Active student today...
Tomorrow's leader

Choose an active and positive school, which respects the child and contributes to the genesis of the woman and man of tomorrow.

Why choose La Chrysalide ?

International education

Candidate* school for the Primary Years Programme (PYP) of the International Baccalaureate Organization (IBO)

Tri-lingual environment


Modern infrastructure

Large interior and exterior areas
High quality equipment and fittings

What differenciates us

Alternative pedagogy and individualized follow-up

Montessori pedagogy celebrating the child's rhythm and cultivating his potential.

Connection with nature: animal park and vegetable garden

Daily contact with nature and animals, effectively improving children's mental and physical health.

Positive approach, respecting the child's integrity

Positive discipline that builds confidence and self-esteem, and gives the child a real sense of ability.

Collaboration and transparency with parents

TLa Chrysalide and the families are mutually committed to work in partnership and in full transparency in order to bring the children a real educational coherence.

Special attention to health, hygiene and safety

Food charter elaborated by a nutritionist.
Strict respect of hygiene and safety standards.

Unique extracurricular activities

After a whole day spent studying, La Chrysalide offers original extracurricular activities; arousing  children's curiosity while working on a very specific skill.

A word from the Management

"It all starts with education."

This conviction drives us, inspires us and fills us with hope. At La Chrysalide, we are aware that school is the first representation of life in society for the child. The school is a micro-society where the child builds himself.

So why turn to an alternative education system?

Because the world is evolving, more and more rapidly, and this leads us to wonder about the school of tomorrow. It is true that the traditional educational system offers a quality education to our children. The school teaches them to read, to count, to live in community and to find their place while respecting that of their friends. It brings them theoretical teachings which are essential. But the children of the new generation are growing up in a world that has nothing to do with that of previous generations. Therefore, it is necessary to adapt and propose new learning methods. It is also necessary to add an extra dimension to traditional education, focusing more on the personal development of the child, teaching them to love, to laugh, to learn and to grow beyond their current limits and convincing them of their value and motivating them to develop their potential.
To blossom in school is essential and is even the way learn to reason!

La Chrysalide is a school where children learn how to think, not what to think.

Maryem Bouzoubaa, phD
Director of La Chrysalide
Parenting trainer in positive discipline

La Chrysalide

An active school

At La Chrysalide, the student is the primary actor in his or her learning. The educational program takes into account the emotional, intellectual, physical and social development of the  child as a whole by addressing the uniqueness of each child in a stimulating and emotionally secure environment.

Together, we will train young citizens, members of society who are responsible, respectful and creative.

La Chrysalide

An inclusive school

We are an inclusive school, and believe that all children have the right to be part of our school, we will do our best to adapt to their needs.

2 - 3 years old : The Toddlers' Community

3 - 6 years old : The Children's House

6 - 12 years old : Elementary School

Our values

Mutual respect





Community involvement

Parents testimonials

"My children have been attending your school for about 3 years now. It has been a very rewarding and satisfying experience. It is the first time that we managed to find a real Montessori school in Agadir that meets our expectations and needs. There is especially a pedagogical team which is really very attentive to the parents, and to our children. We are very satisfied and I recommend it to everyone. We only hope one thing: that it continues... I hope until high school. That would be my big wish. We are very satisfied, thank you!"

Mother of Milhan et Ayden Z.

"The tour was great, I saw everything through the tour. From the different environments in the Montessori room to the language workshops. We made the bread. I am happy and satisfied. My child is very fulfilled. I highly recommend your school."

Mother of Bayrem C.

"This year has been wonderful, thanks to Maryem, thanks to Kenza and thanks to the whole team. You have really been at the top. I thank you, my daughter had a great year and so did we. I can't wait for next year and the following years especially. Thank you, thank you very much."

Mother of Lina E.

"We had a great school year. At home we speak Arabic and English and thanks to the school our children are perfectly trilingual, they can easily speak the 3 languages. We don't speak French at all at home, and they are able to communicate easily in French, to watch programs in French. We can say that they are comfortable speaking the 3 languages. I would like to thank the staff, for their thoroughness."

Parents of Asiyah et Saadia B.

"I wanted to thank the whole team, I have an evolution in my little girl in relation to all the activities she has done. A little girl who is not yet 4 years old and who can already compose words. I find this impressive. Also, for other activities where she is learning to count. There are activities in which she is more comfortable than others, and there she gives more. Sincerely, I can say that this method brings a particularity to the child and a lot of autonomy, and moreover we feel it at home. She loves to read, she loves to write, she is passionate. This is certainly due to this pedagogy and the learning process in the school. I thank once again the whole team and wish you a very very good continuation."

Grand-mother of Rita B

"Today, we came to see the activities that my child is doing in his school. Personally, I was pleasantly surprised, because there are many things that I realized that he could do. These are activities that we don't do at home, unfortunately we didn't know about them, for example, that he can read at his age; this surprises me. He just quoted us words like أَكَلَ. If we had known this earlier we would have followed it home. Well done and thank you so much for all the involvement and patience of the educators here and see you next year."

Father of Mourid M.

"Today we were invited by the educational team to visit our child's environment. Thank you for the tour which brought us closer to what is really done at school and showed us the progress he has made especially in Arabic, French. Things that he doesn't necessarily do with us at home. We had the chance to see him now with the educators. Tbarkellah for the pedagogy of the educators, their kindness. That's what made him like to come to school, he likes to learn and likes to share with us all that.Thank you, thank you very much."

Mother of Ali K.

The cycles

The Toddlers' Community (2-3 years old)
Then at The Children's House (3-6 years old)

The child builds his individual identity. It is a time of great creation and great change: language, order, taste, morals, among others, are integrated at this time. Acquisitions are made unconsciously and effortlessly, thanks to the child's "absorbing mind". This capacity allows the child to take in everything the environment has to offer (both positive and negative) in order to structure and build himself. This is why at La Chrysalide, the prepared environment is our greatest asset.

Lower elementary (6-9 years old)

Then Upper elementary (9-12 years old)

The child between the ages of 6 and 12 goes through a period of quiet consolidation. Interest in the outside world develops. They need more responsibility and freedom. This is a great stage of intellectual development during which the child seeks to understand what is around him. The "reasoning mind" comes into play. The child is developing socially and is also consolidating his or her moral conscience. They need to work in groups.
This is why at La Chrysalide, we prioritize interactions with others to promote learning situations.

Les cycles

La communauté enfantine
La maison des enfants
L'école élémentaire

An infrastructure designed for development

Large indoor and outdoor spaces, a more than one hectare site, in the heart of downtown, and much more.

Our Schedules


Monday - Thursday:
8:15am - 5:15pm
Friday: 8:15am - 1pm


Monday - Thursday :
8:15am - 3:45pm
Friday: 8:15am -12pm


Monday - Thursday:
8:15am - 4pm
Friday: 8:15am - 12:15pm

After School

Monday - Thursday: 4pm-5pm

Contact us

We will get back to you within 48 hours.


Bd Hassan 1er, cité Dakhla, Agadir

FAQ (Frequently Asked Questions)

What does freedom mean for Montessori?

It is a common misconception that children are allowed to do "whatever they want". However, in a Montessori classroom, educators do not allow children to do anything and everything. There is a balance between structure and freedom in a Montessori environment. First of all, the child will learn the framework and the rules that maintain the atmosphere that is essential to a Montessori education. Then the idea of freedom, which leads to responsibility, is gradually introduced to the children. In the Montessori classroom, guided freedom is a privilege. To be entitled to it, the child must earn it; by respecting the rules of the classroom. In a Montessori classroom, the activities must be introduced by the educator the first time. The teacher must guide the child towards an activity that meets his/her academic needs, keeping in mind his/her interests so that the chosen activity remains captivating for the learner, while being part of an educational continuum. The children are autonomous AND guided : these two notions complement each other and are intimately linked.

Can we compare the level of a "Montessori child" with a child in the traditional system?

The comparison is possible but not at any specific time. Indeed, on the one hand the chronological order of acquisition and especially the way of approaching knowledge are different from those of the traditional system, but above all each child within the school has a different learning rhythm. This inevitably results in differences in knowledge, even if only between two students of the same age who have spent the same period in the same Montessori class. Montessori education does not leave anything to chance, and the learning of certain complex notions can take several months. Parents are often surprised to see that their child will be able to integrate concepts that seem very complex thanks to material that was presented to him or her very early on. Finally, the traditional school program is yearly, whereas Montessori learning is done in cycles.

How are Montessori students integrated into the traditional system?

The Montessori pedagogy develops the child's autonomy, self-confidence and self-discipline. These values are imprinted on him for life. The child can adapt more quickly to new situations such as a move, a change of linguistic environment, a change of school and therefore a change of pedagogy. They can adapt positively to new situations because they have developed concentration and self-discipline, have experienced the pleasure and desire to learn, and are well adapted socially. These abilities support the lifelong quest for knowledge and allow the child to integrate easily into any new system. It is certain that a child raised with this self-respect will find differences in other school systems that are marked by more rigidity. If the parents let us know in advance that the child is going to leave us, it allows us to prepare him/her for this future change.