Frequently asked questions

At its core, self-directed learning means trusting young people to take the lead in their own lives and education.

Instead of an adult deciding what a child needs to learn every hour of the day, the learner decides. They choose what interests them, how they want to explore it, and what pace works for their brain and energy. That might look like diving deep into animation for three weeks straight, starting a band, researching local history, or learning how to run a democratic meeting.

For a lot of kids, traditional school feels like following someone else's priorities. Self-directed learning turns that around. It gives young people the space, time, and agency to figure out who they are and how they learn best, surrounded by adults who trust them and peers who accept them.

Sometimes, yes.

Young people coming to Passages have often spent years having most of their time directed by adults. Some arrive exhausted, anxious, disconnected from learning, or unsure what they even enjoy anymore. Having genuine control over their time can take some getting used to.

For some learners, that means a period of resting, gaming, watching videos, talking with friends, or simply observing what is happening around them. We don’t treat that as something that needs to be immediately fixed.

Over time, we get to know what draws each learner in. Staff invite, suggest, encourage, introduce new opportunities, and help learners take the next step when they’re ready. Screens are part of life at Passages, alongside conversations, projects, trips, classes and workshops, games, creative work, community responsibilities, and plenty of other things.

Self-directed doesn’t mean adults disappear. It means young people have meaningful choice about what they engage with.

There isn’t one type of Passages learner.

Our community includes neurodivergent learners, gifted and twice-exceptional learners, young people who have experienced school avoidance or burnout, homeschoolers, creative learners, and young people who simply want more autonomy over their lives and education.

Many have struggled in traditional school environments, while others did just fine in school but wanted something different.

More important than a diagnosis or learning profile is whether a young person is open to being part of a small community where they will have significant freedom, relationships matter, and they will gradually take greater ownership of their time, choices, and goals.

Passages won’t be the right fit for every young person, and that’s okay. Our enrolment process and Discovery Week give learners and families a chance to experience the community before deciding whether it feels right.

Yes. Humans are hardwired to learn; we couldn't stop if we tried. Traditional schooling has made us equate "learning" with "sitting at a desk being talked at." Learning here may not always look like conventional school.

Learners develop skills and knowledge through classes and workshops, independent projects, conversations, mentoring, gaming, reading, research, trips, creative work, committees, community responsibilities, friendships, conflict, problem-solving, and everyday life.

A learner might explore history because of a game they love, learn budgeting while planning something for the community, work on high school credits because they have a post-secondary goal, spend months developing an artistic skill, or suddenly become deeply interested in something none of us could have predicted.

We don’t expect every learner to be passionately pursuing a project every minute of the day. Learning has busy periods, quiet periods, experiments, abandoned interests, deep dives, and unexpected turns.

Our role is to help learners notice what interests them, find opportunities, develop skills, and increasingly understand themselves as capable people who can learn what they need when they need it.

We aren't here to lecture or grade papers. Our adults act as mentors, guides, and community allies.

We hold space, keep the environment safe, and help learners access the tools and resources they need to go after their goals. Whether that means helping someone set up an internship, holding a one-on-one mentor check-in, navigating a peer disagreement, or simply sitting nearby while a young person works on a passion project, we are here as consistent, trustworthy adults who respect their autonomy.

Boredom is often the bridge between being told what to do your whole life and discovering what you actually care about. When kids first get freedom, they often sit, rest, or wander around. We don't rush in to "fix" their boredom or hand them an activity. We get curious, check in gently, offer ideas if they ask, and give them room to figure out what comes next.

Passages operates as an independent self-directed learning centre. We don't issue traditional report cards, grades, or standard diplomas. Instead, when young people prepare for their next life steps such as post-secondary education, portfolio-based programs, trade routes, or employment, our mentors work directly with them to document their projects, build portfolios, track their experiences, and translate their self-directed learning into official formats.

If learners are grade 9+ and wish to earn credits as part of their self-directed learning, they may enroll in classes for credits or in online, self-paced learning. They can also work towards the CAEC (Canada's replacement for the GED).

The goal is to become a self-directed learner and take charge of their education. If they see value in obtaining credits for future goals, then they will seek that out and join courses that will take them forward. The Independent Learning Centre offers Ontario high school courses for $40, where one can take courses independently and obtain credits. We support this kind of learning if it is what the learner desires.

Passages is a democratic community. Every week, we hold a Community Meeting where learners and staff each get one equal vote on how the centre operates, how budget money is spent, and what rules govern our space.

When agreements are broken or conflicts arise between peers, we handle them through restorative conversations and our learner-led Rules Committee. Rather than handing down detentions or adult punishments, we support youth in listening to each other, understanding impact, and working out fair solutions together. Learning how to stand up for yourself, hear someone else's perspective, and repair a relationship are some of the most critical life skills a young person can develop.

Self-directed learners transition into adulthood every day. Because our members spend their teenage years making real choices, managing their own time, and advocating for themselves, they enter adulthood with a strong sense of identity and direction.

When it comes to post-secondary education or work:

• Ontario universities and colleges have clear pathways for non-traditional applicants, home-educated students, and mature students.

• Learners can build portfolio-based applications, complete independent course credits through adult learning centres or online high schools when ready, or write equivalency tests like the CAEC (GED) or TVO ILC courses.

• Our staff work one-on-one with older learners to curate portfolios, craft resumes, prepare for interviews, and map out concrete steps for whatever post-secondary path they choose.

Whether your child wants to pursue higher education, the trades, entrepreneurship, or the arts, self-direction prepares them to take charge of their own path.