Lessons from Finland and Estonia’s successful education systems seal the deal on a central Waldorf practice
Dr. Adam Grant, a contributing Opinion writer for the New York Times, is an organizational psychologist at the Wharton School of the University of Pennsylvania.
In an essay adapted from his book “Hidden Potential,” Grant explores the triumphs of education systems in Finland and Estonia and their successful educational methodologies. It spotlights the concept of “looping,” where teachers maintain continuity by staying with the same group of students for multiple years. This strategy, central to Waldorf education, aligns with the Waldorf schooling model where teachers accompany students through several grades, sometimes as long as first through eighth grade. Waldorf schools leverage this looping practice to enable educators to forge deeper connections with children and their families, comprehend individual learning styles, and provide tailored, holistic instruction to support students’ growth and development across multiple years.
