For over a hundred years educational thinkers have returned to the ideas of doing “with” rather than “to” students; the importance of community; teaching the whole person; and thinking critically about issues of power and oppression. 

Our school schedules—rigid, fast-paced, test-driven—aren’t neutral. They often reinforce old norms and leave little room for the kind of relationship-centered work that best supports students. This is a disservice to all students, but it disproportionately harms boys, who are being left behind across multiple educational measures.