About Us

Homeschooling opens the door to a tailored education, rich in possibilities. More than ever before, parents can readily support their children's academic growth and personal interests, thanks to a wealth of in-person and online resources, including rapidly advancing AI tools. But many find their children craving something more, which is also much harder to find—a vibrant peer community that inspires, nourishes, and propels them forward.

This often comes to the fore during early adolescence (ages 10–16), when interests evolve and the need for meaningful connection intensifies. The desire to be part of a well-functioning community is about more than fun—it's an important way to develop self-knowledge and hone key personal and interpersonal skills.

We founded The Hub in 2020 to provide this missing piece: a place where homeschooled tweens and teens can thrive together. Our part-time online microschool’s unique format—small cohorts that meet twice weekly for interest-led, interdisciplinary group activities, and age up together—builds on what participants are learning elsewhere, helping them apply and integrate existing knowledge while broadening their horizons and deepening their understanding of themselves and the world.

Our approach rests on several key principles. At The Hub, we believe:

• Curiosity leads the way. When young people follow their interests and work on meaningful challenges, learning happens naturally, and can help them discover both passion and purpose.
• High-level human skills are essential. Communication, collaboration, critical thinking, creativity, and problem-solving (to name a few of the life skills we seek to develop) are just as—if not more—important than academic knowledge, especially in a fast-changing world where AI can handle many methodical tasks.
• Community nurtures and elevates. Belonging to a group with a respectful, supportive culture can meet a deep need for connection, while enabling young people to soar further than they could alone.
• Facilitators set the tone. Caring, curious facilitators can encourage intellectual exploration and cultivate healthy group dynamics, while helping participants to grow.
• Mindsets shape outcomes. Agency, initiative, and a sense of ownership can be cultivated through actively co-creating a program with peers and mentors, and can benefit an individual in all other aspects of life.
• Joy adds depth and vitality. More than a spark for learning, it feeds the soul and makes the journey more profoundly rewarding. 

→ Discover how we bring this vision to life in our program details.
→ Read the story behind how The Hub began.

I’ve written widely shared articles about the future of learning for major media outlets such as TheAtlantic.com and the NPR/PBS MindShift site. One of my most popular articles was called “To Advance Education, We Must First Re-Imagine Society.” Its emphasis on collaborative learning communities continues to guide my work.

The Hub grew out of years of research, hundreds of conversations and education center visits, and my experience co-founding and running innovative, mixed-ages, collaborative learning groups for homeschoolers in the Washington, DC area. It's representative of a larger vision that sees education as a path not just to knowledge, but to deeper connection with self, others, and the world. 

At The Hub, I work behind the scenes to shape and oversee our program. I work closely with the facilitators to support the cohorts and bring new ideas to life. 

My work draws on a blend of experiences:

• Education, facilitation and tutoring. I've received facilitator training through the Agile Learning Centers, and I’ve led formal classes as well as informal activities and tutoring sessions across a wide range of ages and topics—from coding and travel writing for adults to math tutoring for college athletes, and interdisciplinary activities for homeschool groups.
• Academic training. I hold degrees in systems engineering and journalism.
• Professional experiences. I’ve profiled scores of scientists and engineers for The Science Teacher magazine, and covered everything from education to business development as a freelance journalist writing for major media outlets while based in Washington, DC and Sydney, Australia. I’ve also worked as a software developer for a Fortune 500 company, and in communications roles for large international conservation and business development nonprofits. Through my consulting business, I’ve supported clients ranging from tech startups to foundations and multilateral agencies.
• Personal experiences. I’ve lived in seven countries across five continents, spent a year traveling the world without an itinerary, and enjoy learning about everything from ancestral skills to modern economics.

Growing up in Oregon City, Oregon, my roots are firmly based in nature and nurture. I started performing professionally in musical theatre at the age of 12, and I continue to pursue my love of the arts to this day. In high school, I found my niche dancing on the dance team, singing in the choir, and acting in the drama program. I then continued my studies at The Pacific Conservatory for the Performing Arts in California, focusing on musical theater.
 

After being a professional actor for most of my 20s, I made the shift to education and worked at Palos Verdes Performing Arts Conservatory for 10 years. I worked with about 1,500 children and families annually, wrote more than 20 original shows, taught countless classes, developed and led many outreach programs, and directed more than 40 shows. The biggest gift during that time was seeing the development and growth of each child.

In late 2020, I moved to rural Belize. This big life change was the start of my current adventure, exploring the world (traveling around the United States, Canada, Mexico, many European countries, and Rwanda) and teaching online. I’ve facilitated and created courses in the performing arts, mindfulness, playwriting, character development, roleplay, poetry, drawing, fashion design, emotional intelligence, songwriting, art history, and more.

I continue to grow and learn new things every day. I believe there is power in an organic approach to learning, and that growing our toolbox of skills will help us not only navigate this world but thrive. Sharing, listening, and growing with my students is one of my guiding visions for this life, and I’m grateful to be living it.

Emilee is co-facilitating our newest microschool cohort.

Though I'm Canadian by birth, I've lived in a few other countries, including Morocco, Australia, Malta, and England. Through nearly a decade of traveling internationally with my family, I've been lucky to experience so much of what the world has to offer, and all the while I've taken my learning with me.

I've had the freedom and the space to develop my creativity, and fall head-first into my projects. Whether it be writing books, researching historical topics and mythology (one of my favorite topics), painting or performing arts, I've surrounded myself in knowledge and research, and honing the skills I hoped would help me take off in life. I also grew close to my younger siblings, with whom I spent hours discussing our favorite theories and mythology.

As I've grown into adulthood, I've spent quite a few years helping younger people more broadly, by arranging in-person activities for a homeschool group, mentoring teens, and co-facilitating weekly Project World School online meet-ups for tweens and teens. I also worked in a conventional school in the U.K, where I figured out that, yeah, I absolutely want to work in a learning environment, but without the confines of conventional education—who woulda thought ten years of home/world-schooling would lead me to that decision?

Quin co-facilitates one of The Hub's micrschool cohorts. You can get a sense of her vibe in this open house highlights video.

My name is Svetoslav Georgiev, but everyone calls me Svet. I graduated with a master's degree in animation, but during my studies, I started feeling dissatisfied with the conventional education system. I wanted to make a change, but I had no clue where to start. After completing my degree, I embarked on a globetrotting adventure, visiting many countries on several continents. One day I stumbled upon the concept of self-directed education, and it was like a light bulb moment. I decided to create a self-directed school for visual arts back in Bulgaria. Our weekly in-person sessions bring together students of all ages, and we delve into the exciting realms of animation and game design.

Since then, I've also worked for several global self-directed education platforms and have facilitated numerous very popular online boot camps and clubs with students from all corners of the world. Together, we have explored the amazing worlds of 2D animation, game creation using Unity, drawing, game design, music, programming, and more. 

I also have a wide range of other interests—I love diving into topics like geography, world history, mechanics, interior and exterior design, graphic design, fantasy books, basketball, board games, e-sports, and traveling.

As an educator, I'm incredibly passionate about what I do. Creating a space where students feel comfortable connecting is of utmost importance to me. I strive to bring my best self to each session and provide opportunities for students to share and interact. Rather than being the dominant voice, I encourage students to express themselves and help them forge connections with the subject matter and with each other. Above all, I aim to inspire students and foster their interest in their chosen topics. Whenever possible, I also facilitate collaboration, because I believe that teamwork brings out the best in everyone.

Svet is co-facilitating one of The Hub's microschool cohorts.

By Luba Vangelova
(A version of this was published in Education Reimagined's Voyager Newsletter)

We all know that same-aged children can share some similarities yet differ in many ways, including in the interests and strengths that shape their lives and eventual career choices. Ten-year-old Zack might really enjoy working with images, gravitating toward art classes, video production, and similar activities; Sophie might be more drawn to animals, ecology programs, wildlife documentaries, and so on. As for learning the basics, Zack’s parents might prefer a curriculum aligned with a certain set of standards, while Sophie’s might follow a more organic approach. A tailored education can serve them well regardless. Yet Zack and Sophie may also crave a consistent peer group. Meeting both sets of needs—tailored learning and a sense of community—can be a challenge.

I saw this firsthand as our homeschooled daughter entered her tween years. She had attended several homeschooling groups (which I’d co-founded and helped manage) in Washington, DC. But after childhood, coordinating activities and schedules became more complicated, as individuals began to gravitate toward different pursuits. The benefits of tailoring an education came at a cost—the primary reason I heard from parents who eventually abandoned this approach in favor of schools with one-size-fits-all requirements was that their children missed having regular interactions with the same group of peers.

I began to imagine a shared space (like a small, all-ages college campus) offering a range of educational activities, in a modular fashion, to satisfy the need for community while still allowing individuals to travel along distinct, “this size fits you” educational pathways.

I originally envisioned The Hub as a physical location that would gradually grow to offer a menu of original and third-party educational resources and programs, for everyone from toddlers to retirees; mentoring and other support services; and co-working, studying, gathering, and recreational areas. 

However, early 2020 threw everyone a curveball. I’d been on the verge of signing a lease for a suite of rooms at a church—where I planned to start with an interdisciplinary microschool; an all-ages hang-out space; and a co-working area for parents—when the city shut down. I spent some time in wait-and-see mode, then decided that arranging meetings in person was going to be fraught with too many complications for the foreseeable future, and resolved to offer a more streamlined online concept instead.

I surveyed the online education landscape, attended Zoom classes, consulted members of The Hub’s advisory council (including a professor who had researched online learning best practices), and ran a couple of experimental summer camps. The facilitators and I saw for ourselves that older children felt very comfortable interacting online, but also that you can’t simply relocate an in-person experience to the virtual world. This led me to identify a niche The Hub could fill online, to make it easier for homeschoolers to balance personalization and peer community—a cohort-based program that stretched the intellect (in an organic and interdisciplinary way, driven by curiosity); developed life skills such as teamwork, critical thinking and communication; and provided a sense of continuity and belonging (via small, communally minded groups that age up with participants).

The Hub's microschool officially launched in September 2020. Meeting two half-days a week, it's designed to complement and enhance other, more specialized studies and pursuits (ideas for what can be done outside our sessions can be found on the Resources page).

After making some refinements—such as lengthening sessions and break times—based on feedback from the founding families, The Hub gradually enrolled more children in the microschool and also experimented with some “à-la-carte” workshops, forums, clubs, and camps (we now offer such things exclusively as supplemental options to children enrolled in the microschool). 

Our guiding ethos extends to how we work with facilitators (who are supported but also given a lot of autonomy) and our enrollment policies. The Hub’s microschool is organized by age ranges, to take advantage of the scaffolding and other benefits of mixed-ages learning, but individual readiness and group dynamics matter more than strict age cut-offs. The Hub also strives to offer scholarships, when possible, to families who can’t afford full tuition. And because a program works best if all participants want to be there and are pulling in the same general direction, we not only meet with applicants to gauge the fit beforehand (mainly looking for a genuine interest in learning and engaging on different topics, and an ability to “play well with others”), but also offer a 30-day "try-it out" window after which participants can withdraw with no further obligation.

Those who enroll in our microschool are either full-time homeschoolers or dual-enrolled in schools with compatible schedules. They’ve been based in the United States, as well as in Canada and a handful of other countries across four continents.

Our microschool, with two facilitators at the helm of each cohort, meets twice a week during the academic year from September to May, for four hours at a time. The time is divided among shorter activities, which can take the form of games, collaborative creations, discussions, workshops, participant-generated quizzes, or presentations; months-long group projects; and occasional guest speakers and interactive field trips (e.g., a guided walk-through of a historic French town, with participants helping to decide the path in real time). The longer format also allows facilitators to invest the time and energy necessary to take both customization and community to another level.

Topics, themes, activities, project goals and roles are chosen collaboratively by everyone, based on curiosity, interests, strengths, and areas targeted for improvement. This means that no two terms are the same, as interests, abilities and needs evolve. In lieu of following a fixed curriculum that is limited to just one “subject,” the microschool is guided by its objectives (well-rounded intellectual and personal growth, plus meeting the need for a consistent community) and a daily framework, which can be tweaked at any time to better meet the group’s needs.

Some shorter activities, including certain discussions (from the specific, such as the history of a Native American tribe, to the meta, such as how we know what we know) and games such as the popular geography game GeoGuessr, may involve the entire group; others take place in smaller breakout rooms, whose themes have been as varied as creative writing, math challenges, art, book club, debate club, and Star Wars. A theme may last for only one session, or it may continue for days or even weeks, with one topic naturally feeding into another. The Star Wars-themed breakout room, for instance, led to discussions about character development, narrative arcs, the technology of special effects, the ethics of cloning, and the state of cloning science in the real world. 

Participants also spend part of each session working on a big group project, which they present to family and friends to wrap up the term. Past projects have included building imaginary digital worlds, creating a book of collaboratively written short stories, creating an e-zine compilation, and producing a video newscast. The longer projects are also multi-dimensional and interdisciplinary—the world-building projects, for example, delved into topics as varied as evolutionary biology, geology, history, governance models, sociology, languages, and cultural symbols. 

Just like people can learn things throughout their lives, anyone who wants to do an even deeper dive into a topic can do so on their own time. They might then offer to share highlights of their findings (for example, one participant recently led a breakout session on music theory), which expands the group's horizons, while also helping the presenter to organize and learn to better communicate their knowledge. The interest-based approach boosts engagement, while the group aspect amplifies the benefits, as participants listen to others’ questions and feedback, and build on each others’ ideas. This helps them become more well rounded and develop a better understanding of their options in life; or as technology entrepreneur Paul Graham puts it, it lets paths grow out of projects. 

Aside from the Internet and basic office tools, we've used software platforms such as Trello (for project management), Canva (for graphic design and videos), and Milanote (a digital whiteboard that has served as a “wonderwall” where everyone can list what they’re curious about—e.g., “why do wildfires start?” and “how is blue cheese made?”—which can then prompt research and discussion).

The facilitators aren't expected to be subject-matter experts in everything that may come up, which would be impossible. Rather, their role is like a combination of composer, musician, and conductor, with the goal of everyone co-creating a beautiful piece of music. They come prepared to suggest activities and locate resources. They also actively participate in everything, modeling qualities such as intellectual curiosity, learning, and grown-up conversation. All the while, often using the Socratic method, they look for opportunities to challenge participants to think more deeply and creatively, to consider new angles, and to develop valuable life skills such as the “five C’s” (critical thinking and problem solving; communication; collaboration; creativity and innovation; and citizenship), while ensuring that the group culture is maintained.

Having a team of two facilitators per cohort has practical advantages—such as guided breakout rooms, and a colleague to confer with—and also allows participants to interact with multiple adults who bring different life experiences, perspectives, interests, ideas and personalities to the table. (Facilitators have discussed their roles and observations in much greater detail in The Hub’s information session recordings.)

As for the social aspect, participants interact during activities, but connection isn’t just an afterthought; it’s integrated into the format. Ice-breaker games help everyone learn about each other, and facilitators also touch base individually with participants from time to time. If the group dynamic starts to feel “off,” time is invested to get to the root of it, and course corrections are made—for example, one of the facilitators may discreetly check in with a participant who isn’t engaging as much as expected, or an agreement is negotiated to keep video cameras on whenever practical, and to let others know if you need to step away. Discussion is not only tolerated but encouraged during activities, as long as it aligns with the group’s community agreement principles. The Hub’s private communications platform on Basecamp is also used to stay in touch at any time, including during travels or holiday breaks. Some participants have also met up in real life, to lead a field trip or attend a session together in someone’s home, if they happen to live in the same area or are passing through.

Social connections not only feed the soul and enhance mental health; they also pay practical dividends. They form the foundation for a respect-based culture that focuses on how to effectively balance “the me and the we” in order to achieve more as a team than would be possible alone. This culture is built intentionally, by discussing and agreeing to its tenets, which are described in the community agreement living document, and reviewing them if things start to veer off course. Participants who feel more connected to each other are more amenable to the give and take that’s sometimes required to respectfully listen to others talk about interests they may not be as enthusiastic about, knowing their turn will also come. It also encourages them to look out for each other and feel accountable for fulfilling project obligations.

Different group sizes have their pluses and minuses, but the ideal microschool cohort size thus far has been between six and eight young people, plus the two facilitators (group dynamics can vary, so enrollment is capped when the facilitators decide that a cohort feels full). This has allowed a high level of personal interaction, while accommodating different interests via breakout rooms. Above eight can work too, and feel even more dynamic, but the amount of time required to give everyone a chance to talk and to make decisions collaboratively can start to take away time from activities and projects, so it can morph into a very different experience. 

Facilitators can gauge whether the microschool is meeting its goals by observing—e.g., is Isabel asking more complex questions and stepping up to take on greater responsibilities over time, and does she seem happy to be here? We ask participants and parents for feedback too. But some of the best indicators that we’re doing our job are when children are sad to see a term end (many tears have been shed during final closing circles) and are eager to return, and when parents enthusiastically recommend the program to others.

The Hub’s pivot to an online space has offered flexibility, lower geographical barriers to participation (which also expand participants’ horizons, because they get to hear about and sometimes view other locales), and lower expenses (those savings are passed on to families and facilitators). So we’re continuing down this path.

The original microschool cohort has aged up with the participants, maintaining a high degree of continuity (many of the participants have been part of it for years, with the last original members now preparing to "graduate"), and a new tween cohort was launched in fall 2023. This marked our first step toward replicating the model, also in an organic and highly decentralized way—a parent whose older child had been attending the microschool for several years wanted her younger child to have the same experience.  

We've continued to grow, and more cohorts are in the works. When practical, cohorts also interact to some degree, so that everyone has a “homeroom” group, while gaining access to more facilitators, young people, and breakout room options. The details are decided by those on the front lines, continuing to employ an “agile” approach—researching, identifying and trialing the most promising ideas, then observing, soliciting feedback, iterating and refining. 

(Notes: As of 2025, what we previously called the “micro-academy” is now referred to as the “microschool.” And we’re always happy to connect with those interested in supporting The Hub’s continued development; please get in touch.)