Back to basics: Rethinking rhythm, learning, the purpose of education

 

By Lora Delhom

Every August, the school supply aisle reminds us it’s time to “get back to school.” But for many, the question isn’t whether to get back to school – it’s what we’re getting back to.

For many children, the standard educational model doesn’t always fit their learning needs. This includes children in public, private and homeschooling settings, as well as those in alternative schools. It’s not just about choosing an educational path, it’s about creating a learning rhythm that respects each child’s unique needs.

Psychologist Dr. Naomi Fisher, author of Changing Our Minds, addresses the core of this issue. She asks: “Why have we designed school in such a way that it requires children to do so many things which are very hard for them and which become much easier in adulthood?”

Fisher, a clinical psychologist, works with children and families navigating school anxiety, neurodivergence and burnout. She argues that many children struggle not because something is “wrong” with them, but because the school system often requires things their brains and bodies simply aren’t ready to give. Sit still when your body needs to move. Listen when your brain needs to speak. Stay inside when your imagination wants to climb something.

This is not just an issue for homeschooling families. Even those in traditional schools, whether public or private, face similar challenges.

Teachers and parents alike can foster a more natural rhythm for learning by making small adjustments.

A natural rhythm of learning might look like:

• Protecting decompression time after school, not piling on more structure.
• Letting children move their bodies while reviewing spelling words (trampoline spelling, anyone?)
• Respecting “off” days as part of the rhythm, not a reason to panic.
• Nurturing interests outside the standard curriculum: bugs, film editing, Greek myths…even if they don’t show up on a report card.
• Remembering that play and rest are also forms of learning.

Fisher writes: “Children aren’t built to sit still and absorb information. They are built to keep moving and playing…But when they tell us that, we’re not listening. We tell them the problem is them.”

“Who are the slow learners? Not them.”

This mindset aligns with educational naturalism: the idea that children develop best when education honors their timing, curiosity and need for play. It’s present in Waldorf education, where learning unfolds slowly and artistically. It’s part of the unschooling philosophy, which emphasizes trust in the child’s natural curiosity. And it can absolutely be incorporated into traditional classrooms, hybrid learning environments and homeschool settings.

Supporting a natural rhythm of learning means listening to each child’s pace and needs, whether that happens at a school desk, at the kitchen table or in a park. It’s not about rejecting education systems; it’s about remembering the child inside the system. It’s about asking: Is this helping my child grow into who they are or just pushing them to keep up?

This fall, families will once again send kids back to traditional schools, homeschool or find a blend of both. Regardless of the educational path, let’s all get back to something deeper: Back to curiosity. Back to rhythms. Back to trust. And back to the joy of learning — in whatever form it takes.