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Islamic Society For Wholistic Education

In The Name Of Allah Most Gracious Most Merciful

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About Us

Islamic education is concerned with the protection of the fitrah.

The founding director of the Islamic Society for Wholistic* Education is Mary El-Khatib, an Irish American who was drawn to the compassion, ease and beauty of Islam while living and teaching in Jerusalem. After returning to the USA she attended the educational conference entitled, "Beyond Schooling" featuring speakers Hamza Yusuf and John Tayor Gatto. It was at that time she became convinced that the current educational system was working against the true nature of the child. Determined to do her part to promote a more wholistic approach to education, Mary established a small Islamic Montessori program that has grown into what is now Medina Montessori. In 2016, Mary founded the Islamic Montessori Society, a non-profit organization dedicated to promoting Islamic Montessori education by providing scholarships for Muslim teachers to take Montessori training, provide student tuition scholarships and support Muslim Montessori schools. 

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    In 2019 the scope of the society was expanded to include wholistic education, sustainable living and the fine arts and was renamed the Islamic Society for Wholistic* Education.
    *Wholistic is spelled intentionally with a "w" to make the word more meaningful as it applies to the whole person. We prefer this spelling to the current common spelling "holistic" which implies emptiness as in a "hole." This unique spelling was first suggested by Dr. Jeanette Hablullah, a Naturopathic Doctor a trusted advisor who as offered several workshops for our community. 

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Sponsored...

    Yearly Parent Education programs promoting the integration of Islamic principles and Montessori methodology. 
    Yearly Scholarships for Muslim teachers to attend quality Montessori Professional Development Programs.


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Funded...

    Curriculum development integrating Islam and Montessori (partially funded and ongoing).
    The buildout of a new state of the art facility for Medina Montessori to serve as a model for Islamic Montessori education. (fully funded and completed).
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Our Mission

We believe that the purpose of a wholistic education is assist in the emergence of a whole person.

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Our Mission

The mission of the Islamic Society for Wholistic Education is to promote educational programs that encourage and support the child’s “Fitrah” as a source of divine guidance by following the perfect guidance found in the Quran and Sunnah of Prophet Muhammad (pbuh).

  • Read more

    You should choose the plan which meets your needs and requirements and send us a message to place the order. You can also make it online.

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Wholistic Education

We believe that the purpose of a wholistic education is assist in the emergence of a whole person. A whole person is one whose heart, mind and body are in harmony and act in unity with the divine guidance of the spirit (fitrah).

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    **the spelling of the word "Wholistic", originally coined by, naturopathic practitioner Dr. Jeanette Hablullah is based on the word "Whole" which implies completeness, and unity as opposed to the current popularly used spelling "holistic", reminiscent of the word "hole" which implies emptiness, or a lack of fullness.

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Fitrah and Islam

We believe that each human being is endowed with a perfect inner guidance at birth called the “fitrah.” The main goal of a wholistic education is to preserve and protect the child’s connection with the “fitrah.”

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    We believe that the best way to preserve the connection with the 'fitrah" is to follow the divine guidance that has been sent in the form of the Quran, the final message to mankind, and the perfect example (Sunnah) of Prophet Muhammad (Peace and Blessings of Allah be upon him).

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Fitrah and Montessori

Dr. Maria Montessori described what she called "The Secret of Childhood" as the natural tendency of the child to be in a state of inner harmony with the self, others and the environment. We believe that what she discovered is what is referred to in Islam as the "Fitrah" and that the techniques, protocols and even the materials that she developed can be valuable tools for the adults around the child to acquire in order to preserve and protect the child’s connection to the “fitrah.”

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    "Our goal is not so much the imparting of knowledge as the unveiling and developing of spiritual energy." (Child in the Family: vol. 8, p. 53).

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Our Goals

The main goal of a wholistic education is to preserve and protect the child’s connection with the “fitrah”.

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Design and offer teacher training programs that promote the spiritual and practical preparation of the teacher to be a model of grace and "adab" (good manners) so as to preserve and protect the child's connection to the "fitrah".

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Provide financial support and leadership to organizations seeking to establish and develop quality Islamic wholistic education programs dedicated to preserving the child's connection to the "fitrah".

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Offer scholarships for Muslim teachers to attend quality Montessori teacher training programs as an initial preparatio.

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Provide grants to develop a wholistic Islamic curriculum integrating current best practices with traditional scholarship. 

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Offer scholarships to children to attend quality schools providing Islamic wholistic educational programs designed to preserve the child's connection to the "fitrah".

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Provide grants to develop and sponsor quality Parent Education programs promoting wholistic Islamic education and the preservation of the child's connection with the "fitrah".

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Sponsor of workshops and events to develop wholistic health and well-being including the fine arts.

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Donate

“Islamic education is concerned with the protection of the fitrah.With the fitrah in place, knowledge can be easily acquired.”

— Imam Fode Drame
(2018) Lecture at Medina Montessori, Falls Church, VA

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Board of Directors

Teachers and children share an excitement for exploration, experimentation and enduring relationships that mark a devotion to lifelong intellectual pursuit.

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Mary Catherine El-Khatib

Mary received her training in Montessori curriculum and pedagogy at the Barrie Institute of Advanced Montessori Studies. Mary has held teaching positions at The George Washington University, The College of Science in Jerusalem, Arlington County Public Schools, Henson Valley Montessori School and the Islamic Saudi Academy in VA.

  • Read more

    In the Islamic Saudi Academy she also served in the capacity of Assistant Principal, Chair of the Elementary ESL Department and Chair of Philosophy and Goals Committee for school accreditation. She was awarded a teaching Fellowship by The George Washington University where she earned a Master of Arts Degree in Iberian Spanish Literature. She has also published in the Journal of Religion and Teaching on issues relating to the acquisition of English for Muslim students. Mary offers yearly workshops on the topic of Montessori and Islam, which she has presented at the annual convention for the Islamic Schools League of America.

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Rima Kharuf

Rima has a Masters in Education from the George Washington University with a focus on children with emotional and behavioral disorders in addition to a Masters in Marriage and Family Therapy. Her passion for wholistic education came from her experience working with special needs children.

  • Read more

    While working with children on the autism spectrum as a therapist, and children with emotional and developmental delays, she found that modern education systems did not address the whole child, and many times what the children needed to grow and thrive were lacking. Rima is passionate about encouraging wholistic educational models within the Islamic community. She currently works as the communications director at Medina Montessori.

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Sara Jane Ibrahim

Sara Jane Ibrahim is a supporter of wholistic education, and has completed the Medina Montessori Toddler Teacher Training Program. She is a public policy advocate and speaker on international human rights, refugee rights, and immigrant rights with over 10 years of experience at the nation's leading nonprofit organizations.

  • Read more

    Sara teaches women her proven strategies to advance in their careers and personal growth. Sara earned her J.D. from American University Washington College Law and graduate diploma in Forced Migration and Refugee Studies from the American University in Cairo. She received her B.A. from The George Washington University Elliott School of International Affairs.

Illustration

Board of Directors

Teachers and children share an excitement for exploration, experimentation and enduring relationships that mark a devotion to lifelong intellectual pursuit.

Illustration

Mary Catherine El-Khatib

Mary received her training in Montessori curriculum and pedagogy at the Barrie Institute of Advanced Montessori Studies. Mary has held teaching positions at The George Washington University, The College of Science in Jerusalem, Arlington County Public Schools, Henson Valley Montessori School and the Islamic Saudi Academy in VA.

  • Read more

    In the Islamic Saudi Academy she also served in the capacity of Assistant Principal, Chair of the Elementary ESL Department and Chair of Philosophy and Goals Committee for school accreditation. She was awarded a teaching Fellowship by The George Washington University where she earned a Master of Arts Degree in Iberian Spanish Literature. She has also published in the Journal of Religion and Teaching on issues relating to the acquisition of English for Muslim students. Mary offers yearly workshops on the topic of Montessori and Islam, which she has presented at the annual convention for the Islamic Schools League of America.

Illustration

Rima Kharuf

Rima has a Masters in Education from the George Washington University with a focus on children with emotional and behavioral disorders in addition to a Masters in Marriage and Family Therapy. Her passion for wholistic education came from her experience working with special needs children.

  • Read more

    While working with children on the autism spectrum as a therapist, and children with emotional and developmental delays, she found that modern education systems did not address the whole child, and many times what the children needed to grow and thrive were lacking. Rima is passionate about encouraging wholistic educational models within the Islamic community. She currently works as the communications director at Medina Montessori.

Illustration

Sara Jane Ibrahim

Sara Jane Ibrahim is a supporter of wholistic education, and has completed the Medina Montessori Toddler Teacher Training Program. She is a public policy advocate and speaker on international human rights, refugee rights, and immigrant rights with over 10 years of experience at the nation's leading nonprofit organizations.

  • Read more

    Sara teaches women her proven strategies to advance in their careers and personal growth. Sara earned her J.D. from American University Washington College Law and graduate diploma in Forced Migration and Refugee Studies from the American University in Cairo. She received her B.A. from The George Washington University Elliott School of International Affairs.

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Advisory Board

Teachers and children share an excitement for exploration, experimentation and enduring relationships that mark a devotion to lifelong intellectual pursuit.

Illustration

Imam Fode Drame

Born in the early 70’s in the interior of Gambia, Imam Fode Drame was the second surviving child of Oummou Sylla and Al-Hadj Ousman Drame. Oummou, a young and protective mother, was not only known for her striking beauty but also for her exceptional devotion.

  • Read more

    Al-Hadj Ousman was an esteemed scholar and healer whom countless individuals from diverse regions of West Africa flocked towards throughout the year. By the age of two, Oummou was called back to her Creator and young Imam Fode prematurely parted from the tenderness of his mother’s arms and watchful sight. Having the role of both mother and father, in addition to his teaching and leadership duties, Al-Hadj unconventionally brought his son to accompany him while he taught. Little by little, the spirited boy had not only memorized his father’s Islamic teachings, but the entire Quran. As a surprise to many, young Imam Fode soon surpassed his father’s own students and could no longer study with his age mates.
    A Budding ScholarYoung Imam Fode’s love of learning soon took him away from his father’s wing and brought him to Dakar where his maternal uncle, Shaykh Soubki Sylla, a notable scholar, arranged for him private schooling to prepare him for university. There, he mastered French and English, and also took it upon himself to study Hebrew, Latin, Greek and German, and perhaps most importantly, ancient Egyptian Hieroglyphics.
    By his early 20s, he was no longer under the aegis of his father or uncle, but in a world completely different to that which he knew: Montreal. By his third year of university, however, God had different plan for him. He was offered an imam position in a small suburban mosque, and despite his initial reason for coming to Canada, he took on the position.
    Being of a different cultural background and unusually younger than most of the mosque’s congregants, Imam Fode’s deep insight of the Quran and good nature won him over to the hearts of the community. His mother’s saintly devotion and his father’s spiritual training had now come to life in a different context three thousand miles away, and had produced profound realizations which would not only shape his teachings, but change the lives of those around him.
    The Far WestImam Fode's new trajectory soon brought him the far West -- British Columbia -- and by 2005, he founded his own non-profit organization, Zawiyah Foundation. This charity not only grew into a school and full-fledge platform to distribute his knowledge, but as an international community. By 2015, his lectures began to be aired live; and today they are viewed in all continents on a weekly basis.
    One cannot help but notice that the study of linguistics is what brought Imam Fode to Canada; yet it was also language which God first taught Adam. Clearly, as being the first instrument taught to the First Man, language is more than a mere tool of communication, but a profound way to move and reform people and to connect individuals not only to others, but to their inner selves and essentially, to their Creator. And that is the core of Imam’s work: he teaches, unites, heals, and writes through the knowledge that God has granted from the language of the Quran.

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Susan Douglass

Susan Douglass received her PhD in history from George Mason University in 2016. She holds an M.A. in Arab Studies from the Georgetown University Center for Contemporary Arab Studies, and a B.A. in History from the University of Rochester.

  • Read more

    She conducts teacher workshops locally and nationwide for the Center for Contemporary Arab Studies and the Alwaleed Center for Muslim Christian Understanding at Georgetown University, where she serves as K-14 Education Outreach Director.She has served with the United Nations Alliance of Civilizations, and was an Affiliated Scholar with the Council on Islamic Education for a decade, reviewing commercial textbooks in development, researching and contributing to state curricula and standards, and developing instructional resources. Publications include World Eras: Rise and Spread of Islam, 622-1500 (Thompson/Gale, 2002), teaching resources for the Council on Islamic Education and the National Center for History in the Schools, a children’s book, Ramadan (Carolrhoda Books, 2002), and many articles and book chapters on pedagogical and policy issues.She has contributed to online teaching resources for Unity Productions Foundation, including the website and teaching resources for the documentary film Muhammad: Legacy of a Prophet, Cities of Light (islamicspain.tv), The Sultan and the Saint (http://sultanandthesaintfilm.com), as well as print and online projects such as the Smithsonian Freer Gallery teaching guide Arts of Islam, Children and Youth in History (http://chnm.gmu.edu/cyh) at the Center for History and New Media at George Mason University, and the San Diego State University curriculum project World History for Us All (http://worldhistoryforusall.ss.ucla.edu/). She designed and developed the online resource The Indian Ocean in World History (http://indianoceanhistory.org/). She also wrote the Supplementary Social Studies Units K-6 for Muslim schools for the International Institute of Islamic Thougtht, 1996).As researcher and author of the study Teaching About Religion in National and State Social Studies Standards (Freedom Forum First Amendment Center and Council on Islamic Education, 2000), she continues to follow changes in national and state standards. Dr. Douglass teaches in the Bayan Islamic Graduate School at the Claremont School of Theology, and at the secondary level with Legacy International Online High School program, where she is on the curriculum development team.

Illustration

Jeanette L’amour Hablullah, ND

Sara Jane Ibrahim is a supporter of wholistic education, and has completed the Medina Montessori Toddler Teacher Training Program. She is a public policy advocate and speaker on international human rights, refugee rights, and immigrant rights with over 10 years of experience at the nation's leading nonprofit organizations.

  • Read more

    Sara teaches women her proven strategies to advance in their careers and personal growth. Sara earned her J.D. from American University Washington College Law and graduate diploma in Forced Migration and Refugee Studies from the American University in Cairo. She received her B.A. from The George Washington University Elliott School of International Affairs.

Illustration

Advisory Board

Teachers and children share an excitement for exploration, experimentation and enduring relationships that mark a devotion to lifelong intellectual pursuit.

Illustration

Imam Fode Drame

Born in the early 70’s in the interior of Gambia, Imam Fode Drame was the second surviving child of Oummou Sylla and Al-Hadj Ousman Drame. Oummou, a young and protective mother, was not only known for her striking beauty but also for her exceptional devotion.

  • Read more

    Al-Hadj Ousman was an esteemed scholar and healer whom countless individuals from diverse regions of West Africa flocked towards throughout the year. By the age of two, Oummou was called back to her Creator and young Imam Fode prematurely parted from the tenderness of his mother’s arms and watchful sight. Having the role of both mother and father, in addition to his teaching and leadership duties, Al-Hadj unconventionally brought his son to accompany him while he taught. Little by little, the spirited boy had not only memorized his father’s Islamic teachings, but the entire Quran. As a surprise to many, young Imam Fode soon surpassed his father’s own students and could no longer study with his age mates.

    A Budding Scholar
    Young Imam Fode’s love of learning soon took him away from his father’s wing and brought him to Dakar where his maternal uncle, Shaykh Soubki Sylla, a notable scholar, arranged for him private schooling to prepare him for university. There, he mastered French and English, and also took it upon himself to study Hebrew, Latin, Greek and German, and perhaps most importantly, ancient Egyptian Hieroglyphics.

    By his early 20s, he was no longer under the aegis of his father or uncle, but in a world completely different to that which he knew: Montreal. By his third year of university, however, God had different plan for him. He was offered an imam position in a small suburban mosque, and despite his initial reason for coming to Canada, he took on the position.

    Being of a different cultural background and unusually younger than most of the mosque’s congregants, Imam Fode’s deep insight of the Quran and good nature won him over to the hearts of the community. His mother’s saintly devotion and his father’s spiritual training had now come to life in a different context three thousand miles away, and had produced profound realizations which would not only shape his teachings, but change the lives of those around him.

    The Far West
    Imam Fode's new trajectory soon brought him the far West -- British Columbia -- and by 2005, he founded his own non-profit organization, Zawiyah Foundation. This charity not only grew into a school and full-fledge platform to distribute his knowledge, but as an international community. By 2015, his lectures began to be aired live; and today they are viewed in all continents on a weekly basis.

    One cannot help but notice that the study of linguistics is what brought Imam Fode to Canada; yet it was also language which God first taught Adam. Clearly, as being the first instrument taught to the First Man, language is more than a mere tool of communication, but a profound way to move and reform people and to connect individuals not only to others, but to their inner selves and essentially, to their Creator. And that is the core of Imam’s work: he teaches, unites, heals, and writes through the knowledge that God has granted from the language of the Quran. 

Illustration

Susan Douglass

Susan Douglass received her PhD in history from George Mason University in 2016. She holds an M.A. in Arab Studies from the Georgetown University Center for Contemporary Arab Studies, and a B.A. in History from the University of Rochester.

  • Read more

    She conducts teacher workshops locally and nationwide for the Center for Contemporary Arab Studies and the Alwaleed Center for Muslim Christian Understanding at Georgetown University, where she serves as K-14 Education Outreach Director.
    She has served with the United Nations Alliance of Civilizations, and was an Affiliated Scholar with the Council on Islamic Education for a decade, reviewing commercial textbooks in development, researching and contributing to state curricula and standards, and developing instructional resources. Publications include World Eras: Rise and Spread of Islam, 622-1500 (Thompson/Gale, 2002), teaching resources for the Council on Islamic Education and the National Center for History in the Schools, a children’s book, Ramadan (Carolrhoda Books, 2002), and many articles and book chapters on pedagogical and policy issues.
    She has contributed to online teaching resources for Unity Productions Foundation, including the website and teaching resources for the documentary film Muhammad: Legacy of a Prophet, Cities of Light (
    islamicspain.tv), The Sultan and the Saint (http://sultanandthesaintfilm.com), as well as print and online projects such as the Smithsonian Freer Gallery teaching guide Arts of Islam, Children and Youth in History (http://chnm.gmu.edu/cyh) at the Center for History and New Media at George Mason University, and the San Diego State University curriculum project World History for Us All (http://worldhistoryforusall.ss.ucla.edu/). She designed and developed the online resource The Indian Ocean in World History (http://indianoceanhistory.org/). She also wrote the Supplementary Social Studies Units K-6 for Muslim schools for the International Institute of Islamic Thougtht, 1996).
    As researcher and author of the study Teaching About Religion in National and State Social Studies Standards (Freedom Forum First Amendment Center and Council on Islamic Education, 2000), she continues to follow changes in national and state standards. Dr. Douglass teaches in the Bayan Islamic Graduate School at the Claremont School of Theology, and at the secondary level with Legacy International Online High School program, where she is on the curriculum development team.

Illustration

Jeanette L’amour Hablullah, ND

Sara Jane Ibrahim is a supporter of wholistic education, and has completed the Medina Montessori Toddler Teacher Training Program. She is a public policy advocate and speaker on international human rights, refugee rights, and immigrant rights with over 10 years of experience at the nation's leading nonprofit organizations.

  • Read more

    Sara teaches women her proven strategies to advance in their careers and personal growth. Sara earned her J.D. from American University Washington College Law and graduate diploma in Forced Migration and Refugee Studies from the American University in Cairo. She received her B.A. from The George Washington University Elliott School of International Affairs.

Illustration

Donate

“Islamic education is concerned with the protection of the fitrah.With the fitrah in place, knowledge can be easily acquired.”

— Imam Fode Drame
(2018) Lecture at Medina Montessori, Falls Church, VA

Illustration

Testimonials

What do people say about our organization?

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Imam Fode Drame

I am pleased to offer my full support for the Islamic Society for Wholistic Education and its school Medina Montessori. I encourage you to support their efforts to provide children with an atmosphere in which the "fitrah" is supported, trusted and allowed to emerge as a strong source of divine inner guidance.

Illustration

Ola Mohamed

My husband and I have our two daughters in Medina Montessori and we are so, so grateful for the Medina Community. I love the classrooms! They are very nicely done in Montessori style. The teachers guide the student through the use of the materials but I also love how they give them the freedom and independence to explore. The teachers are stellar. I can't recommend Medina enough. Thank you so much.

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RN​

Medina Montessori provides a unique education experience for anyone interested in a wholistic education for their children. I was immediately drawn to Medina Montessori for the unique combination of a classic Montessori education with one based in faith, one that protects the children's fitrah. Two of my children have attended the school, enjoying the academic rigor it provides, the extracurricular activities, the weekly field trips (in non COVID-10 times), the emphasis on outdoor education even during the pandemic, and just as importantly the community that is created. My oldest child has since moved on from the program, enrolling in all honors at the local middle school and getting straight A's, all while eyeing an advanced degree for high school. The school and community are an integral part of our family's life and that of so many others! I can't recommend it enough!

Illustration

Mariem Boye

This exchange was absolutely incredible! Valuable, on point and inspiring! Thanks a lot!! May Allah reward for all the great events and connections you create that to beyond any impact you might imagine!!

Illustration

Testimonials

What do people say about our organization?

Illustration

Imam Fode Drame

I am pleased to offer my full support for the Islamic Society for Wholistic Education and its school Medina Montessori. I encourage you to support their efforts to provide children with an atmosphere in which the "fitrah" is supported, trusted and allowed to emerge as a strong source of divine inner guidance. 

  • How can I make the order?

    You should choose the plan which meets your needs and requirements and send us a message to place the order. You can also make it online.

Illustration

Ola Mohamed

My husband and I have our two daughters in Medina Montessori and we are so, so grateful for the Medina Community. I love the classrooms! They are very nicely done in Montessori style. The teachers guide the student through the use of the materials but I also love how they give them the freedom and independence to explore. The teachers are stellar. I can't recommend Medina enough. Thank you so much.

  • How can I make the order?

    You should choose the plan which meets your needs and requirements and send us a message to place the order. You can also make it online.

Illustration

RN​

Medina Montessori provides a unique education experience for anyone interested in a wholistic education for their children. I was immediately drawn to Medina Montessori for the unique combination of a classic Montessori education with one based in faith, one that protects the children's fitrah.

  • Read more

    Two of my children have attended the school, enjoying the academic rigor it provides, the extracurricular activities, the weekly field trips (in non-COVID-10 times), the emphasis on outdoor education even during the pandemic, and just as importantly the community that is created. My oldest child has since moved on from the program, enrolling in all honors at the local middle school and getting straight A's, all while eyeing an advanced degree for high school. The school and community are an integral part of our family's life and that of so many others! I can't recommend it enough!

Illustration

Mariem Boye

This exchange was absolutely incredible! Valuable, on point and inspiring! Thanks a lot!! May Allah reward for all the great events and connections you create that to beyond any impact you might imagine!!

  • How can I make the order?

    You should choose the plan which meets your needs and requirements and send us a message to place the order. You can also make it online.

Illustration

Contact Us

There are so many ways to support our mission. Contact us to find out more about volunteer opportunities, fundraising events, and ways to get our message to your community.

Address

6329 Arlington Boulevard, Falls Church, Virginia 22044, United States

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