Building Independence Through the Let Grow Program
Ms. Kim

At its heart, Let Grow is about giving children appropriate freedom and responsibility so they

can grow into capable, resilient individuals.

This year, our Lower Elementary students are participating in the Let Grow Program, an initiative designed to strengthen independence, confidence, and real-world competence in children. These goals align closely with Montessori principles, which emphasize trust in the child’s capabilities and the importance of learning through meaningful experience.


At its heart, Let Grow is about giving children appropriate freedom and responsibility so they can grow into capable, resilient individuals.


The Origins of Let Grow


The Let Grow program was co-founded by Jonathan Haidt, social psychologist and author of The Anxious Generation, along with Lenore Skenazy, a journalist and longtime advocate for childhood independence. Both have spent years studying and writing about the sharp rise in anxiety, depression, and fragility among children and adolescents.


In The Anxious Generation, Haidt explains how modern childhood has shifted in two major ways:


  • Children have less freedom in the real world, with fewer opportunities to explore, solve problems, and take age-appropriate risks.
  • At the same time, they have more exposure to screens and constant adult oversight, limiting opportunities to build independence and self-trust.


Let Grow was created as a practical response to this imbalance. Rather than focusing on what children should avoid, the program focuses on what children need: trust, responsibility, and the chance to practice independence.


The Purpose of the Program


The purpose of Let Grow is simple but powerful. It encourages children to do things on their own that they are developmentally ready to handle, without unnecessary adult intervention.


For Lower Elementary students, this might include:


  • Completing a task independently at home
  • Navigating a small responsibility in their community
  • Solving a problem without immediate adult rescue
  • Practicing decision-making and follow-through


These experiences help children learn that they are capable. They build confidence not through praise alone, but through action.


Research shows that when children are allowed to take manageable risks and responsibility, they develop:


  • Stronger problem-solving skills
  • Increased resilience
  • Better emotional regulation
  • A deeper sense of self-efficacy


In other words, children learn not just what to do, but how to trust themselves.


Why Independence Matters


Independence is not about pushing children too far, too fast. It is about recognizing what they are already capable of and giving them space to practice those skills.


In a Montessori environment, independence is foundational. From choosing work to managing materials and caring for their environment, children are encouraged to act with purpose and autonomy. The Let Grow program extends this philosophy beyond the classroom and into everyday life.


Jonathan Haidt’s work highlights an important truth: when adults remove all discomfort, frustration, or risk from childhood, children miss critical opportunities to grow. They may appear safe in the short term, but they are less prepared to handle challenges later on.


Let Grow helps restore balance by allowing children to experience small struggles now, when the stakes are low and support is nearby.


How This Supports Montessori Values


Montessori education is built on trust in the child. Dr. Maria Montessori observed that children thrive when they are given responsibility and freedom within clear, thoughtful limits. Let Grow supports this belief by reinforcing that independence is learned through experience, not instruction alone.


By participating in this program, our Lower Elementary students are:



  • Practicing responsibility in real-world settings
  • Developing confidence through action
  • Learning that mistakes are part of growth
  • Strengthening their sense of agency


Looking Ahead


The Let Grow program is not about doing more or pushing harder. It is about stepping back in thoughtful ways so children can step forward.


As families and educators, our role is not to remove every obstacle, but to prepare children to meet them. By supporting independence now, we are helping children build the skills they will need for adolescence, adulthood, and life beyond the classroom.

Buddy Classrooms

By Ms. Mackenzie • June 2, 2026
Buddy classrooms are where students from different classrooms regularly come and go to work and learn together in shared spaces throughout the school. In this setup, they interact with one another, creating a more dynamic and collaborative environment. We also have mixed ages inside the classroom, which allows younger and older students to learn from each other, build relationships, and develop important social and leadership skills.  In a Montessori environment, one of the most powerful and unique aspects of learning is the natural collaboration that occurs between children of different ages. Unlike traditional classrooms that separate students strictly by grade, Montessori classrooms are intentionally designed to foster connection, mentorship, and shared discovery. At AIMS, this philosophy comes to life in meaningful and inspiring ways as older children regularly work alongside younger ones, whether through reading together or demonstrating classroom materials, often referred to as “works.” When older children read to younger students, the experience goes far beyond simple storytelling. For the younger child, it provides a model of fluent reading, builds listening skills, and nurtures a love for language. There is something deeply engaging about hearing a story from a peer: it feels accessible, relatable, and exciting. Younger students often look up to older ones, and this admiration naturally increases their motivation to learn and grow. For the older child, the benefits are equally significant. Reading aloud strengthens comprehension, fluency, and confidence. It also requires patience and awareness, as they adjust their pace and tone to meet the needs of their younger audience. In these moments, older students step into a leadership role, developing empathy and a sense of responsibility. They begin to see themselves not just as learners, but as contributors to their community. Another beautiful aspect of this cross-age interaction at AIMS is when older children present works to younger students. These demonstrations might include showing how to use a specific material, explaining a concept, or guiding a younger child through a hands-on activity. For the younger child, this peer-led introduction can feel less intimidating than adult instruction. It encourages curiosity and invites them to explore new challenges with confidence. Meanwhile, the older child deepens their own understanding by teaching. Explaining a concept requires clarity of thought and reinforces their knowledge in a lasting way. It also cultivates pride and ownership in their learning journey. They begin to recognize that mastery is not just about completing a task, but about being able to share it meaningfully with others. At AIMS, these interactions are not forced, they grow organically within a carefully prepared environment. Teachers guide and support the process, ensuring that each child is both challenged and nurtured. The result is a vibrant community where collaboration replaces competition, and learning becomes a shared experience. Ultimately, the relationship between older and younger children in a Montessori setting reflects a broader life lesson: we learn best when we learn together. Younger children gain inspiration, guidance, and confidence, while older children develop leadership, empathy, and a deeper understanding of their own abilities. It is a dynamic, reciprocal process that enriches everyone involved, and it is one of the many ways AIMS creates a truly meaningful educational experience.

What is Montessori-inspired Art?: An AIMS Art Enrichment “Manifesto”

By Ms. Kilpatrick • May 19, 2026
“To confer the gift of drawing, we must create an eye that sees, a hand that obeys, a soul that feels; and in this task, the whole life must cooperate. In this sense, life itself is the only preparation for drawing. Once we have lived, the inner spark of vision does the rest.” –Maria Montessori