and academic performance.

    Weekday School proved to be a transformative environment for Riley. Riley was able to express their gender identity openly and proudly for the first time, surrounded by classmates and teachers who embraced and celebrated their uniqueness. The school provided resources and support to ensure that Riley's gender identity was respected and affirmed in all aspects of school life. Riley's confidence soared, and they thrived academically, socially, and emotionally. They developed meaningful friendships with peers who accepted and supported them unconditionally.

Diversity and Inclusion

At Weekday we are committed to providing an inclusive and equitable education that empowers students to understand and respect the diversity of the world around them. It is essential that we equip our children with the knowledge and skills to think critically, question societal norms, and develop their own informed perspectives. Social justice education empowers students to use their voices to advocate for fairness, equality, and justice in their communities. It teaches them that their actions, no matter how small, can make a positive difference.

We are profoundly dedicated to creating an environment where every student feels deeply valued and fully embraced for who they are. We prioritize inclusivity across all dimensions of diversity, including gender identity, race, ethnicity, and neurotype, ensuring that everyone is affirmed in their identity and provided with the respect, safety, and understanding they deserve. Our goal is to foster a community where every individual feels empowered to thrive authentically, free from the constraints of prejudice or discrimination.