The Strive Philosophy

The Joy of Reading

Reading will be the heartbeat of our curriculum. Every day, students will spend sustained time immersed in books of their choice that spark curiosity and joy. Our classrooms will be filled with comfortable spaces, rich libraries, and lively conversations about books. Reading will connect every subject—students will explore history through biographies, science through stories of discovery, and writing through the voices of authors they admire. Most of all, children will come to love reading: to see books as friends, adventures, and doorways to new worlds. At Strive, reading will not be a task to complete but a life to enter—a daily practice that builds both intellect and imagination.

No single literacy activity has a more positive effect on students’ comprehension, vocabulary knowledge, spelling, writing ability, and overall academic achievement than free voluntary reading.

— Donalyn Miller, The Book Whisperer

Social & Emotional Health

At Strive, we believe the social and emotional health of our students is not only an important goal in and of itself but is essential to learning. Children thrive in classrooms built on trust, empathy, and strong relationships with teachers and peers. When students feel known, supported, and connected, they take risks, persevere through challenges, and engage deeply in the joyful work of learning.

Since learning is almost always a social pursuit, strong relationships with teachers and classmates can inspire students like little else.

— Tom Little, Loving Learning

Reclaiming Childhood

Too many children today grow up surrounded by screens, their attention pulled toward endless digital noise instead of the real world. At Strive, we help students reclaim childhood—days filled with play, imagination, and discovery. We offer optional days on weekends and during the summer in which students can freely pursue their interests. Through friendship, outdoor adventure, and the joy of books, we help children rediscover what it means to be fully present, curious, and alive.

Childhood has been rewired around screens, replacing play, exploration, and real interaction with passive scrolling.

— Jonathan Haidt, The Anxious Generation

Learning Through Play

At Strive, play will be woven into every part of the day. Through structured games and open-ended exploration, children will learn to question, create, and collaborate. Play will not be a break from learning but one of its most powerful forms—helping students develop curiosity, problem-solving skills, and joy in discovery that will carry into every subject and stage of their education.

[Play] is our brain’s favorite way of learning and maneuvering… It’s organic to who and what we are, a process as instinctive as breathing.

— Diane Ackerman, Deep Play

Learning by Choice

At Strive, children have real choices in what and how they learn. By allowing them to explore topics that spark their curiosity—whether through books, projects, or play—they develop a deeper love of learning. Choice builds motivation, independence, and confidence. When students feel ownership over their learning, joy and engagement naturally follow, helping them grow into thoughtful, self-directed learners.

When children have some choice and control over their learning, they are more motivated, more persistent, and more successful.

— Alfie Kohn, The Schools Our Children Deserve

Learning by Doing

Project-based learning lets children learn by doing—by exploring real problems, asking questions, testing ideas, and creating something meaningful. Instead of memorizing facts, they investigate and build understanding through experience. When students design a garden, build a bridge, or create a play, they develop critical thinking, collaboration, and persistence. Through hands-on projects, learning becomes active, personal, and lasting—knowledge is built, not merely received.

Give the pupils something to do, not something to learn; and if the doing is of such a nature as to demand thinking, learning naturally results.

— John Dewey, Democracy and Education

Building Community

Our school will build a strong, respectful community where children take responsibility for their actions and learn to guide one another. Each day begins with class meetings that allow students to share concerns, solve problems, and help create the rules that shape their classroom. By giving children voice and structure, we foster self-discipline, empathy, and a sense of belonging that supports both learning and character growth.

The desire to feel connected to others is a powerful and motivating force within us and is a fundamental part of our makeup as human beings.

— Jane Nelsen & Chip DeLorenzo, Positive Discipline in the Montessori Classroom