We prioritize the academic, social, emotional, and spiritual development of each student, creating a nurturing environment where curiosity, critical thinking, and community are central to the learning experience.
| In keeping with progressive education, our classrooms emphasize hands-on, inquiry-based learning. Students are encouraged to ask big questions, collaborate across ages, and engage deeply with real-world problems. | Outdoor education is a vital part of this approach—not just as a space for exploration, but as a classroom that invites observation, experimentation, and reflection. |
Whether students are tending our garden, studying ecosystems along the stream, or riding bikes to reach remote learning spaces, they are developing a sense of stewardship and place.
This connection to nature aligns with our Quaker commitment to simplicity, peace, integrity, community, equality, and stewardship. Quaker education calls us to recognize the Light in every person and to nurture a just, inclusive community. In both indoor and outdoor classrooms, students practice deep listening, cultivate empathy, and take meaningful action.
Together, progressive and Quaker principles shape a joyful, purposeful education that prepares students to thrive as compassionate and engaged citizens.
| Central Study: Our Signature Interdisciplinary Anchor |
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Central Study is a signature program at Princeton Friends School and lies at the heart of our academic program. It is a manifestation of Princeton Friends School’s commitment to social, emotional, and academic inter-connectedness. It is our interdisciplinary anchor, weaving together inquiry and learning across all grade levels, across disciplines, and throughout the year by bringing the entire community together around a common focus. It is through Central Study that we examine ourselves in relation to other people and to the earth itself, developing a sense of responsibility to one another and to the whole of humanity. All faculty are invited to consider concepts that are illuminated by the theme and develop related lessons or units that complement their respective disciplines. Central Study aims to:
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Our Approach to Homework
Homework has long been a topic of spirited discussion in school communities, and Princeton Friends School is no exception. Over the past century, public opinion—shaped by academic research, cultural trends, and the media—has swung in cycles between advocating for more homework and calling for less. Research has offered support for both perspectives, leaving schools to navigate a complex landscape of student needs, family dynamics, and educational goals.
At Princeton Friends, we believe in a balanced approach that honors both academic growth and the well-being of children. We recognize the potential benefits of meaningful homework—such as practicing skills, preparing for discussions, building habits of responsibility, and reinforcing a love of learning.
At the same time, we are deeply aware of the drawbacks of over-assigned or misaligned homework, including student stress, reduced family time, and fewer opportunities for play, creativity, and rest.
Our goal is to ensure that homework serves the whole child and supports the values of a progressive, Quaker education. This means assigning work only when it meaningfully deepens learning, while also safeguarding time for play, family, and non-academic interests.
Guiding Principles
Our schoolwide homework approach is grounded in these core guidelines:
- Early Grades (Preschool–Grade 3): Minimal homework is assigned. Families may be asked to read together at home or support occasional short projects.
- Upper Elementary & Middle School (Grades 4–8): Homework is assigned with intention and purpose—such as independent math practice, reading to prepare for discussion, or research for a project. Assignments are designed to reinforce learning, not simply to fill time.
- Homework is never assigned “just because.” All assignments should connect clearly to the learning goals of a unit or the interests of the students.
- Students are encouraged to manage their workload during the school day—using advisory time to organize their assignments and work time to complete tasks when possible.
- We recognize individual differences. Students vary widely in how they approach homework based on learning style, pace, outside commitments, and family circumstances. What takes 20 minutes for one child may take an hour for another. We encourage families to reach out to their child’s advisor or teacher with any concerns about workload or expectations. Teachers are prepared to offer flexibility and support as needed.