Our Experience -
Our…read moreson was in a classroom of 36 children--an environment that quickly proved overstimulating. At first, we worried there might be a developmental issue, but after evaluation by both an ENT and psychologist, it was clear the problem was environmental, not developmental. The noise and chaos made it difficult for him to adjust. While he initially had some behavioral challenges, he improved significantly over time.
Unfortunately, the final incident that led to his removal was not handled appropriately. Our son bit a child out of frustration--at which point staff intervened. However, their response and follow-up reflected a lack of attention and bias; they implied our son was lying because the other child "never does anything." This made it clear they weren't observing closely and were making assumptions rather than investigating.
A few weeks prior to this incident, we received a call from CPS--not because of our son's actions, but because the school failed to report an injury he sustained there, even though staff documented it internally. We took him to the hospital and discovered he had a fractured finger, requiring a cast from his hand to his bicep for three weeks. CPS confirmed the school's reporting failure as negligence and contacted us within 48 hours. That alone speaks volumes about the school's accountability and oversight.
Lack of Follow-Through on Agreed Behavior Plan
My wife and I are proactive, involved parents. She's a behavior analyst who designs behavior intervention plans for special education, so we know what works and came prepared to collaborate. We met with the administration--including the owner--and created a clear, simple behavior plan that everyone agreed to. Yet, it was never implemented. Staff routinely told us they were "too busy" or that "it's hard with so many kids." They even filled out behavior logs after the fact, undermining the purpose entirely.
The agreed plan only required a brief hourly check-in with three questions and a sticker. That's not excessive--it's the bare minimum for consistent behavioral reinforcement. We were told repeatedly that they wanted to "partner with us" and that our son was "wonderful," but words don't equal action. The follow-through and professionalism simply weren't there.
Concerns About the Learning Environment
Frankly, this didn't feel like a true Montessori school. Instead of fostering independence and self-guided learning, children were often forced to complete the same tasks and play with the same toys. Structure is necessary, but Montessori principles are about exploration, curiosity, and individualized pacing. That freedom was absent here.
When his first teacher left, staff told the children she was "on vacation." For weeks, our son was confused and asking about her. Instead of using it as a gentle teaching moment about change and transitions, they chose dishonesty, which sends the wrong message about trust and emotional resilience.
What We Learned After Leaving
Our son is now at a different Montessori school, and the contrast is astonishing. He wakes up excited for school, runs to get ready, and sometimes even asks to go on weekends. He's thriving--no behavior issues, no complaints, and a radiant enthusiasm for learning. His new environment offers freedom within structure, smaller class sizes, and genuine care. He chooses his own activities and feels empowered, not overwhelmed.
Final Thoughts
We entered this school with optimism and the desire to partner with educators who understood child development. Unfortunately, what we encountered was a disorganized, overcrowded, and inattentive environment. Staff seemed well-intentioned but overextended, and the administration overpromised and underdelivered.
We appreciate the time and effort of individual teachers who cared, but the overall leadership failed to maintain communication, consistency, and honesty. The failure to execute a mutually agreed plan, combined with the lack of supervision and the serious reporting lapse that led to CPS involvement, left us with deep disappointment and concern for other families who might face similar issues.
We hope this feedback encourages reflection and reform. Every child deserves a safe, attentive, and developmentally supportive environment--one that not only manages behavior but nurtures curiosity, confidence, and joy in learning.
