What We Learned About Prenda Microschools: A Survey of Prenda Guides 

In a collaborative effort, EdChoice and Prenda conducted a survey (fielded from April 8 – 24, 2026) to better understand the microschooling experience from the lens of a Prenda guide (N=135).  

The survey findings are clear. Prenda guides are satisfied with their experience and are confident their students have access to the tools and support needed to succeed academically.  

For those interested, the full report can be found here.  

Let’s walk through some of the key findings from the survey: 

Prenda guides report high levels of satisfaction and low levels of stress.

When asked about their satisfaction with their experience in a Prenda microschool, 76% of guides said they are “very” satisfied, while another 21% felt “somewhat” satisfied.  

In fact, 71% of guides said they would be highly likely to recommend becoming a Prenda guide to a friend, family member, or former colleague.  

When thinking about stress, only 35% of guides reported feeling “very” or “somewhat” stressed about running their microschool. On the other hand, 50% of guides felt “minimally” stressed while another 16% said they are “not stressed at all.”  

Lastly, we asked about their time commitment relative to their compensation. The majority of guides said their time commitment to compensation ratio is “very” or “somewhat” reasonable. Only 8% of guides felt their time commitment to compensation ratio was “very” or “somewhat” unreasonable.  

Prenda guides report strong student engagement with low rates of disruptive behavior. 

We asked Prenda guides to discuss the level of student engagement in their microschool. For context, we defined student engagement as: “the degree of attention, curiosity, or interest that students show when they are learning.” 

Overall, results were quite positive. Over a quarter (28%) said student engagement was “very” strong, while 57% of guides described engagement as “somewhat” strong.  

We also saw encouraging data when it comes to student behavior. Only 12% of guides reported frequent occurrences of disruptive behavior from students. Just over a quarter of guides said they have occasional issues with disruptive behavior. Notably, 60% of guides said disruptive behavior in their microschool is very rare or has never happened.  

Demographic data revealed a lot of great information about who Prenda guides are.  

For starters, Prenda guides come from a diverse professional background. Nearly one in four guides (24%) say they worked in a non-education related field before becoming a Prenda guide, while 19% said they were homeschooling. Another 17% said they were stay-at-home parents and 15% said they were teaching in a public school. Only 7% and 6% said they were teaching in a private school and charter school, respectively.  

We also learned that over half of Prenda guides (60%) say their child is currently enrolled in a microschool. Additionally, 72% of Prenda guides report having experience working with children with special needs.  

When asked why they became a Prenda guide, the most cited reason was seeing students struggling academically in a traditional school environment, followed by the desire to provide more personalized, mastery based learning.  

Overall, results were quite positive from Prenda guides.  

To learn more about the experiences and perspectives of Prenda guides, along with the methodology of the survey, make sure to check out the report.