Home / Estudio School


The “Estudio” School is a private, secular, non-profit school, created in 1940 by Jimena Menéndez-PidalCarmen García del Diestro and Ángeles Gasset, for the purpose of preserving and spreading the philosophy of the  Free Education Institution and the commitment to keep its educational model alive, conscious of the role of education as a driving force for a country’s social transformation.

The School is under the guardianship of the Board of Trustees, made up of public figures from the world of education, culture, communication and business, amongst other disciplines. It is governed through an Executive Committee to which the Board delegates to manage all the institution’s fields of action.

It is a secular institution that covers the entire educational process and which employs all its financial resources in the ongoing improvement of its project.

Convinced of the importance of coeducation and respect for individuality, it follows an educational model that believes firmly in the need for dialogue to convince, instead of imposing, and considers that students must be the protagonists in an education based on reasoning, creativity and own experience.

Taking into account the development of the students and their different personal situations forms part of the basis of its educational model and is present in the daily work of the teaching staff: non-directive, instead leaving the students be; observing, listening and showing, when necessary, the necessary proximity to provide them with support and help.

It aims to develop the students’ different intellectual and emotional skills, critical thinking and aesthetic awareness, shaping independent people committed to tradition, culture and the environment.

It wants to be recognised as an Institution that provides its students with their own values and tools to allow them to face their future lives, ensuring that their value does not depend solely on academic results, favouring the development of all their skills and respecting their different rates of learning to make all of them feel necessary and useful.

It believes firmly that their achievements should be the result of teamwork, which is why it considers it necessary for all those who form part of the institution to share its fundamental values:

  • Respect, for oneself, others, the Institution, the environment; for rights and duties, as an indispensable requirement to be free people.
  • Responsibility, understood as a commitment to act appropriately following one’s own conviction; it requires self-disciplinehonesty and awareness of the importance of individual behaviour in the correct functioning of the group.
  • Independence, of thought, criteria and way of acting.
  • Dialogue, tolerance, care of emotional aspectssensitivity to different personal situations, empathy, the need to complement each other’s skills, generosity and team spirit as a basis for coexistence.
  • Austerity, understood as the absence of the superfluous and rationing in the use of resources.
  • Creativity, as the ability to generate ideas and develop thought.
  • Personal effortthe desire to improve and precision in work.
  • Curiosity, understood as a desire to observe, investigate and learn.
  • Flexibility, which boosts initiative and allows the incorporation of “new things” without loss of identity.