Waldorf vs Mainstream: A parent’s personal comparison

In 2023, our daughter left Michael Oak to attend a mainstream high school. Eighteen months later, she returned to MO. This journey gave us insight into different approaches to high school education, and we’d like to share some of our experiences in case they might be helpful as you consider your child’s educational future.

FROM THE START, there was never any question about whether our children would attend Waldorf education for kindergarten and primary school.

We loved the primary years at Michael Oak, and both our children thrived.

However, both Luke and I had attended the particular mainstream school ourselves, and its excellent academic reputation and competitive entry process were compelling. When our daughter was in Class 6, we encouraged her to apply. Given her strong results and the positive reputation Waldorf learners have at the school, she was accepted. At the time, it felt like the natural next step.

Several factors made this choice seem clear to us:

• While we valued the way Steiner education nurtures personal growth and development, we worried that the academic rigor wasn’t as strong as in top-tier mainstream schools. We had concerns about Waldorf’s extended holidays, shorter school days, and emphasis on enrichment activities, which seemed to reduce academic contact time.
• We thought exams would provide a clearer measure of learning and that the pressure of formal assessments would motivate academic achievement.
• We were concerned about the limited social pool at Michael Oak’s high school and wondered whether it would provide enough opportunities to broaden our daughter’s interests, friendships, and long-term social integration.
• We saw the mainstream school’s broader subject choices and student-led extracurricular activities as key advantages for cultural and leadership development.
• Overall, we believed that moving to a larger, more structured system would provide our daughter with the opportunity to stretch, challenge herself, and integrate more fully into the wider world.
• However, many of these assumptions turned out to be incorrect—or at least, not as significant as we had expected. While some of the advantages we anticipated at the mainstream school were real, we underestimated the profound benefits of Waldorf education, many of which became apparent only once our daughter was no longer in the system.
• This is not a critique of either approach, nor is it meant to judge parents who choose the mainstream route. Rather, we want to share our reflections and experiences for those who are currently considering their own children’s educational paths.
  
  Here’s what we came to understand about the mainstream system:
  
  Learning Contact Time
  
  Although the academic year in the mainstream school is longer, actual teaching contact time is significantly shorter. Twice a year, entire weeks are dedicated to exams. Two weeks before exams, revision begins. This is followed by a week off for independent study. During the exam period itself, students only attend school on the days they write, leaving by 11 a.m. once their exam is finished. After the exams results are returned and checked for mark accuracy not to correct understanding. Following these days, tudents are no longer required to attend school and no formal classes take place for at least a week before the official end of term.
  In total, this means that 5–6 weeks per term are devoted to exams—twice a year—adding up to roughly two and a half months of the school year. Since the school year is approximately nine months long, this means around 30% of the year is dedicated to exams rather than active teaching. Additionally, in the first and third terms, students must also complete a series of long-duration tests (sometimes over two hours), which require comprehensive term- long revision.
  
  As a result, the actual teaching of the curriculum is compressed into short windows at the beginning of each term. During these limited periods, both teachers and students are under immense pressure to cover standardized, examinable content as quickly as possible. The experience felt like a relentless cycle of pressure, leaving little time for exploration beyond the set curriculum—or even for deeper engagement within it. While many teachers may naturally want to embrace student-led discussions and broader perspectives, our experience was that in this system they simply did not have the time.
  
  Approach to Learning and the Experience of Exams
  
  At first, we believed this was how “real” learning worked—internalizing material through rigorous study and achieving reliable results. We saw our daughter’s already strong grades improve as she adapted to the new system. The stress was undeniable, but we assumed it was part of the process.
  We struggled to question the mainstream approach, believing that intense academic pressure led to deeper learning. We encouraged our daughter to push through, providing study support. But by the end of Grade 8, it was clear she was unhappy. A child who had always loved school now dreaded it—not because of social issues, but because the learning itself was not engaging.
  
  She explained that school had become about results, not understanding. At Michael Oak, she had cared about the quality of her work; in the mainstream system, success was defined by competition and test scores. This forced us to ask difficult questions: Does memorization equal real understanding? Do exams truly measure learning? The answer, we realized, was no.
  Still, we clung to the belief that a rigorous system must produce the best outcomes—until our daughter asked us to trust her. She reminded us that she didn’t need relentless testing to stay motivated.
  When we finally considered her return to Michael Oak, we saw that no results, however impressive, were worth years of unhappiness. More importantly, we recognized that thriving in a fast-changing world requires adaptability, curiosity, and critical thinking— traits that were being stifled rather than nurtured.
  The love of learning that had always driven her was fading, she described her learning experience as “lifeless and grey” and we knew it was time for a change.
  
  Variety of Subjects
  
  We had assumed that a larger mainstream school would offer more options, and broader understanding because of the greater number of subjects offered at the matric level. However, we found that the results-driven focus meant subject choices were restricted early on.
  In contrast, Waldorf’s curriculum integrates science and the humanities throughout high school along with arts subjects. Even for students who don’t plan to pursue the arts professionally, creative expression remains central to their education, enriching their overall understanding of the world.
  Waldorf’s interdisciplinary approach—especially through the Main Lesson system—allows students to explore the connections between scientific and humanistic knowledge. Rather than being forced into early specialization, they continue engaging with multiple ways of thinking. For a student with broad interests and curiosity about the world, this system is both stimulating and deeply enriching.
  Learning in Context Creates Engagement
  We remained concerned about academic rigor and contextual relevance, particularly in subjects like maths and science, history and geography. We have been amazed by our daughter’s deep engagement across all Main Lesson subjects at Michael Oak.
   
  A striking example was Developmental Geography. Before leaving the mainstream school, she had covered this topic but found it dull and confusing. This was her first Main Lesson upon her return to Michael Oak and her experience was completely different. We watched in astonishment as she immersed herself in the topic, conducting additional research on Sustainable Development Goals, and exploring beyond the curriculum. She was so engaged it was hard to get her to take a break.
  The difference? Approach. Instead of passively absorbing information, she was introduced to the subject in a way that felt relevant and meaningful. She felt connected to the material, encouraged to explore it further, and given the freedom to read widely. The process of developing her Main Lesson book—integrating artwork to interpret and deepen her understanding—transformed learning into a creative and intellectual pursuit.
  To illustrate the contrast, we’ve included images from her mainstream school notes and from her Waldorf Main Lesson book for a visual understanding of the difference.
  
  Digital Information
  
  We were curious to see how our daughter would integrate into a system which relied on digital communication however we were shocked by the overwhelming and often chaotic flood of communication through an unwieldy digital communication system running on multiple platforms. Students had to spend hours navigating a maze of messages on google classroom and email, just to stay on top of important information.
  Learners had free access to phones and were often required to use them in class. Some teachers relied on Google Classroom to teach, and one even recorded a TikTok video in front of the students.
  Media use was largely unmonitored, with students frequently chatting or playing games during lessons.
  
  Michael Oak High School takes a thoughtful approach to digital technology. Subjects that require software integrate it meaningfully, email communication is minimal and specific, and phone use is controlled in the classroom, allowing students to stay focused and present.
  Cultural Engagement and the Social Pool
  While the mainstream school offers more extracurricular opportunities, Michael Oak provides a rich cultural and developmental experience within the curriculum itself. With significant theatrical projects, critical thinking exercises, and opportunities for self-development through camps and the arts, we’re confident our daughter is getting what she needs—without relying on external clubs to explore specialized interests.
  
  Initially, we were concerned about the small grade size, but we’ve found that Michael Oak fosters deeper cultural and social integration. The close-knit class environment challenges students to connect meaningfully with a diverse group of peers, encouraging them to find common ground rather than simply gravitating toward those most similar to themselves.
  
  Why Michael Oak Education is Exceptional
  
• 30% more academic teaching time in the year.
• Project-based learning allows for deeper academic engagement in key subjects.
• More teaching contact time enables a broader subject offering, enriching education and expanding career pathways.
• Learning prioritizes understanding over results, ensuring true intellectual engagement.
• Students are driven by interest, not pressure for high marks or fear of failure.
• Individual development is valued over competition, fostering self-confidence and pride in personal work.
• Lateral thinking and problem-solving are integrated into all learning, preparing students for a world where machines can handle facts, figures, and data synthesis.
• Self-expression is actively taught through drama and classroom engagement, contributing to Waldorf alumni’s reputation for excellence in conversation,
• project work, and self-presentation.
• Project-based study promotes in-depth, meaningful learning.
• A human-centered environment nurtures confidence based on internal growth rather than external validation.
• Arts and culture are central to education and self- development, rather than sidelined as optional extras.
• The small school environment fosters family engagement, creating a strong partnership between students, parents, and teachers in shaping individual educational goals.
• Digital engagement is intentionally guided, preventing the overwhelm of unmanaged technology use.
• A close-knit, diverse social environment encourages meaningful connections across differences.
• Conclusion
• Do we still have concerns? Of course—but they fade in comparison to the self-expression, confidence, and engagement we see in our children at Michael Oak. For us, this is about long-term happiness. Here, students are recognized as whole individuals, encouraged to think critically and grow in their unique strengths.
• We feel secure in what Michael Oak High School offers for our children’s future. Choosing to return has been the right decision, and we’re grateful for the space it provides for them to be—and become— even more than they imagined.
  
  Janni and Luke Younge