Interview with Frances Yang and Hui-Ju Chen, Parents of Montessori Middle School Students
As children leave behind the innocence of elementary school and step into the tender stage of adolescence, they begin the transformation to become butterflies. A group of parents have chosen Montessori middle school, hoping that its balance of freedom and discipline will provide the rich foundation for them to thrive.
Many people are curious: What changes do adolescents living at a Montessori school experience? Why is a Montessori middle school capable of fostering such beautiful transformations? Two mothers, Frances Yang and Hui-Ju Chen, have witnessed these changes firsthand and share their reflections on their children's journeys.
Working on the farm is like a microcosm of society. Each adolescent takes on a specific role, and through the process, they develop a sense of responsibility, self-confidence, and teamwork—essential qualities for becoming a capable adult.
Frances’ elder son Arthur and Hui-Ju’s daughter Chloe are both part of the first cohort at Y2MAC (Y2 Montessori School - Adolescent Community), a Montessori experimental middle school. The two families often exchange parenting insights. Arthur’s younger brother, Alan, also followed in his brother’s footsteps and became a third-cohort student.
Arthur previously attended a traditional public elementary school, while Chloe thrived in the more open environment of Nanheps Experimental Elementary School. Their different education backgrounds shaped unique paths of growth.
The Child Who Was Afraid of School Smiled Again
After moving and transferring schools, Arthur had a traumatic experience when a teacher pointed at a student with Asperger’s and said, “Kids like you should just die.” No student dared to report the incident, but it left Arthur deeply shaken. He had emotional outbursts and feared going to school every day.
In the second semester of sixth grade, Arthur’s family made a resolute decision to transfer schools, distancing him from the unfit teacher. Arthur successfully enrolled in a private middle school.
Although this new school freed him from the bullying teacher, Arthur soon found himself trapped in a rigid cram-school system. Within just three months, he became a lifeless shell—there was no smile on his face.
One day, he told his mother, “I can study like this, if that’s what you want me to do.” These words pierced Frances’s heart like a knife. As a mother, she didn’t want her child to become a robot. At the time, Frances’ sister was taking the AMI 3 – 6 Montessori teacher training course and often shared its moving philosophies with her, including the news about the founding of Y2MAC. The family felt as if they had finally found a ray of hope.
Arthur, a nature-loving boy, lit up when he saw that the Y2MAC brochure mentioned farmland and project-based learning. He looked at his mom with determination and said, “Mom, I want to go there! I don’t want to study just to study. I’m not afraid of hard work. I can wash my own clothes and take care of myself. I don’t even need a cellphone.”
The same sixth grader who once begged for a cellphone had now transformed into an adolescent willing to change for a meaningful goal. Frances recognized this as what Montessori education calls the “inner drive.” Today, Arthur has become the farm manager at Y2MAC, confidently roaming the fields as he explores and takes full responsibility for the care of his assigned plot.
The Farther from Home, the Closer the Hearts
During Arthur’s first month living away at school, Frances felt an emptiness in her heart. She missed her son dearly. However, Arthur’s father, who had been sent to study independently in South Africa as a child, believed, “This is exactly what boys need to grow up!”
Since starting at the Montessori middle school, Arthur has gone through a remarkable transformation. His once pale complexion regained its glow, and every time he returned home, he was full of energy, eagerly sharing stories from school. Frances observed, “Arthur has become more emotionally grounded. He’s now able to reflect on his own behavior and can engage in conversations with adults comfortably.” Seeing his brother enjoying school so much, Arthur’s younger brother Alan also began looking forward to follow him.
One of the most striking changes was how Arthur brought the school’s meeting habits and structure back home, turning their family meetings into more organized sessions. A new rule was introduced: Discussions must stick to the issue at hand, without criticizing others. “The younger brothers all look forward to Arthur coming home, so we can all have a proper family meeting together,” Frances said with a smile.
In Montessori’s vision, the dormitory is a miniature society that offers opportunities to learn communal living. By sharing daily life, adolescents learn to see and accommodate each other, and with adult guidance, they cultivate healthy self-development within a community.
Having a Goal Sparks Change
Watching Arthur mature, both parents felt comforted and proud. Frances believes that the school environment, along with events like orientations, family days, and open houses, subtly helped Arthur learn how to navigate different social settings, set healthy boundaries, and gain confidence in expressing himself.
Challenges can be opportunities for growth. When Arthur moved up to eighth grade, he expressed interest in becoming a peer guide for Y2MAC’s new student orientation camp. However, the house parents told him that he isn’t quite ready yet. While they didn’t specify the reason, the mentors helped guide him toward reflection.
Despite the initial disappointment, Arthur began asking himself: Was it because I didn’t do well managing my dorm chores? Were there areas I could improve? “I think it was a good thing the school didn’t directly tell him the reason,” Frances explained. “It encouraged him to reflect on where he could do better.” Indeed, with renewed motivation, self-reflection, and effort, Arthur reached his goal of becoming a guide for the orientation camp the following year. That sense of achievement and recognition has become a cornerstone in building his adolescent identity.
Fruits of Confidence Begin to Bloom
Chloe, who is in the same grade as Arthur, grew up in a single-parent household. Her mother, Hui-Ju, recalls that Chloe’s older brother had always been the star—both academically and socially. Chloe often felt overshadowed by her brother’s brilliance.
Aware that Chloe’s personality was easily affected by comparisons, Hui-Ju was determined to send her two children to different middle schools, so when she happened to hear about a newly established Montessori middle school, she encouraged her daughter to apply.
As an economically independent modern woman, Hui-Ju hoped her children could develop their own talents. After entering Y2MAC, Chloe, once a sensitive, insecure, and at times combative girl, began to shine in her own right.
Her meticulous nature translated into keen observation and emotional awareness. In her first year, she came home and told Hui-Ju, “Mom, do you know how much I have to do? I have to plan field trips and give presentations. I must be amazing. That’s why the principal gave me all this responsibility!” Hui-Ju laughs as she recalls Chloe’s self-assured attitude back then. It was through these everyday experiences that Chloe’s leadership skills and self-confidence began to take root.
In her second year at Y2MAC, Chloe came home with fewer complaints and more reflections. She started sharing more about her coursework and personal growth. “The school is very good at guiding students. Chloe noticeably became more emotionally stable and mature. In the past, she would form strong likes and dislikes toward people based on instinct, but now she’s more able to put aside biases and accept different kinds of people.
Her heart has grown more open,” Hui-Ju said with pride. Watching her daughter grow from self-doubt to confidence, from emotional outbursts to stability, Hui-Ju feels both thankful and impressed. “Principal Jan is very empathetic and observant, like a radar.
She listens to the students patiently and gently. The students really admire her.” She believes that when parents and the school values are aligned and work together with mutual respect and trust, students are able to thrive.
Every small change on campus plants seeds of confidence in the hearts of the adolescents, while also nurturing the purest friendships and fond memories of their youth.
Changes You Can See
The changes that happen on campus become even more evident in real-world settings. Frances has observed that Arthur has become more empathetic and more involved in family affairs. “Living in a residential school community has taught him to better understand, respect, and even accept others. He has matured and changed in ways we didn’t expect.”
Hui-Ju laughs as she shares: “I’ve heard Chloe’s really good at cooking mapo tofu!” She also noticed that her daughter has developed stronger financial awareness. Since students must calculate the cost of lunch at school, Chloe, who used to spend money carelessly in elementary school, has become more frugal and self-disciplined. She also wastes less food now.
Hui-Ju always knew that “being from a single-parent household was Chloe’s regret,” so from an early age, Hui-Ju often took Chloe and her friends on group outings to make up for it. During her time at the Montessori boarding school, Chloe heard many peers share their own family struggles, and she began to realize that not having a father wasn’t such a big deal. Instead of focusing on what was missing, she learned to cherish what she had.
What kind of transformation does a Montessori middle school bring? Parents with discerning eyes have seen it firsthand. The most amazing growth is when an adolescent’s eyes shine with purpose and their heart is open to others.
Text by Yu-Hsiu Su
Images provided by Y2MAC