Did Any of You Have a School Experience Like This?
In the early 1970s, my town embarked on an ambitious project, constructing a new high school, middle school, and two elementary schools. While the high school was fairly standard, the designs for the middle school and elementary schools were quite innovative and unlike anything seen before in Cedarburg, Wisconsin.
The two elementary schools, aptly named Thorson and Parkview, were clones of each other and featured a unique layout. Each contained six “suites,” with three suites running along either side of the school and a library centrally located. Each suite included three classrooms, hosting around 20-25 students apiece, and there were no walls dividing the classrooms—creating a completely open space. You could easily see and hear activities in the adjoining classrooms. To minimize noise, the suites were carpeted with Berber, though access was limited to just three standard doorways.
Each grade, right down to kindergarten, had its designated suite. As students, we were completely immersed in this system from day one, unaware that our learning environment was anything but ordinary. It wasn’t until we watched TV or heard from relatives in neighboring towns that we realized that our educational experience differed from conventional single-classroom setups.
During my fifth-grade year, major renovations began at Thorson, which meant the end of the suite system in favor of traditional classrooms. The last few weeks of fifth grade were spent in a stark, newly finished classroom that felt alien compared to our familiar suites—bare concrete walls, insufficient natural light, and a somber atmosphere. We were aware that we were returning to the old system shortly after.
Webster Transitional School—now known as Webster Middle School—was established with a similar concept on a larger scale. Initially serving grades 5-8, it housed eight “Pods,” each accommodating four classrooms and featuring no separation between them. These Pods were spacious and could easily fit four classrooms of 20-25 students. Like the suites, they were carpeted and designed to reduce noise, but rather than multiple doorways, there was just one enormous opening, making it easy to observe classroom activities from anywhere in the Pod. Students remained in the same Pod for their 6th and 7th grades, transitioning to an 8th-grade Pod just in time for their final year.
I was part of the last cohort to go through the Pod system from kindergarten to eighth grade, as it underwent costly renovations during the 1999-2000 school year, wrapping up before I graduated in 2000. The following year, I transitioned into our town’s high school, which had typical single classrooms. The adjustment was seamless; however, I encountered some administrative challenges due to my older brother’s past experiences at the school. Despite being labeled as a “slacker,” he ultimately found his footing and thrived in college.
My high school experience differed from most. I started at a brand-new institution with just 39 students in my class, growing to 103 by my senior year, where I graduated with only ten peers. Since then, I’ve traveled, attended college, and met various people, yet I’ve never come across anyone who shared a primary school experience akin to mine. While I’ve heard similar stories, their environments usually included dividers and transitional use, unlike my continuous K-8 experience.
Despite the accolades, including the Presidential Award for Best School in the Country in 1984, the Pod and suite systems left many students feeling disenfranchised, particularly those with learning challenges like ADD and ADHD.
As someone with high-functioning autism and ADHD, I found these environments overwhelming. The constant noise and lack of focus made the experience excruciating at times. I would express my struggles to my stepmother, but she didn’t understand, leaving me with no choice but to endure it.
Middle school proved to be an emotional rollercoaster. While I started sixth grade
Thank you for sharing your unique and detailed experience growing up in the Cedarburg school system. It’s fascinating how you’ve articulated the pros and cons of the Pod and Suite concepts. I can empathize with how challenging it must have been, especially navigating the sensory overload and social aspects of learning in such an open environment.
It’s clear that the design of the schools, while innovative in theory, didn’t accommodate the needs of all students, particularly those with learning differences like ADHD and autism. Your story highlights the importance of understanding diverse learning styles and environments in education.
Many people have had their own struggles with traditional schooling, which often overlooks those who don’t fit into the “standard” learning mold. It’s great that you’re bringing this topic back into conversation—awareness can lead to positive changes in educational approaches and environments that better serve all students.
I wish you the best in sharing your story and connecting with others who might have gone through similar experiences. It’s always helpful to hear that we’re not alone in our struggles.