Beyond School

Success in All Areas of Life

Our school fosters the capacities needed for a successful, purposeful, joyful life, ignites intrinsic passion for learning, and inspires responsibility for self, community and the world. These include confidence and self-discipline, the ability to think independently and work with others, mastery of analytical and critical faculties, fluency with creative and artistic expression, and reverence for the beauty and wonder of the world.

Graduates of Michael Hall school are now signed musicians, designers in advertising, engineers, film actors, doctor, lawyer, tree surgeons and faith leaders — to name a few. The importance for them and us is that they find their callings and are equipped for the journey into our emerging future. 

The Phase II of the Survey of Waldorf Graduates (2007) from the Research Institute for Waldorf Education, has reported the following three key findings:

  1. Waldorf education graduates think for themselves and value the opportunity to translate their new ideas into practice. They both value and practice life-long learning and have a highly developed sense for aesthetics.
  2. Waldorf graduates value lasting human relationships—and they seek out opportunities to be of help to other people.
  3. Waldorf graduates are guided by an inner moral compass that helps them navigate the trials and temptations of professional and private life. They carry high ethical principles into their chosen professions.

More specifically, the same survey reveals the following typical profile of a Steiner school graduate:

  • Highly values interpersonal relationships at home and on the job (96%)
  • Is self-reliant and highly values self-confidence (94%)
  • Highly values verbal expression (93%) and critical thinking (92%)
  • Practices and values life-long learning (91%)
  • Highly values tolerance of other viewpoints (90%)
  • Is highly satisfied in choice of occupation (89%)
  • At work cares most about ethical principles (82%) and values helping others (82%)

The survey also indicated that the great majority of Waldorf graduates would send their own children to a Steiner school.

Further Education

In terms of further education, Professors in various academic disciplines from a range of higher education institutions have noted that Steiner school graduates have the ability to integrate thinking, to assimilate information as opposed to memorising isolated facts, are willing to take intellectual risks, and are leaders with high moral standards who take initiative.

According to Phase II of the Survey of Waldorf Graduates (2007), in the area of post-secondary education:

  • 94% of Steiner school graduates attended college or university
  • 88% graduated from college
  • 42% chose science as a major
  • 47% chose humanities as a major
  • 51% have studied beyond the undergraduate level
  • 91% are active in lifelong education

Employment

Michael Hall graduates work in all sectors of the economy, bringing their passion for learning and their highly developed ethics to the realms of science and technology, business, the arts, the environment, government, and other new and traditional professions. The Phase II of the Survey of Waldorf Graduates (2007) from the Research Institute for Waldorf Education shows that various employers recognise Steiner school graduates for their “amazing creative side,” their dependability, their leadership, and social awareness, and their standing as a “model of ethical and moral standards.” According to the same survey, the occupations most frequently undertaken by Waldorf education graduates are:

  • Performing Arts (Broadcasting, Dance, Film, Music, Theater) (11.2%)
  • Administration, Management, and Development (9.8%)
  • Fine and Studio Arts (incl. Architecture) (9.8%)
  • Education (9.1 %)
  • Sciences & Technology (8.4%)
  • Health and Medicine (7.7%)
  • Various professions or trades (7.7%)

Like all Waldorf education institutions, Michael Hall has always aimed to supplement technical skills with strong social and collaboration capacities, creativity and lateral thinking. These are now recognised as highly valuable not only for the working generations of the near future, but also for society on the whole. A recent report published by the World Economic Forum (WEF) highlighted that as the labour market changes, social skills will be in higher demand across industries than narrow technical skills, such as programming or equipment operation and control.

Specifically, the top 10 skills desired for 2020 according to WEF are:

  1. Complex Problem Solving
  2. Critical Thinking
  3. Creativity
  4. People Management
  5. Coordinating with Others
  6. Emotional Intelligence
  7. Judgement and Decision Making
  8. Service Orientation
  9. Negotiation
  10. Cognitive Flexibility

This strongly suggests that whatever field our alumni chose to pursue, the capacities developed through the Waldorf education at Michael Hall will provide them with a strong foundation for success in these uncertain times of change.

Please follow the links to the most recent GSCE results and A levels

“My child should come out of school with a good knowledge of the world in general, skills for interaction with those they meet and reinforced core values. The "future of mankind" should be a concept to have been addressed many times.” Parent