... These are only a few of many instances scattered throughout the literature emphasizing the adaptability of the approach in culturally diverse settings-others include Tibetan refugee schools in India and Nepal, and Himalayan boarding schools (Debs, 2019b;Wilson, 1987), successful public-school applications in Puerto Rico (Bryan-Silva & Sanders-Smith, 2021), urban and rural settings throughout India (Tschurenev, 2021;Wilson, 1987), and public and private school settings across the globe (e.g., Brunold-Conesa, 2010;Debs, 2019a;Dudnyk & Sviontyk, 2019;Freeman et al., 2016;Owen & Davies, 2020;Petersen, 1970;Prochner, 2002). Also reflecting the findings on nonconventional application, other studies have demonstrated its application outside of typical education settings-such as elderly care (e.g., Dreher, 1997;Giroux et al., 2010;Janssen et al., 2021), intergenerational programs with school-aged and elderly individuals impacted by learning and/or cognitive challenges (Isaki & Harmon, 2015), environmental education for middle-and high-school students (Misheva, 2020), religious education for children (O'Shea, 2018), digital curriculum programs (Pérez-Pérez et al., 2021), and a proposal for revitalizing American law school programs and curricula (Grant, 2015). Other, nonacademic, examples also demonstrate that Montessori is practiced all over the world in a variety of ways-using whatever training or instruction can be acquired and making it work with locally available resources (e.g., Stephenson, 2019 A. S. Lillard, 2017;A. ...