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Monica Laurent, Ed.D., is a 2025 graduate of the Ed.D. program in Educational and Professional Practice at Antioch University.

Dissertation Committee:

Roshmi Mishra, Ph.D., Committee Chair

Torin Finser, Ph.D., Committee Member

Melanie Reiser, PhD, Committee Member

Keywords

Waldorf education, anthroposophy, Rudolf Steiner, middle school, adolescence, pre-adolescence, early puberty, adolescent development, belonging, community engagement, identity development, Social-Emotional Learning (SEL), teacher role modeling, mentorship, pedagogical leadership, developmental education, child development, holistic education, social responsibility, relational intelligence

Document Type

Dissertation

Publication Date

2025

Abstract

This research explores how Waldorf middle school teachers experience, perceive, and support the development of community interest, engagement, and belonging among the early adolescence years of middle school. Adolescence, particularly ages 11 to 14, is a period of profound developmental transition characterized by intense emotionality, evolving identity, increased peer influence, and growing social complexity. Rudolf Steiner’s philosophical and pedagogical framework positions this stage as a time that leads to the birth of the astral or feeling body, contributing to new levels of self-awareness and the emergence of individuality, the beginning of critical thinking, and moral judgment. This period is also marked by volatility, social sensitivity, and vulnerability. Using an interpretivist paradigm and an exploratory qualitative methodology, the research explores the experience of 17 middle school Waldorf teachers from independent Waldorf schools in North America. Data were collected via Zoom through interviews that employed eight open-ended questions. A thematic analysis identified eight central “meta-learnings” that articulate how Waldorf teachers intentionally cultivate classroom communities during the middle school years: 1. Understanding of adolescent inner transformation; 2. Modeling social forces; 3. Developing trust through long-term teacher-student relationships; 4. Cultivating belonging; 5. Navigating the challenges of digital culture; 6. Listening to the spontaneous and unplanned; 7. Cultivating inclusion as an active practice; and 8. Employing rhythm and ritual as anchors for individual and group development. According to findings, Waldorf teachers view themselves as central to creating places where students feel seen, valued, and capable of being meaningful members of their community. This dissertation is available in open access at AURA (https://aura.antioch.edu) and OhioLINK ETD Center (https://etd.ohiolink.edu).

Comments

ORCID No. 0009-0008-9895-1598

Bio: I am a lifelong teacher, passionate about guiding children, adolescents, and adults. I share what I know and continuously explore what I don’t. Since the early 2000s, I’ve been deeply involved in Waldorf education, as a parent, teacher, researcher, and seeker of spiritual insight. I’ve supported the growth of colleagues, schools, and individuals through active listening, inspiration, imagination, and intuition.

My formal studies include a Master’s in Multicultural Communication from DePaul University in Chicago, Waldorf Teacher Training for both elementary and high school education, a certificate in Transdisciplinary Therapeutic and Extra Lesson work from the Gradalis Institute, and a certificate in Mentoring from the Center for Anthroposophy. I am currently enjoying learning in the Art Therapies Training program at the Kairos Institute.

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