Vitality-centred education for adulthood: exploring alumni perspectives on the influences of Springhouse School on subjective adulthood

Abstract

As we enter the second quarter of the 21st century, longstanding markers of adulthood in North American society such as marriage, parenthood, educational attainment, career establishment, financial independence, and home ownership are often delayed or are no longer being reached by many people in their twenties (Cannon, 2024a; Dalessandro, 2019; Hemez & Vespa, 2025; Ho et al., 2022). This is framed as a social problem (Cerullo, 2025) and a contributor to a growing mental health crisis among young people (Ladhani et al., 2019). Education is a factor in propagating these qualifiers of adulthood since schooling is said to contribute to adult identity development (A. Dewey, 2021; Sloan, 2005). However, little research has been done regarding correlates between school experiences and conceptions of adulthood (Erentaitė et al., 2018; Rich & Schachter, 2012). I spoke with seven young adult alumni of an alternative day school designed around holistic educational principles. I asked them about how they felt their school experiences influenced their views of what it means to be an adult. The findings reveal participants emphasised developing healthy relationships with themselves and community through practises such as cultivating emotional intelligence, exploring core values, and personal introspection. These qualities are not significantly represented in adulthood research. The findings point to the participants’ novel view of adulthood being influenced by a school environment grounded in relationships built on mutual trust and vulnerability.