We happily welcome Dr. Adi Soffer to Diverse Thinking Different Learning this week! Adi Soffer, PsyD is a licensed psychologist who works with children, teens, and families, and she combines family structure therapy with evidence-based practices to help families strengthen communication, establish healthy boundaries, and deepen emotional connections. Passionate about guiding parents and children through challenges such as anxiety, behavioral issues, and major life changes, Dr. Soffer offers care via her private practice, Kesher Psychological Services. She sees clients in Los Angeles and provides virtual sessions throughout California and Florida.

When a child is struggling with learning, behavioral, or emotional challenges, the focus is often on finding the right therapy for the child. However, as Dr. Adi Soffer explains, this approach may be missing an important piece - the family system. She firmly believes that families function as interconnected systems, and when one member is struggling, the whole system feels the impact. By shifting the focus from fixing the child to strengthening the entire family system, families can reduce stress, improve relationships, and lead to better outcomes for kids and teens. Dr. Soffer outlines her approach to family systems therapy, bringing the entire family into the first session, not just "the identified patient." Instead of discussing the child's problems, she asks questions about the family's dynamics, traditions, and what they would like to change. This allows her to observe the family's communication patterns, boundaries, and power dynamics. She also highlights the importance of understanding the family's structure and communication style, as these factors can deeply impact a child's emotional well-being and behavior.

Dr. Soffer explains how poor communication, conflict avoidance, or unclear expectations can contribute to ongoing stress at home, which in turn affects the child. By working with the family, however, she helps them develop healthier communication and set clear expectations and boundaries. This, in turn, can reduce the child's anxiety and stress, as they no longer have to worry about the unpredictability of their home environment.

We also explore how the family systems approach shifts when working with teenagers, who are often pushing for more independence, with Dr. Soffer discussing the importance of balancing the teen's need for autonomy with the family's need for involvement and how this can create an environment of empathy and connection within the family. Overall, we highlight the powerful impact that a family systems approach can have on supporting children and teens struggling with various challenges. By addressing the entire family system, therapists can create lasting change and help the whole family thrive.

Show Notes: [3:03] - Hear how Dr. Adi Soffer begins therapy by including the entire family system rather than isolating the child. [6:43] - Dr. Soffer observes family dynamics via structured activities, games, and collaborative drawing. [9:32] - Family therapy examines communication, boundaries, and where each member fits in the relational hierarchy. [12:21] - Dr. Soffer makes the case that clear routines and consistent boundaries reduce chaos and help children feel secure and less anxious. [14:29] - Parents often unintentionally reinforce anxiety by teaching children that the world is frightening. [16:27] - Therapy highlights how children's struggles often reflect parental triggers and emotional challenges. [19:29] - Removing the "identified patient" label eases a child's burden and reduces family pressure. [20:13] - Dr. Soffer argues that constant focus on negative behavior teaches children to internalize damaging beliefs about themselves. [22:02] - Teens need both autonomy and clear parental boundaries to be successfully independent. [25:28] - Families begin to align as a team when therapy highlights shared responsibility and individual identity. [27:39] - Dr. Soffer explains how emotional Jenga can help parents model vulnerability and normalize healthy emotional expression for children. [30:27] - Hear how a teen realized that his parents' feelings mattered too after returning from a month away. [32:34] - Dr. Soffer argues that parents build resilience by balancing support with boundaries and not over-accommodating their kids. [35:09] - A parent's real role is preparing children to face failure, rejection, and life's challenges. [36:18] - It's important for children to face discomfort and uncertainty instead of being shielded by anxious parents. [39:18] - Dr. Soffer asserts that focusing on family strengths can transform household dynamics and improve the overall atmosphere. [40:38] - How can Dr. Soffer be reached?

Links and Related Resources:

• "Anxiety and the Family"

• Episode 167: From Surviving to Thriving: A Mom's Hierarchy of Needs and Well-Being with Leslie Forde

• Episode 202: How Low-Demand Parenting Can Reduce Stress and Support Neurodivergent Youth with Dr. Roseann Capanna-Hodge

Connect with Us:

• Get on our Email List

• Book a Consultation

• Get Support and Connect with a ChildNEXUS Provider

• Register for Our "When Struggles Overlap" Live Webinar

• Email Dr. Wilson: [email protected]

Connect with Adi Soffer, PsyD:

• Kesher Website

• Dr. Soffer's LinkedIn Page

• Dr. Soffer's Facebook Page

• Dr. Soffer's Instagram Page

For this episode of the show, we are joined by Amy Cushner! Amy has dedicated more than 30 years to the Shelton School and a lifetime to advocating for neurodivergent individuals, infusing passion, humor, and wisdom into every stage she graces. From classrooms in Dallas to conferences in China, she has become a sought-after voice championing inclusive, strengths-based approaches across both education and business..

In this episode, Amy breaks down the important differences between accommodations, modifications, and remediation in the education system, explaining how these terms are often used interchangeably but have distinct purposes that can significantly impact a child's learning journey. Amy discusses the historical context, which traces back to Thomas Jefferson's vision for public education and the challenges of the "Goldilocks effect," ensuring the right fit for every student. She highlights why it's so important to understand the "magic number" that determines when remediation is provided, highlighting that the need for support does not disappear just because a student falls short of the threshold.

Amy stresses the importance of understanding important distinctions as they have major implications for a student's educational journey, particularly when it comes to college and career choices, and she also emphasizes the crucial role of early intervention and the empowerment of students to self-advocate, using visual cues and clear communication about their accommodations.

Throughout our conversation, Amy shares some valuable insights and practical advice for parents and educators, highlighting the need for a collaborative approach and the recognition that every child's learning journey is unique.

Show Notes: [3:21] - Amy Cushner traces public education's evolution from Jefferson to modern challenges in individualized learning. [6:54] - Students often get accommodations when remediation or intervention is truly required. [7:12] - Amy criticizes rigid "magic number" cutoffs for remediation, calling them unfair and financially motivated. [9:13] - Accommodations, Amy explains, provide classroom access without altering expectations or content. [11:18] - Amy contrasts accommodations with modifications, which lower expectations to match processing or cognitive challenges. [13:54] - Amy highlights knowing accommodation vs. modification and likens it to learning another country's customs. [15:12] - Remediation can help develop missing skills caused by neurological learning differences, not intellectual deficits. [17:31] - Research shows us that remediation builds entirely new neural pathways, effectively rewiring students' brains. [20:17] - When schools won't fund remediation, parents have to seek external diagnoses and licensed therapists. [23:19] - Hear how true remediation requires trained therapists. [26:45] - Remediation needs to be paired with accommodations like audiobooks for full access. [27:39] - Amy explains how modifications alter curriculum expectations, influencing future school and college options. [30:02] - Amy suggests that teachers can use accommodations across the board to help build learning from the ground up. [32:32] - Starting instruction too high frustrates students, while accommodations let them build confidence gradually. [34:59] - Educational advocates help parents navigate laws, testing, and school obligations, helping to ease parental burdens. [38:10] - Timely intervention prevents years of lost learning caused by eligibility cutoffs. [41:21] - Amy encourages early remediation and teaching children to self-advocate for their accommodations. [44:29] - Honest conversations can help kids avoid developing inaccurate, damaging narratives about struggles. [45:48] - Amy reframes nonstandard brains as strengths that offer unique ways of seeing the world. [47:02] - What is the best way to get in touch with Amy Cushner?

Links and Related Resources:

• "How to Initiate a Special Education Assessment"

• Episode 109: "IEP and 504 Plan Q&A with Vickie Brett and Amanda Selogie"

• Episode 164: "5 Keys to Productive IEPs with April Rehrig"

• Episode 218: "Understanding IEPs and 504 Plans: Which One Is Right for Your Child? - Marisol Chianello"

Connect with Us:

• Get on our Email List

• Book a Consultation

• Get Support and Connect with a ChildNEXUS Provider

• Register for Our "When Struggles Overlap" Live Webinar

• Email Dr. Wilson: [email protected]

Connect with Amy Cushner:

• Amy's LinkedIn Page

• Phone: 972-855-8949

• Email: [email protected]

Joining us for this episode of Diverse Thinking Different Learning is Rana Lustyan! Rana Lustyan is the founder of Growing Minds Coaching, where she helps students with learning differences develop confidence, independence, and academic achievement. She combines strength-based coaching, neuroscience-informed methods, and practical executive function tools to create personalized routines that last.

Rana shares her personal journey with ADHD and how it inspired her to help students, especially girls and young women, build the essential life skills needed for lasting confidence and independence. She explains that executive functioning coaching is distinct from educational therapy or tutoring; it is a dynamic, strengths-based approach that helps individuals develop practical skills around planning, organization, time management, task initiation, and more.

Rana's POSITIVE acronym outlines the key areas of focus, from prioritizing goals to evaluating progress! The coaching process involves an in-depth intake to understand the student's unique challenges and strengths, followed by weekly 45-minute sessions and regular accountability check-ins. Rana highlights the importance of building trust and meeting the student where they are, often sharing her own experiences to help them feel understood and supported.

Rana's approach includes periodic family team meetings to celebrate wins and address any additional concerns, with the ultimate goal of autonomy and equipping students with the tools to manage their lives independently. She also discusses the phasing-out process, where support is gradually reduced as the student gains confidence and mastery.

Whether struggling with procrastination, perfectionism, or emotional regulation, Rana's executive functioning coaching can be helpful, especially for girls and young women with ADHD.

Show Notes: [3:02] - Rana explains how executive function coaching builds strengths-based strategies for planning, time management, autonomy, and lifelong resilience. [6:33] - Girls often go undiagnosed with ADHD, masking symptoms through perfectionism, overwork, and internal hyperactivity. [8:54] - Acronyms such as POSITIVE help students remember EF skills such as planning, self-advocacy, and initiation. [11:39] - Task initiation, time management, and visualization strategies support students in overcoming procrastination and distractions. [14:36] - Intake sessions can help gather detailed family, academic, and personal context to build trust and customize coaching. [16:14] - Rana argues that students gain confidence via productive first sessions and ongoing check-ins between weekly meetings. [18:45] - As a coach, Rana validates feelings while guiding students toward solutions parents often mishandle. [20:55] - Executive function struggles may include procrastination, perfectionism, rigidity, emotional regulation issues, and burnout risks. [23:56] - Misinterpreting EF challenges as laziness or lack of motivation delays vital support, especially for girls. [25:19] - Rana argues that family team meetings celebrate student wins, build autonomy, and align goals between parents and children. [28:24] - Rana's 16-session model promotes autonomy via flexible, individualized coaching cycles. [31:07] - EF coaching normalizes struggles, strengthens family bonds, and equips students for lifelong growth. [34:43] - Rana offers resources and consultations through Growing Minds Coaching's website and direct email contact!

Links and Related Resources:

• Episode 11: Executive Functioning 101

• Episode 99: Straight Talk About ADHD in Girls with Dr. Stephen Hinshaw

• Growing Minds Coaching - Executive Functioning Skills Coaching: What Parents Should Know

• Growing Minds Coaching - Downloads & Worksheets

Connect with Us:

• Get on our Email List

• Book a Consultation

• Get Support and Connect with a ChildNEXUS Provider

• Register for Our "When Struggles Overlap" Live Webinar

• Email Dr. Wilson: [email protected]

Connect with Rana Lustyan:

• Rana's ChildNEXUS Profile

• Rana's Instagram Profile

Joining us for this episode of Diverse Thinking Different Learning is Leslie Forde! ​​Leslie is the CEO and Founder of Mom's Hierarchy of Needs® and soon-to-be published Author of Repair with Self-Care: Your Guide to the Mom's Hierarchy of Needs. Her business provides evidence-based tools to help moms reclaim their time and well-being from the never-done-list while also helping employers retain working parents and caregivers.

Since March of 2020, over 3,700 parents have participated in her research study (the longest-running of its kind) on the pandemic's ongoing impact on work, care, and wellness. With more than twenty years in senior leadership and a decade focused on media and technology in childcare, eldercare, mental health, and education, Leslie is a sought-after speaker and consultant. She advises organizations such as HubSpot, Merck, Scholastic, and the Barr Foundation on how to retain and support parents, caregivers, and people of color. Our conversation explores the growing crisis of parental stress and maternal mental health, which has been made so much worse by a perfect storm of factors such as the lasting impacts of the COVID-19 pandemic, rising costs, shortages in healthcare and childcare resources, and the unique challenges faced by parents of neurodivergent children.

Leslie shares some insights from her extensive research on the topic, explaining how parents, especially mothers, are struggling to balance the demands of caregiving, household management, and careers, often at the expense of their own well-being. The guilt, shame, and lack of flexibility in the workplace make it especially difficult for many parents to ask for the support that they desperately need.

Leslie highlights the critical importance of parents, especially mothers, prioritizing self-care even in small ways to build resilience and model healthy behaviors for their children. She provides practical tips such as identifying a daily "anchor" activity and being mindful of decision fatigue to help parents carve out time for their own mental, physical, and emotional needs.

Our conversation also goes into the direct connection between parents' mental health and their children's wellbeing, and how, by supporting parents, we can have a profound impact on the whole family. This conversation offers a powerful and timely exploration of the parental mental health crisis, with practical insights and solutions that can make a real difference for families! Want a deeper dive into today's topic? Join Karen and Leslie for a ChildNEXUS & Mom's Hierarchy of Needs Joint Discussion; register here!

Show Notes:

[2:41] - Leslie argues that rising costs, long wait times, and poor support leave families emotionally and financially strained. [4:15] - Leslie points out how coordinating specialists, schools, and daily routines creates an overwhelming, often invisible burden. [6:13] - Mothers face worsening burnout as post-pandemic losses strip away time, resources, and support systems. [9:58] - Social conditioning and low workplace safety pressure women into overcommitment despite exhaustion and caregiving needs. [12:55] - Leslie asserts that many workplaces equate commitment with overwork, leaving parents afraid to ask for flexibility and support. [15:03] - Leslie points out how parents often feel isolated and ashamed when children struggle academically or socially. [17:39] - Many mothers feel trapped without partner support or financial means. [20:51] - Leslie asserts that ignoring self-care leads to burnout that harms health, family, and career stability. [23:46] - Exhausted parents struggle to engage with energetic children, straining relationships and shared activities. [25:47] - Leslie argues that parenting requires constant exhausting micro-adjustments, like juggling trains on endlessly shifting tracks. [28:36] - Dr. Wilson recommends Leslie's book for guidance. [29:11] - Leslie advises parents to establish a daily anchor habit and reduce fatigue around making decisions. [32:57] - Dr. Wilson points out that it's important to support parents of neurodivergent children while also encouraging their own self-care practices. [33:28] - Leslie agrees and reports that post-pandemic self-care has declined as responsibilities have increased and systems have become more strained. [36:48] - Leslie praises Karen's guidance for parents while emphasizing time management and self-care as very important. [38:10] - What is the best way to reach Leslie?

Links and Related Resources:

• Episode 151: Parenting with ADHD: Insights and Inspiration with Holly Blanc Moses

• Episode 167: From Surviving to Thriving: A Mom's Hierarchy of Needs and Well-Being with Leslie Forde

• Episode 202: How Low Demand Parenting Can Reduce Stress and Support Neurodivergent Youth with Dr. Roseann Capanna-Hodge

• Leslie Forde - Repair with Self-Care: Your Guide to the Mom's Hierarchy of Needs®

Connect with Us:

• Register for "Thriving Together Supporting Your Child and Yourself" with Leslie Forde and Dr. Karen Wilson

• Get on our Email List

• Book a Consultation

• Get Support and Connect with a ChildNEXUS Provider

• Email Dr. Wilson: [email protected]

Connect with Leslie Forde:

• Email: [email protected]

• Mom's Hierarchy of Needs® Website

• Mom's Hierarchy of Needs® on Instagram

• Mom's Hierarchy of Needs® on Facebook

• Mom's Hierarchy of Needs® on Twitter

• Mom's Hierarchy of Needs® on Pinterest

• Mom's Hierarchy of Needs® on LinkedIn

We are happy to welcome Amanda Morin to the show this week! Amanda is a neurodivergent advocate for neurodiversity, an award-winning author of six books, an early childhood expert, and a nationally recognized speaker who is passionate about building accessible and inclusive spaces for neurodivergent people. Drawing on her background in learning and child development, Universal Design for Learning (UDL), special education, advocacy, and mental health, she translates complex information into clear, practical insights for parents, educators, and employers striving to design inclusive content, programs, and strategies that make the world more accessible for everyone. In our discussion today, Amanda unpacks the concept of "neurodiversity-affirming" schools - classrooms that go beyond just "including" neurodivergent students and instead actively celebrate and empower them. She explains how a neurodiversity-affirming approach involves letting go of rigid structures and control and instead creating flexible, "controlled chaos" environments in which all students can learn and thrive in the ways that work best for them, benefitting not just neurodivergent students but, again, all learners!

Amanda also highlights the importance of using especially precise and affirming language, distinguishing between "neurodivergent" (those whose brains process information differently) and the broader "neurodiverse" (the natural diversity of all minds). She also discusses how naming and understanding differences, rather than avoiding them, can go a long way toward destigmatizing neurodivergence.

Perhaps especially crucially, Amanda explores the "double empathy problem," the idea that communication challenges often stem from a two-way lack of understanding rather than just deficits in the neurodivergent individual, and she shares some practical strategies for bridging this gap, such as narrating facial expressions and using visual cues. As the new school year approaches, this conversation is sure to offer some invaluable insights for educators seeking to create truly inclusive, strengths-based classrooms that empower all students to do their best!

Show Notes: [3:06] - Amanda Morin highlights moving beyond "inclusion" toward belonging, creating flexible, student-centered learning environments. [6:43] - Neurodiversity-affirming practices benefit all students by gradually rethinking classrooms to embrace every mind. [9:37] - Just like biodiversity, neurodiversity means different minds adapt uniquely but remain equally valid. [11:25] - Amanda explains neurodivergence as brain-environment interactions that require supportive accommodations. [13:21] - Stigma is a major barrier to neurodivergent students' mental health and persistence. [14:14] - Naming diagnoses openly helps students replace self-blame with understanding. [17:00] - Hiding diagnoses often leads children to form harmful, inaccurate stories about themselves. [18:24] - Amanda urges giving kids language to explain their struggles instead of adopting negative labels. [20:08] - Amanda touches upon the double empathy problem in which communication requires adjustment between neurodivergent and neuro-normative people. [23:44] - Teachers can model narrating emotions and expressions to reduce students' stress around social cues. [24:06] - Hear how Amanda uses a "battery activity" to help students visualize and communicate their energy levels. [27:12] - Amanda encourages urges describing behavior neutrally rather than judging it as "good" or "bad." [30:13] - Hear how Amanda prefers "neuro-normative" over "neurotypical" because it avoids implying a single correct way of being. [32:37] - Amanda highlights a project reframing IEPs around strengths and motivation, not just deficits and skills gaps. [35:37] - Amanda encourages small classroom changes that affirm neurodivergent students' agency and sense of belonging. [37:52] - Amanda invites educators to connect!

Links and Related Resources:

• Emily Kircher-Morris & Amanda Morin - Neurodiversity-Affirming Schools: Transforming Practices So All Students Feel Accepted & Supported

• Episode 168: 5 Tips for Supporting Neurodivergent Youth

• The Understood Blog - "Academia to action: Parents of neurodivergent kids need answers"

Connect with Us:

• Get on our Email List

• Book a Consultation

• Get Support and Connect with a ChildNEXUS Provider

• Register for Our "When Struggles Overlap" Live Webinar

• Email Dr. Wilson: [email protected]

Connect with Amanda Morin:

• Amanda's Website

• Email Amanda: [email protected]

• Phone: 1-207-907-9182

Joining us for this episode of Diverse Thinking Different Learning is Barbara Arrowsmith-Young! Barbara is a pioneering author and innovator in neuroeducation, known for applying neuroplasticity to improve cognitive function. Since 1978, her work has helped individuals with learning difficulties, brain injuries, addiction, and age-related decline, and it is now used worldwide. She shares her groundbreaking journey in her bestselling book The Woman Who Changed Her Brain and her TEDx talk, and continues advancing research as Director of the Arrowsmith program.

In this episode of Diverse Thinking Different Learning, Barbara shares her deeply powerful journey of overcoming significant learning difficulties she faced from a young age. Growing up in the 1950s, Barbara was labeled as "slow" and was told by her teachers not to have high expectations for her academic future, but despite the challenges, her mother's determination and Barbara's resilience allowed her to learn how to read, write, and do basic math, although she continued to struggle with comprehension and processing language.

As an adult, Barbara had an epiphany after reading the work of neuropsychologist Alexander Luria. She discovered that the root of her learning difficulties was due to specific areas of her brain that were underperforming, so inspired by research on neuroplasticity, she set out to create cognitive exercises that could strengthen those weaker brain regions. She reflects in this episode on how, to her amazement, the exercises led to a huge change in her cognitive abilities, allowing her to fully engage in conversations, understand complex concepts, and more.

Barbara discusses how she was determined to share this life-changing approach, founded the Arrowsmith School, and developed the Arrowsmith Program, which has now helped thousands of students around the world. She passionately advocates for integrating neuroscience and cognitive training into education, empowering all learners to enhance their brain's capacity and unlock their full potential.

If you enjoy this episode, you will have the wonderful opportunity to learn more about Barbara's work during a live webinar on September 17th, 2025. Don't miss this chance to dive deeper into the power of neuroplasticity and how it can transform the lives of students who struggle with learning differences!

Show Notes:

[2:36] - Barbara Arrowsmith-Young reflects on having been labeled "slow" in grade one, internalizing shame before learning disabilities were even recognized. [4:38] - Despite intense effort and her mother's support, Barbara masked her difficulties with memorization and compensation. [7:32] - Barbara points out how brain imaging reveals students with learning difficulties overuse their strengths to compensate. [10:48] - Many students experience intense despair from persistent, misunderstood learning challenges. [11:17] - Barbara opens up about having struggled with suicidal ideation in eighth grade. [14:25] - Even though there is longstanding research, many schools still neglect brain-based approaches to learning. [15:13] - Hear how Barbara's father instilled belief in problem-solving and how Alexander Luria's work revealed the source of her struggles. [18:06] - Newly inspired by neuroplasticity research, Barbara designed clock-based brain exercises to help stimulate specific neural regions. [21:06] - Hear how mastering four-handed clocks transformed Barbara's comprehension. [22:53] - Barbara created Arrowsmith School to help integrate brain-based learning into mainstream education. [25:31] - Real change requires targeted brain exercises and not just accommodations. [26:50] - Barbara finds immense joy in witnessing cognitive transformation and improved mental health in her students. [29:05] - Arrowsmith lowers cortisol and anxiety while supporting recovery from learning difficulties. [32:07] - Hear how Barbara developed diverse cognitive programs to enhance brain function. [35:43] - Barbara urges education to embrace neuroplasticity early, believing that cognitive growth leads to empathy and future problem-solvers.

Links and Related Resources:

• Barbara Arrowsmith-Young - The Woman Who Changed Her Brain: And Other Inspiring Stories of Pioneering Brain Transformation

• Barbara's TEDx Talk

• Take the Cognitive Questionnaire to Receive a Report on Your Unique Learning Profile

• Free "Shaping Our Brain" Webinar Series

• For Those Interested in Research

Connect with Us:

• Get on our Email List

• Book a Consultation

• Get Support and Connect with a ChildNEXUS Provider

• Register for Our Self-Paced Mini Courses: Support for Parents Who Have Children with ADHD, Anxiety, or Dyslexia

• Register for Our "When Struggles Overlap" Live Webinar

• Email Dr. Wilson: [email protected]

Connect with Barbara Arrowsmith-Young:

• Arrowsmith - Website

• Barbara's ChildNEXUS Profile

We are very excited to welcome Jodi Gold, MD of The Gold Center to the show this week. Dr. Jodi Gold is a board-certified pediatric and adult psychiatrist with expertise in child and adolescent pharmacology, reproductive psychiatry, psychotherapy for mood and anxiety disorders, and the impact of digital technology. She has earned multiple awards from esteemed organizations, including NIMH and AACAP. From 2006 to 2012, she led the child and adolescent psychiatry outpatient department at Weill Cornell and has since taught and mentored at both Cornell and Columbia. Dr. Gold is also the author of the acclaimed book Screen-Smart Parenting, which offers guidance on balancing children's digital media use.

While raising kids in a world full of tech can feel like a constant balancing act (especially when every headline warns of the harmful effects of digital overload), Dr. Gold offers a refreshing perspective on parenting in the digital age. Rather than prescribing rigid rules or causing/worsening parental anxiety, she advocates for a very thoughtful, flexible approach that stems from empathy, honesty, and consistency.

Dr. Gold recontextualizes the conversation around screen time, encouraging parents to focus less on hours and more on habits. She stresses that the same principles that guide good parenting offline, such as structure and communication, apply online as well. What is most important, she argues, isn't perfect control but rather presence. Parents don't need to be tech experts to be effective; they just need to stay curious, open, and willing to engage with their kids' digital lives.

Hear strategies for building trust and setting healthy boundaries that match each child's developmental stage and personality. Dr. Gold highlights the importance of understanding your own digital behaviors too, since kids are always watching and also often imitating what they see. From gaming and social media to group texts and YouTube spirals, this episode encourages parents to stay connected and involved without becoming overbearing or checked out.

Show Notes: [2:25] - Dr. Jodi Gold argues that fear and shame get in the way of effective parenting, but staying engaged online and offline builds trust. [4:06] - Parents need to align tech rules with their own habits and use an authoritative but balanced parenting style. [7:10] - Dr. Gold encourages parents to follow their child's digital interests with curiosity and focus on resilience, not just restriction. [9:12] - Many parents understand school schedules but overlook how their kids use devices day-to-day. [11:18] - Knowing your child's social context can help you determine whether tech isolates or supports them. [14:09] - Dr. Gold points out how parents of younger kids tend to engage more with tech use. [16:16] - Tailoring tech rules to each child's needs is important, especially for children with ADHD and/or anxiety. [18:45] - Dr. Gold observes that kids today are fearless digital natives, so parents must stay present and observant even when not experts. [20:20] - How kids use tech is more important than how long; they need focus rather than just limits [21:58] - It's important to combine empathy with structure and to use tech as a reward. [24:53] - Parents should set honest limits around screen time without guilt, using structure and self-awareness. [26:49] - Dr. Gold believes that occasional screen use is okay; just be honest about your own usage, and stay involved in your child's life. [28:14] - Strong parent-child communication and self-awareness can help kids manage digital life and mental health. [31:21] - Parent the digital world the same way you parent offline - based on your values, not on fear.

Links and Related Resources:

• Episode 142: How to Help Neurodivergent Kids Manage Social Media

• "Clarifying Gray Areas in Family Tech Use: Separating Red Herrings from Red Flags"

• "Family Tech Use Part 2: Resolving Common Dilemmas"

• "Smart Screen Parenting"

• "How to Be a 'Screen Smart' Parent"

• Jodi Gold, MD - Screen-Smart Parenting: How to Find Balance and Benefit in Your Child's Use of Social Media, Apps, and Digital Devices

Connect with Us:

• Get on our Email List

• Book a Consultation

• Get Support and Connect with a ChildNEXUS Provider

• Register for Our Self-Paced Mini Courses: Support for Parents Who Have Children with ADHD, Anxiety, or Dyslexia

• Email Dr. Wilson: [email protected]

Connect with Jodie Gold, MD:

• The Gold Center - Website

• Dr. Gold's Page on The Gold Center

• Dr. Gold's Instagram Page

• Email: [email protected]

• Phone: 212-729-6410

We have not just one but two guests for you this week - Dr. Steve Truch and Devan Kublik! Steve has over 50 years of experience in education, beginning as a junior high school English teacher and then working as a school psychologist, ultimately founding The Reading Foundation clinics across North America to provide one-on-one therapy for students with learning difficulties. He is the primary author of the Discover educational programs used at the clinics and has written several books and articles on reading and cognitive assessment. His work reflects a continued commitment to aligning educational methods with current research, particularly in the science of reading.

Devan Kublik holds a Bachelor of Arts in Linguistics and has been with The Reading Foundation since 1999, currently serving as Director of Standards across all locations. She has held leadership roles in multiple clinics and has contributed to nearly every aspect of the organization, including training, program development, and student assessment. Outside of work, she enjoys traveling, reading, and mountain activities.

In our conversation, we discuss the issue of reading proficiency among U.S. students, where only 35% of 4th graders are considered proficient readers. We explore how reading instruction methods have changed and evolved over time, from the whole language method to the current emphasis on the science of reading and phonics. Dr. Truch explains how the speech-to-print method, focusing on teaching the phonemic structure of words and their corresponding visual representations, can be a more effective way to help students learn to read.

Devan also highlights the importance of "dosage" (the intensity and duration of intervention) in speeding along the process, especially during the summer when students are not constrained by the school schedule. She shares how the Reading Foundation's programs offer individualized and immersive instruction customized to each student's unique needs, often leading to remarkable changes in their confidence and academic performance.

Devan and Dr. Truch stress that while reading instruction has been a longstanding challenge for the education system, solutions that are backed by research are available, and that the key is connecting families with the right resources to help their children overcome reading difficulties and unlock their full potential. So, whether your child is a reluctant reader or has faced persistent challenges, this episode offers valuable insights and a glimmer of hope.

Show Notes: [2:55] - Dr. Truch argues that teaching methods for reading often ignore science and harm struggling learners. [5:20] - Traditional phonics rules are inconsistent, but speech-to-print offers a more logical alternative. [8:49] - Dr. Truch adds that teaching children sound-to-spelling connections can lead to better results than relying on abstract rules. [12:11] - Summer can accelerate reading gains for struggling students via structured but individualized intervention. [15:46] - Proper intervention speeds along progress, especially when it is intensive, customized, and monitored. [18:04] - Summer also allows for customized literacy support based on a student's specific needs. [19:14] - Dr. Truch points out how effective reading intervention depends on both program dosage and using the correct method. [21:37] - Untreated reading struggles often leave lasting emotional damage, sometimes even resembling symptoms of PTSD. [23:29] - When parents lack the training to lead interventions, both they and the children can get frustrated. [25:45] - Rapid emotional changes happen once children experience early success via reading intervention. [27:24] - Early, focused instruction can boost lifelong success for struggling readers, as is backed by data and expert recognition. [30:01] - Hear how, with the right tools, one shy girl gained confidence and began reading aloud at school. [32:17] - Dr. Truch explains how targeted assessments can help pinpoint delays.

Links and Related Resources:

• Episode 27: Why We Need to Support Parents Whose Kids Struggle with Learning with Maria Fagan Hassani

• Episode 208: Overcoming Dyslexia and Addressing The Reading Crisis with Sally Shaywitz, MD

• Episode 215: How to Support Students Who Struggle with Reading Comprehension – with Dr. Emily Levy

• "Reading with Your Child: Teaching Key Concepts and Building Habits of Mind"

Connect with Us:

• Get on our Email List

• Book a Consultation

• Get Support and Connect with a ChildNEXUS Provider

• Register for Our Self-Paced Mini Courses: Support for Parents Who Have Children with ADHD, Anxiety, or Dyslexia

Connect with the Guests:

• The Reading Foundation - Website

• The Reading Foundation LA's Page on ChildNEXUS

• Email: [email protected]

We are happy to welcome Ashley Harding to the podcast this episode. Ashley is a fourth-generation educator and is deeply committed to educational equity. She holds degrees from USC and Tufts University in Child Development, and her career spans more than a decade, during which she has supported students and families in private and independent schools and contributed to global education initiatives in South Africa and Belize. Formerly the Director of External Engagement for a national school network, she has co-authored research on disparities affecting Black and Latino males and has been featured in The Wall Street Journal. Through her organization, North Star Academics, and her roles with BEAN and CHADD, Ashley empowers students with evidence-based strategies and advocates for those with learning differences.

Ashley discusses how parents can reframe the summer from a "deficit mindset" to an "opportunity mindset" for their children, stressing the importance of balance and allowing students time for rest, rejuvenation, and exploration of their interests outside of academics.

She explains that while academic growth is incredibly important during the school year, the summer months provide a critical window for students to develop their identity, independence, and executive functioning skills, and she encourages parents to avoid overwhelming children with intensive academic programs and instead focus on activities that build upon confidence, self-reflection, and a sense of belonging.

Our conversation highlights the need for families (both parents and students) to take time for rest and reconnection over the summer, with Ashley suggesting a plan that gradually transitions from unstructured free time in June to more purposeful activities in July and August, such as previewing curriculum, reviewing foundational skills, and setting new goals for the upcoming school year.

We also discuss the importance of real-world learning experiences such as cooking, budgeting, and travel, which can naturally reinforce academic concepts while also nurturing executive functioning abilities. Ashley stresses the importance of allowing children, especially older ones, the freedom to explore their interests and discover their passions during the summer months.

This episode of the show provides a thoughtful and balanced approach to supporting students' overall development during the summer break, with a focus on building upon resilience, independence, and a renewed sense of purpose for the next academic year!

Show Notes: [3:03] - Ashley Harding highlights summer as a time for rest and emotional integration after academic growth. [5:53] - Ashley points out how colleges tend to value well-roundedness, which begins with developing personal interests as early as middle school. [8:12] - Especially post-COVID, students and families need rest to recover from years of ongoing emotional exhaustion. [10:27] - Ashley believes that June should involve winding down, celebrating growth, and gently preparing for the next school year. [13:10] - Immediate academic intensity post-school year can overwhelm neurodivergent kids in need of rest. [14:20] - Ashley urges families to teach kids balance by allowing rest as an act of resistance. [17:02] - Summer is such an important time for families to rest, reconnect, and nurture mental health together. [18:12] - Children ultimately model behavior from parents, so truly resting teaches them balance over productivity. [22:14] - Ashley argues that fun, low-pressure activities such as cooking can help kids grasp and retain math concepts more effectively. [24:17] - Ashley likes reminding families to do as much real-world, practical learning as possible. [27:37] - Kids may need more sleep and rest, but they do still benefit from consistent routine and structure. [29:20] - Summer offers kids space for self-reflection and growth beyond just grades and academic pressure. [31:35] - Ashley points out how summer is ideal for reinforcing key executive functioning skills like memory, time management, and planning. [33:36] - Allowing kids to self-monitor can help build confidence and resilience. [36:44] - Unstructured time helps parents rediscover their children and builds upon a deeper sense of belonging at home. [39:23] - Summer is such a gift because it offers time to reconnect, regroup, and learn more about your growing child!

Links and Related Resources:

• Episode 92: Executive Functioning Skills Over the Summer with Michelle Porjes
• Episode 154: Why Self-Efficacy and Self-Advocacy are Important for Diverse Learners with Ashley Harding
• Frostig School - Website

Connect with Us:

• Get on our Email List
• Book a Consultation
• Get Support and Connect with a ChildNEXUS Provider
• Register for Our Self-Paced Mini Courses: Support for Parents Who Have Children with ADHD, Anxiety, or Dyslexia

Connect with Ashley:

• Ashley's Page on ChildNEXUS
• North Star Academics - Website
• North Star Academics - Instagram Page
• Phone: 310-853-3208

We are excited to welcome back guests Vickie Brett and Amanda Selogie of the Inclusive Education Project.

Vickie Brett is a bilingual attorney who advocates for families' legal rights via the Inclusive Education Project, with a focus on empowering monolingual Spanish-speaking families. Dedicated to supporting clients facing challenges in the education system, she actively contributes pro bono work via the Los Angeles Superior Court and UCI Law School's Special Education Law Project.

Amanda Selogie holds a background in Child and Adolescent Development and law, with a strong focus on civil rights and educational advocacy. Through her work with the Inclusive Education Project and various community roles, she promotes inclusive education and empowers children with disabilities and their families.

They join the show for this episode to discuss the current potential threat to educational equity in the United States. Political pressures are mounting to dismantle the Department of Education and roll back diversity, equity, and inclusion (DEI) initiatives, and Amanda and Vickie reveal what's truly at risk for vulnerable students and their families.

The conversation clarifies how efforts to get rid of the Department of Education gain dangerous momentum via legislation tying special education funding to anti-DEI policies, threatening critical services such as mental health programs, independent educational evaluations, and vocational training, all supports that many schools already struggle to maintain. We even highlight real-world impacts, like a San Diego vocational program losing funding despite the clear needs of its students.

We also expose some common misconceptions behind "education returning to the states," showing how dismantling federal oversight damages protections against discrimination. The episode stresses the fact that federal funds remain a lifeline, especially in states reliant on them, and that cuts will only deepen existing inequities, further widening the gap between students who get support and those who don't.

Our conversation also highlights how these changes create anxiety and confusion for families with Individualized Education Plans (IEPs) and 504 accommodations, and Vickie and Amanda warn that insufficient resources push children away from education and toward the prison system.

The episode closes with a clear call to action: please make your voice heard to legislators at every level, as this can help impact the future of education. Vickie and Amanda share some practical tools and strategies for advocacy, stressing that the fight to protect equitable education is ongoing and impacts everyone, regardless of whether you live in a blue state or a red state!

Show Notes: [3:33] - Republicans seek to dismantle the Department of Education using bills and budget changes, mostly stalled. [6:55] - Vickie asserts that federal oversight is important because local systems often fail, so families must engage more in IEPs. [9:01] - Criticism of the Department ignores state control and risks losing discrimination protections. [11:51] - Amanda points out that many opponents rely on federal education funds, complicating efforts to cut that funding. [13:57] - Proposed funding changes would allow states to pool IDEA money, risking cuts to mental health and after-school programs. [15:21] - Vickie offers a real-life example of San Diego students facing grants being shifted away from vocational programs. [17:12] - COVID grant freezes worsen teacher shortages while a Supreme Court case threatens public education funding. [20:41] - Vickie laments that the preschool-to-prison pipeline worsens. [23:48] - Amanda assures listeners that everything that the Trump administration has done since January has been to benefit the wealthy. [25:56] - Expelling struggling preschoolers worsens inequity, and dismantling DEI erases protections for neurodiverse children. [28:35] - Head Start funding is sadly insufficient and only partially protected. [31:28] - Learn about an app called 5 Calls, which makes it easier than ever to make phone calls to your representatives. [33:46] - Vickie argues that building parent networks and supporting advocacy groups strengthens efforts against education attacks. [36:25] - Amanda adds that laws require inclusive education and that parents need to advocate locally to protect programs.

Links and Related Resources:

• Episode 90: Why You Need to Review IEP and 504 Plans Over the Summer with Vickie Brett and Amanda Selogie

• Episode 157: What Dyslexia Screening in Schools Means for Your Child with Vickie Brett and Amanda Selogie

• 5 Calls

• NAACP - "Know the Issues"

Connect with Us:

• Get on our Email List

• Book a Consultation

• Get Support and Connect with a ChildNEXUS Provider

• Register for Our Self-Paced Mini Courses: Support for Parents Who Have Children with ADHD, Anxiety, or Dyslexia

Connect with Vickie & Amanda:

• Inclusive Education Project - Website

• Inclusive Education Project - Podcast

• Inclusive Education Project - Instagram Page