Democratic education is an educational approach that emphasizes student choice, self-directed learning, and participatory decision-making. In democratic schools, students have significant autonomy in their learning, and they are actively involved in shaping the school environment and policies.

Unlike traditional education, which often follows a standardized curriculum and teacher-led instruction, democratic education allows students to pursue their interests and take charge of their learning. Decision-making is shared among students and staff, fostering a sense of ownership and responsibility.

Yes, students in democratic schools are encouraged to explore a wide range of subjects and activities. The self-directed nature of learning ensures that students are motivated and engaged, often resulting in a deep and well-rounded educational experience.

While the approach is flexible, Thrive Learning Centre sets high expectations for student engagement and achievement. Facilitators (teachers) guide students in setting and reaching their learning goals, and assessments are often portfolio-based, reflecting a comprehensive view of student progress.

An Independent Learning Plan (ILP) is a personalized educational roadmap designed to cater to the unique interests, strengths, and needs of each student. At Thrive Learning Centre, we believe that every student is unique, and an ILP allows us to tailor their educational experience accordingly.

Facilitators work with students to develop individualized learning plans that include essential skills in areas such as literacy, numeracy, and critical thinking. Regular check-ins and assessments ensure that students are making progress and achieving their goals.

Thrive Learning Centre is committed to inclusivity and providing necessary accommodations for all students. Individual Learning Plans (ILP's) and personalized support are available to meet the diverse needs of students, ensuring they have access to a supportive and accommodating learning environment.

All students will work individually with the facilitator throughout the week on their unique learning goals. At this time our class ratio is 1:8. If your child requires more intensive individual support (such as full-time 1:1 support), arrangements may be made (additional fees may apply).

Universal Design (UD) is an educational approach that aims to create learning environments and instructional practices that are accessible and effective for all students, regardless of their diverse backgrounds, abilities, and learning styles. At Thrive Learning Centre, we implement Universal Design principles to ensure that every student can fully participate and succeed in their educational journey.

Thrive Learning Centre works diligently with parents and students to ensure each student has the unique accommodations needed available to them. These accommodations could include 1:1 support, use of technology, sensory accommodations, and more. We will work together to ensure your child has access to the tools they need for success. Remember, our model of education is tailored specifically to your child and based on universal design principles.

Yes. Our facilitator has over 20 years of experience supporting neurodiverse learners, especially in the areas of executive functioning, behavioural functioning, and social-emotional well-being. Our facilitator adopts a neurodiversity affirming and strengths-based perspective to supporting neurodiverse learners.

The Latin origin of the word "discipline" is to teach. At Thrive Learning Centre, we view discipline as an opportunity to teach and guide students, rather than simply extinguish behaviour. Our approach to discipline is rooted in the belief that every interaction is a chance to help students learn and grow. Discipline is about teaching students to understand the impact of their actions, make better choices, and develop the skills they need to navigate social and emotional challenges.

At Thrive Learning Centre, our discipline practices are founded in respectful, empathic, and compassionate tools. We draw on principles of restorative justice, collaborative proactive solutions, and environmental management.

Restorative justice is an approach to discipline and conflict resolution that focuses on repairing harm, restoring relationships, and fostering a sense of accountability and empathy. At Thrive Learning Centre, we implement restorative justice practices to create a supportive and inclusive environment where all members of our community feel valued and respected. Key Elements of Restorative Justice: Understanding Harm: Restorative justice begins by acknowledging that harm has been done. It seeks to understand the impact of actions on individuals and the community. Involvement of All Parties: All those affected by the harm, including the person responsible, the victim, and the community, are involved in the process. This inclusive approach ensures that everyone’s perspective is heard and valued. Dialogue and Communication: Open and honest communication is at the heart of restorative justice. Through facilitated discussions, participants share their experiences, express their feelings, and work together to find a resolution. Accountability and Responsibility: The person responsible for the harm is encouraged to take responsibility for their actions. This involves acknowledging the impact of their behavior and making amends to those affected. Repairing Harm: The goal is to repair the harm to the greatest extent possible. This may involve apologies, restitution, community service, or other actions agreed upon by all parties. Rebuilding Relationships: Restorative justice focuses on restoring relationships and building a stronger, more supportive community. By addressing the root causes of conflict and fostering understanding, it helps prevent future harm. Personal Growth and Development: The process emphasizes personal growth and learning. It helps individuals develop empathy, conflict resolution skills, and a deeper understanding of their responsibilities to others.

Collaborative Proactive Solutions (CPS) is an evidence-based approach to understanding and addressing challenging behaviour in children. The CPS model emphasizes collaboration and problem-solving, focusing on identifying and addressing the underlying causes of behaviour rather than using punitive measures. CPS is based on the belief that "kids do well if they can" and that challenging behaviour occurs when there are unmet needs or lagging skills. Key Principles of CPS Empathy and Understanding: Prioritizing understanding the child's perspective and the factors contributing to their behaviour. Collaboration: Working together with the child to find mutually agreeable solutions to problems. Proactive Problem-Solving: Addressing potential issues before they escalate into challenging behavior. Skill Building: Identifying and helping children develop the skills they need to handle everyday challenges.

At Thrive Learning Centre, we are committed to providing a safe, inclusive, and respectful environment for all students. Bullying of any form is not tolerated, and we are dedicated to preventing and addressing bullying behavior through understanding, collaboration, and restorative practices. Below is a summary of our Anti-Bullying Policy to keep you informed about our approach and expectations. First and foremost, we strive to create a learning environment that is centred around supporting and compassionate relationships. Through emphasizing community, perspective-taking, and empathy we foster a learning climate wherein bullying behaviour cannot flourish. We address bullying by understanding the underlying issues, intervening with empathy and support, and encouraging restorative actions to repair harm and promote safety and reconciliation. Prevention: Education: We educate students about the impact of bullying and promote kindness, empathy, and respect through regular discussions and activities. Awareness: We raise awareness about bullying through campaigns, workshops, and community meetings. Role Modeling: Staff and older students are expected to model respectful behavior and promote a positive school culture. Reporting Bullying: Encouraging Reports: Students are encouraged to report bullying incidents to a trusted adult. Reports can be made verbally or in writing. Anonymous Reporting: We provide options for anonymous reporting to ensure that students feel safe to speak up. Responding to Bullying: Immediate Action: We take immediate action to stop the bullying and ensure the safety of all students involved. Investigation: A thorough investigation is conducted to understand the situation, involving interviews with the victim, the bully, and any witnesses. Support: We provide support to the victim and the bully, addressing their needs and helping them cope with the situation. Restorative Actions: Restorative Conversations: We engage students in restorative conversations to understand the impact of their actions and to find ways to repair harm. Making Amends: Students involved in bullying are encouraged to make amends and rebuild relationships through restorative actions. Community Meetings: Regular community meetings are held where students can discuss issues, propose solutions, and contribute to a positive school culture. Follow-Up: Monitoring: We monitor the situation to ensure that the bullying does not continue and that all students feel safe and supported. Continuous Support: Ongoing support is provided to both the victim and the bully to promote positive behavior and personal growth.

As a new addition to the Niagara community, Thrive Learning Centre will operate a 3-day week (Monday-Wednesday) from 9am-3pm. Students may attend 1, 2, or 3 days a week.

Fees are $65/day paid on a monthly basis. There is also a $150 materials fee due once a semester.

Meghan Maynard is a homeschooling mom to 2 children and has worked in education and children's mental health for over 20 years. Meghan has worked for the past 13 years as a psychotherapist to children and teens, supporting mental, behavioural, and emotional well-being. Meghan is a PhD student in educational studies at Brock University and holds a Master of Arts in counselling psychology. Further to this, Meghan also has a diploma in child and youth work and years of experience supporting diverse learners.

Our facilitator to student ratio is a maximum of 1:8

We are a start-up learning centre, new to the Niagara region. Once sufficient enrollment has been confirmed a suitable location will be secured in either the Welland, Thorold, or St. Catharines area.