Montessori Through a Graduate’s Eyes: How the Adolescent Program Helped Him Find His Own Path

Montessori očima absolventa: Jak mu adolescentní program pomohl najít vlastní cestu

6. 7. 2026

On the Montessori Jiskření podcast, Hanka Slabá talked with Adam, a Montessori graduate of the adolescent program at Montessori Andílek. Today Adam attends a secondary school with a sports focus, and his educational journey shows that finding an environment where a young person can truly thrive isn’t always a straight line. He experienced a move from Chrudim to Prague, several school changes, and the decision to leave a secondary school that wasn’t the right fit for him.

In the interview, he openly describes what it’s like to arrive in a new environment as “the outsider,” why having a say in decisions mattered so much to him, and what he took from Montessori into the rest of his life. Beyond knowledge, that includes above all the ability to communicate, find solutions, handle change, and think about what kind of environment truly suits him.

Montessori as a Place for Relationships and Collaboration

When Adam joined the adolescent program, he entered a very small group. At first he had only three classmates, and the group gradually grew from there. The small number of classmates felt unusual to him at first, but he soon realized that it was exactly what allowed the students to form closer relationships and really get to know one another.

Open communication with the guides also played an important role for him. Students talked together about what they needed, what worked for them, and what they’d like to change. Adam remembers, for instance, shared morning breakfasts where everyone could sit down calmly and talk to one another. The guides didn’t just give instructions, they listened to the students’ views and involved them in what was happening. As a result, students gradually took on more responsibility and were able to shape what their school life looked like.

The Garden, the Farm, and Skills for Real Life

In the adolescent program, Adam worked regularly in the garden and later on the farm as well. He learned to work with garden beds, take care of the surroundings, build a pergola, make syrup, and cook together with others. Since he didn’t have a garden or a cottage at home, many of these activities were things he tried for the very first time.

Working together naturally led to situations where students had to reach an agreement. One wanted a rock garden, another wanted a football pitch. It was in moments like these that they learned to communicate, look for shared solutions, and respect different opinions. So these hands-on activities gave students more than just new experiences, they also built their ability to collaborate and take on responsibility.

What He Took From Montessori Into Secondary School

After moving to secondary school, Adam didn’t feel he was missing knowledge or the ability to keep up with schoolwork. If anything, he noticed that some of the skills he’d developed naturally in Montessori weren’t a given for all of his new classmates. He sees a big advantage, for example, in communication and presenting.

At his secondary school, he regularly presents in front of classmates and teachers and gets positive feedback on his presentations. Thanks to his experience in the adolescent program, he’s able to put his own thoughts into words, speak in front of a group, and isn’t afraid to voice his opinion.

When a School Isn’t the Right Fit, It’s Possible to Change Direction

Adam gradually realized that his first secondary school wasn’t the right fit and was wearing him out rather than helping him grow. So he decided to leave. Today he attends a school focused on sports management, where he feels much better and can build on his interest in sport, marketing, and healthy nutrition.

He doesn’t see changing schools as a failure but as part of finding his own path. Being able to admit that a particular environment isn’t working, look for other options, and ultimately make a change is an experience he can draw on well beyond school.

Parents as Support, Not Another Source of Pressure

Toward the end of the interview, Adam also talks about his parents. He appreciates that they supported him through the changes, in sport, and while he was finding his own path. They didn’t make decisions for him, but offered their perspective, shared their own experiences, and still left him room to make his own choices.

He thinks about school results in a similar way. In his view, a bad grade doesn’t have to lead to panic or punishment. Instead, parents can work together with their child to figure out what’s difficult, what they need, and how they can help. What matters most is talking with the child and remembering that they are the one playing the leading role in their own education.

Adam’s experience shows that education isn’t just about knowledge and grades. Just as important is the ability to communicate, collaborate, take on responsibility, and gradually discover what suits you and where you want to go. These are exactly the skills he took with him from the Montessori adolescent program into secondary school and everyday life.

You can listen to the full conversation with Adam on the Montessori Jiskření podcast below.