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Kurt kicks it off with a narrative that every teacher and leader can relate to. Researchers Sfard and Prusak have a definition of identity that every teacher should know.

Identity is a set of significant, endorsable stories about a person. And here's the part that matters: those stories — even the ones a student tells about themselves — are products of collective storytelling.

The student who says I can't do maths didn't invent that story. It was built for them. Interaction by interaction. Assessment by assessment. Corridor conversation by corridor conversation.

The question Episode 5 asks is simple and uncomfortable: what story is your classroom currently telling its most vulnerable student — about who they are and what they're capable of?

Not what you intend it to tell. What it's actually telling.

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I is for Identity and Narrative — Series 2, Episode 5 of Grow Your Flow and Glow. Out now. Find this episodes Free Worksheet here.

Sources referenced in this episode

Sfard, A. & Prusak, A. (2005). Telling identities: In search of an analytic tool for investigating learning as a culturally shaped activity. Educational Researcher, 34(4), 14–22.

Jackson, P.W. (1968). Life in Classrooms. Holt, Rinehart and Winston. — The hidden curriculum of identity.

OECD (2025). Mindsets, Attitudes and Learning: PISA 2022 Education Policy Perspectives. OECD Publishing. — Tailored support, not general growth mindset encouragement.

Mathematics identity research — see: Education and Information Technologies (2025) structural model on mathematics identity, mindset and anxiety.

Global practitioner network (2025). The Why Behind Educators Who Thrive — ACT system leader respondent.

Masters, G. (2024). The Children We Leave Behind. ACER Press.

Ryan, R.M. & Deci, E.L. (2000). Self-determination theory. American Psychologist, 55(1), 68–78.

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Your support helps Kurt and his small research team continue creating meaningful, practical content for educators. Or perhaps you simply want to buy him a coffee to say thanks for the chat. You can do that here.

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Global practitioner network (2025). The Why Behind Educators Who Thrive — six respondents across four continents. Kurt Walker LinkedIn study.  Want to participate in the study? Click Here

This week's worksheet is here.

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Your support helps Kurt and his small research team continue creating meaningful, practical content for educators. Or perhaps you simply want to buy him a coffee to say thanks for the chat. You can do that here.

A mayor is sitting across from a year 4 student, and he's about to learn something.

This episode opens inside a Stage 2 PBL unit built around a real council decision — a local quarry, and whether it lives or dies. The hook that pulled students in wasn't a worksheet or a "imagine if" prompt. It was a news clip telling them their own school was being knocked down to make way for native turpentine forest regeneration. Suddenly the assignment wasn't hypothetical. It was theirs.

That's the setup for the moment this episode turns on: Anadya, presenting to actual local government members, meeting every throwaway comment from the mayor with a serious, evidence-based reply. Not because she was told to take it seriously. Because she'd done the work, and the work mattered.

Kurt brings his own version of this story — a lifetime of doodles in the margins of exercise books, dismissed as distraction, until Year 10, when an award-winning t-shirt design and a bit of peer coaching gave him his first real audience. Same kid, same drawing hand. The difference was who was watching and why it mattered to them.

The argument underneath both stories: relevance isn't a motivational trick teachers deploy to get compliance. It's a design condition. Context and audience are what make learning real — not an enrichment add-on, but the thing that determines whether learning happens at all.

For teachers, the entry point is direct: when did you last give your students a real audience for their learning — not a teacher, not a mark, but someone who actually needed what they knew?

For leaders, it scales up: what does your school's curriculum currently ask students to learn for — and who is waiting for the answer?

The research holds the argument up from underneath. Shernoff et al. (2003) found perceived relevance is the strongest predictor of student flow in real classrooms — not the strongest correlate, the strongest predictor. Harland (2003) connects the Zone of Proximal Development to PBL through diagnostic teaching, authentic activities, and redefined teacher-student roles. The Buck Institute's Gold Standard PBL supplies the nine design elements that make "real audience" operational rather than aspirational. And Csikszentmihalyi (1990) is the throughline for the whole THRIVE— flow conditions aren't found, they're designed in, and authentic PBL is one of the clearest ways to design them in.

An ACT system leader's line does the closing work: ask a student in the corridor why they're studying what they studied this morning, and the honest answer is usually "because it's on the curriculum," or silence. That's not a student problem. It's a design problem.

Sources referenced in this episode

Shernoff, D.J., Csikszentmihalyi, M., Schneider, B., & Shernoff, E.S. (2003). Student engagement in high school classrooms from the perspective of flow theory. School Psychology Quarterly, 18(2), 158–176.

Harland, T. (2003). Vygotsky's Zone of Proximal Development and Problem-based Learning: linking a theoretical concept with practice through action research. Teaching in Higher Education, 8(2), 263–272.

Vygotsky, L.S. (1978). Mind in Society: The Development of Higher Psychological Processes. Harvard University Press.

Csikszentmihalyi, M. (1990). Flow: The Psychology of Optimal Experience. Harper & Row.

Buck Institute for Education (BIE). Gold Standard PBL: Essential Project Design Elements. pblworks.org

Ryan, R.M. & Deci, E.L. (2000). Self-determination theory. American Psychologist, 55(1), 68–78.

Masters, G. (2024). The Children We Leave Behind. ACER Press.

Global practitioner network (2025). The Why Behind Educators Who Thrive — ACT system leader respondent.

NSW Education Standards Authority. HSIE K-6 Syllabus — Geography outcomes referenced in PBL unit design.

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In a re-release and improved episode...

Episode Worksheet is here

What happens when we hold high expectations for students — but forget to build the ladder that helps them reach them?

In this episode, Kurt begins with an unlikely classroom thought experiment inspired by Before the Coffee Gets Cold by Toshikazu Kawaguchi: what if you could return to a moment in your learning history and change what happened next?

Then come the stories. Mat, a ten-year-old blues guitarist who timed his bathroom visits to coincide precisely with independent maths work. A girl who slowly slid down in her seat whenever maths began, carrying words someone had already placed inside her: she can't do maths.

And then Kurt's own story.

A student removed from maths class. The experience of failure. A university tutor who changed the trajectory. Filmed lectures that could be paused, replayed and understood. Most importantly, time — time to actually learn.

This episode asks us to reconsider what we mean by high expectations.

We don't lower the bar. We build the ladder.

High expectations without meaningful support can produce anxiety, avoidance and disengagement. High expectations paired with genuine investment — the right resources, time, teaching and belief — can produce something much closer to pride.

For teachers, the question is simple but uncomfortable: Are your expectations aspirational or achievable — and are you providing the ladder alongside the bar?

For leaders, there's another question: What does your school measure — teacher effectiveness or teacher endurance?

Kurt also explores the NSW Mathematics Lesson Library as a practical ladder-building tool, and connects the H element to a growth-based curriculum: expectations should be designed around where a student actually is, not simply where the calendar says they should be.

Because this episode is personal.

Kurt isn't just teaching this element.

He lived it.

Global practitioner network (2025). The Why Behind Educators Who Thrive — six respondents across four continents. Kurt Walker LinkedIn study.  Want to participate in the study? Click Here

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Are your expectations for your students aspirational, or are they achievable? High expectations are vital, but without the right support, they can be a barrier rather than a bridge. In this episode, Kurt Walker explores the "H element"—High Expectations with Meaning. We move beyond the rhetoric to discuss the practical difference between "lowering the bar" and "building the ladder." Whether you are a teacher looking to support students at the edge of their capability, or a leader questioning how to make professional excellence sustainable, this episode provides a vital framework for growth.

Want to be a part of The Global practitioner network. Help Kurt understand the Why Behind Educators Who Thrive.  Want to participate in the study? Click Here

Sources referenced in this episode

Kawaguchi, T. (2015/2019). Before the Coffee Gets Cold. Picador.

Hattie, J. (2009). Visible Learning: A Synthesis of Over 800 Meta-Analyses Relating to Achievement. Routledge.

Ryan, R.M. & Deci, E.L. (2000). Self-determination theory. American Psychologist, 55(1), 68–78.

Masters, G. (2024). The Children We Leave Behind. ACER Press.

NSW Department of Education. Mathematics Lesson Library. mathslessons.com.au

Dadvand, B. et al. (2026). What keeps teachers in hard-to-staff schools? La Trobe University.

THRIVE Network - Global practitioner network (2026). The Why Behind Educators Who Thrive — Montenegro respondent.

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T is for Trust and Belonging — the first element of the THRIVE framework, and the one that comes first for a reason.

Kurt opens with Molly Morgan. A convict transported from Devon in the late 1700s, whose ship wrecked on Tuggerah Beach on the NSW Central Coast. Rather than turn herself in, Molly disappeared — lived with the local Aboriginal peoples on the land, outsmarted the red coats who hunted her for years, and eventually emerged as a businesswoman and respected community figure. The system wanted her contained. She had other ideas.

Kurt found her story while searching for something — anything — that might connect a room full of Central Coast kids to a history unit about early Sydney that meant nothing to them. What followed was a unit redesign that started with Molly and the local land, the families who'd been there for generations, the history that was already under their feet.

And then there was one particular student. A child in state care, living in hotel rooms, waiting for a placement in a specialist emotional support unit. A child who tested every room he entered to see if it would hold him. Who disrupted, derailed, grabbed every bit of attention he could find — because attention was the one thing he'd learned to get.

Kurt tells the story of what happened when that child was given a role in a historical press gallery. The moment he asked for one more chance. The moment he shone.

The episode then unpacks the T element properly. What trust actually is — and what it isn't. Why belonging is not warmth. Why the most important question a teacher can ask is not am I treating everyone fairly but who in this room has quietly concluded they're not a learner. And why the conditions that retain teachers in the hardest schools turn out to be the same conditions that retain students.

For classroom teachers: what does your room teach students about whether it's safe to not know something yet?

For school leaders: what does your school teach its staff about whether it's safe to struggle, disagree, or need help?

The Theory of Trust and Belonging

The research traditions that underpin the T element of THRIVE — where trust sits in the science of human motivation and learning.

Self-Determination Theory — the relatedness need

Ryan, R.M. & Deci, E.L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55(1), 68–78.  →  The foundational paper on the three basic psychological needs. Relatedness — the felt sense that you matter to the people around you — is the T element's theoretical home. When relatedness is unmet, cognitive and emotional resources that learning requires are redirected toward managing belonging instead.

Deci, E.L. & Ryan, R.M. (2008). Self-determination theory: A macrotheory of human motivation, development, and health. Canadian Psychology, 49(3), 182–185.  →  A more accessible overview of SDT, including the distinction between environments that support versus undermine the three basic needs. Useful for professional learning contexts.

Being, Belonging, Becoming — the philosophical foundation

Australian Government Department of Education (2022). Belonging, Being and Becoming: The Early Years Learning Framework for Australia, Version 2.0. AGDE.  →  The philosophical framework that gives the T element its deepest roots. Belonging in the EYLF is not a feeling — it is a condition of existence. Before a child can genuinely Be or Become, they must Belong. Free to download from the Australian Government website.

Sumsion, J. & Wong, S. (2011). Interrogating 'belonging' in Belonging, Being and Becoming: The Early Years Learning Framework for Australia. Contemporary Issues in Early Childhood, 12(1), 28–45. →  The politics of belonging argument — belonging is not just warmth and welcome; it is power. Who gets to belong on their own terms and who has to assimilate in order to belong. Essential reading for any leader thinking about equity and inclusion.

Peers, C. & Fleer, M. (2014). The theory of 'conceptual holds': Scaffolding learning and development within a play-based program. Learning, Culture and Social Interaction, 3(4), 285–295. →  Draws on Vygotsky and Dewey to argue that belonging is not a destination but a process — always in formation, always shaped by relationship and environment. The becoming argument applied to belonging.

The hidden curriculum of belonging

The research on what schools inadvertently teach students about who belongs — and whose identity the system values.

Jackson, P.W. (1968). Life in Classrooms. Holt, Rinehart and Winston: New York.  →  The original hidden curriculum argument. Schools teach two curricula simultaneously — the formal content, and the unofficial lessons about how to wait, comply, and manage the appearance of belonging. The 'who in this room has quietly concluded they're not a learner' question in this episode comes from Jackson's insight.

Hattie, J. (2009). Visible Learning: A Synthesis of Over 800 Meta-Analyses Relating to Achievement. Routledge.  →  The teacher-student relationship is among the strongest in-school influences on student achievement. Not the program. Not the resource. The relationship. Trust is the prerequisite for the relationship.

Trust and Belonging — the teacher dimension

The research confirms that the conditions that retain teachers are the same conditions that engage students.

★ NEW — July 2026

Dadvand, B., Murphy, S., Bourke, T., Mills, R., Eacott, S., & Mac, Q. K. (2026). What keeps teachers in hard-to-staff schools? Evidence from school leaders and the research literature. La Trobe University: Victoria, Australia. ISBN: 978-1-7636010-1-7  →  The source for Paul's visible leadership quote in this episode. Three leadership themes emerged consistently across five Victorian hard-to-staff schools: building a culture of belonging, providing psychological anchor through visible leadership, and seeing and recognising each staff member as an individual. These are T — Trust and Belonging — confirmed from a workforce retention direction. Open access, reproducible for educational purposes.

Kim, J. (2019). How principal leadership seems to affect early career teacher turnover. American Journal of Education, 126(1), 101–137.  →  Principal non-responsiveness is a major contributor to decreased teacher wellbeing, even among well-intentioned principals. Small concerns that go unaddressed become decisions to leave. Trust is built or destroyed in the small moments.

The Masters connection — growth curriculum needs trust underneath it

Masters, G. (2024). The Children We Leave Behind. ACER Press: Melbourne, Australia.  →  Referenced in this episode in connection with the T element argument: growth-based curriculum and progressive assessment — Masters' central proposals — require students to be honest about what they don't know yet. Honesty requires safety. Safety requires trust. T comes first not because the framework says so, but because the structural reform Masters argues for cannot function without it.

Global practitioner network voices

The educators from Kurt's LinkedIn study who independently described the T element without knowing the framework.

Secondary classroom teacher and educational consultant, Podgorica, Montenegro. 30 years in education.  →  'Trust is built when leadership does not only ask teachers to be resilient, but actively removes avoidable pressure from the system.' — quoted in this episode.

System leader, ACT Australia. 35 years in education, overseeing 14 schools.  →  'Students don't just need to feel they won't be humiliated — they need to feel they actually have a place here. Those are related but not the same thing.' — quoted in this episode.

Global practitioner network (2025). The Why Behind Educators Who Thrive — six respondents across four continents. Kurt Walker LinkedIn study.  Want to participate in the study? Click Here

Want to help keep this work going?
Your support helps Kurt and his small research team continue creating meaningful, practical content for educators. Or perhaps you simply want to buy him a coffee to say thanks for the chat. You can do that here.

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You've walked past both rooms. You know them without needing them described — because you can feel the difference from the corridor before you've even opened the door. One room is functioning. The other is alive.

In this opening episode of Series 2, Kurt Walker asks the question that drives the entire series: what actually accounts for the difference? Not resources. Not experience. Not personality. Design.

Along the way: the story of Tom — a brilliant educator who the system consumed. The NSW data that tells you why Tom isn't unusual. Six educators from four continents who independently named the same conditions. And the introduction of the THRIVE framework — six elements, built from three research traditions, that explain why genuine learning happens when it does, and how to design for it deliberately.

This episode is for every teacher who's walked out of a lesson feeling like they managed the room instead of taught it. And for every leader who knows the difference. 

Teacher Reflection Worksheet: https://docs.google.com/document/d/1qSslT3g172ifraQfQibF7XK6k7aPc-CO/edit?usp=drive_link&ouid=101467512851115419457&rtpof=true&sd=true 

Everything mentioned in this episode is listed here. You don't need to have read any of this to get value from the podcast. But if something landed and you want more — this is your map.

NSW Teacher Workforce Data

The NSW statistics referenced in this episode — sourced from official government data, parliamentary inquiries, and peer-reviewed research.

Resignation and attrition data

NSW Teachers Federation (2023). Record numbers of teachers leaving NSW schools. NSWTF News, 9 April 2023.  →  Source for the resignation doubling figures and early career attrition data.

NSW Department of Education (2023). Leaked parliamentary inquiry data on teacher attrition. Reported via NSWTF, April 2023.  →  Source for the 19% early career departure figure and 2022 first-year departure record.

Administrative load and workload

NSW Government / The Educator Online (2023). NSW School Task Audit: audit reveals non-teaching tasks taking up teachers' time.  →  Source for the 105 administrative duties finding.

NSW Teachers Federation (2026). Teachers need time to plan and collaborate: survey results. NSWTF News, 14 February 2026.  →  Source for the workforce survey of 18,613 NSW teachers — fewer than 1 in 20 with adequate time.

NSW Government (2022). People Matter Employee Survey — public school teacher results.  →  Source for the 2-in-3 burnt out and 19% fairly paid figures.

Mental health and sustainability

University of New South Wales (2025). Teachers: depression, anxiety and stress three times the national norm. UNSW Newsroom, August 2025.  →  Source for the 68.8% unmanageable workload finding.

e61 Institute & Grattan Institute (2025). Research shows why teachers are leaving their jobs.  →  Source for the 92% citing bureaucratic demands as primary reason for leaving.

Casualisation and class cancellations

NSW Government Media Releases (2022–2023). Public school teacher shortages and number of merged and cancelled classes. nsw.gov.au  →  Source for the 3,000+ daily casual shortfall and 10,000 classes cancelled/merged figure.

Victorian Teacher Retention Research

The research from the La Trobe University Social Lab referenced in this episode — the most current Australian school-level evidence on what keeps teachers in the hardest schools.

★ NEW — July 2026

Dadvand, B., Murphy, S., Bourke, T., Mills, R., Eacott, S., & Mac, Q. K. (2026). What keeps teachers in hard-to-staff schools? Evidence from school leaders and the research literature. La Trobe University: Victoria, Australia. ISBN: 978-1-7636010-1-7  →  The primary Victorian source in this episode. A Social Lab with five Victorian principals — border communities, regional and metropolitan schools. The inward spiral concept, the $3M CRT spend, Victor's Year 9 student story, Paul's visible leadership urgency. Open access, reproducible for educational purposes. Contact: [email protected]

Dadvand, B. & Lampert, J. (2024). Addressing teacher shortages in hard-to-staff schools. Asia-Pacific Journal of Teacher Education, 52(3), 271–275. DOI: 10.1080/1359866X.2024.2348261  →  From the same research team — the broader policy framing and equity argument.

Lampert, J., McPherson, A., & Burnett, B. (2024). Still standing: An ecological perspective on teachers remaining in hard-to-staff schools. Teachers and Teaching, 30(1), 116–130. DOI: 10.1080/13540602.2023.2294791  →  Source for the finding that mid-career teachers (not early-career) are now most likely to exit hard-to-staff schools — taking institutional knowledge with them.

McPherson, A., Lampert, J., & Casanueva Baptista, A. (2025). Teachers who stay in hard-to-staff schools: School responses to the teacher shortage crisis. The Australian Educational Researcher, 52, 2163–2182. DOI: 10.1007/s13384-025-00806-8  →  Documents how teacher shortages create overwhelming workloads that drive further turnover — the inward spiral mechanism confirmed in the research literature.

Ronfeldt, M., Loeb, S., & Wyckoff, J. (2013). How teacher turnover harms student achievement. American Educational Research Journal, 50(1), 4–36. DOI: 10.3102/0002831212463813  →  The student impact evidence — persistent teacher turnover consistently associated with higher absenteeism and reduced engagement, worst in most disadvantaged communities.

Jabbar, H. & Holme, J.J. (2026). Teacher turnover, social capital, and improvement: How instability disrupts schools. Educational Evaluation and Policy Analysis, 48(1), 268–292.  →  Documents how teacher turnover depletes organisational social capital — the shared norms and relationships that make a school function as a coherent learning community.

Arthur, L. & Bradley, S. (2023). Teacher retention in challenging schools: Please don't say goodbye! Teachers and Teaching: Theory and Practice, 29(7–8), 753–771. DOI: 10.1080/13540602.2023.2201423  →  International evidence confirming colleague relationships described as 'like a family' as among the most important retention factors in hard-to-staff schools.

Behaviour and System Reform

Leif, E. & Godwin, B. (2026). From behaviour management to behaviour education: a call for systemic change in Australian schools. Educational and Developmental Psychologist. DOI: 10.1080/20590776.2026.2676218  →  Open access. The wrong question argument made in peer-reviewed form — management vs design. Share this one widely.

The Senate Education and Employment References Committee (2023). The issue of increasing disruption in Australian school classrooms: Interim report. Parliament of Australia.  →  The 2023 Senate Inquiry findings on disruption and the absence of consistent evidence-based behaviour support.

Clark, S., Harrington, M., & Vines, E. (2023). Classroom disruption. Research paper series. Parliament of Australia.  →  Source for the OECD disciplinary climate ranking — Australia 70th of 77 countries.

Australian Education Union Victoria Branch (2021). State of our schools survey results.  →  Source for the 41% of teachers citing student behaviour as a primary driver of work-related stress.

Student Mental Health Data

World Health Organization (2024). Mental health of adolescents. WHO Fact Sheet. who.int/news-room/fact-sheets/detail/adolescent-mental-health  →  Source for the 1 in 7 adolescents figure and 15% of global disease burden in this age group.

World Health Organization (2017). Depression: let's talk. WHO News Release, 30 March 2017.  →  Source for the 2030 depression projection as leading cause of global disease burden.

Australian Bureau of Statistics (2022). National Study of Mental Health and Wellbeing. →  Source for the 40% of Australian 16–24 year olds with a mental health disorder (up from 26% in 2007).

Resilient Youth Australia (2023). State of the Nation Report.  →  Source for the 35.9% of Australian secondary students with high anxiety or depression.

Want to help keep this work going?
Your support helps Kurt and his small research team continue creating meaningful, practical content for educators. Or perhaps you simply want to buy him a coffee to say thanks for the chat. You can do that here.

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In this delayed release episode, Kurt openly talks about that one student going unnoticed and the busy teacher trying to deliver her best within the system. He talks frankly about an uncomfortable teaching experience and student experience, which thankfully has a warm GLOW  ending. 

She wasn't defiant. She wasn't disengaged. She was sitting under a table, drawing animals, in a classroom that had spent two years rewarding her for sitting still — and had never once asked what she loved. This episode is about what happens when we design for control instead of connection. And what becomes possible when we stop. Connect with me and join the conversation by contacting me on 

Want to help keep this work going?
Your support helps Kurt and his small research team continue creating meaningful, practical content for educators. Or perhaps you simply want to buy him a coffee to say thanks for the chat. You can do that here.

Want to help keep this work going?
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It starts in a sandpit. A child building something important. A question dropped in like a layer — not an interruption. And flow happening without anyone announcing it. In this episode, Kurt traces the pedagogical move he learned in early childhood education — joining the play before adding the teaching — and follows it all the way through to a practical flow architecture for primary classrooms: trivia challenge to group research to real audience presentation. He brings in the Shernoff research that confirms what thirty years of observation already showed him, names the single condition that predicts student flow more than any other, and says something honest about what leading a school can cost a teacher who cares about this work. If you've ever watched your students genuinely absorbed — and felt something shift in yourself — this episode is about that moment and how to design for it deliberately.

Connect with me and join the conversation by contacting me on LinkedIn. 
Share theories and understandings, viewpoints and perspectives - I want to know what shaped you as an educator.

Want to help keep this work going?
Your support helps Kurt and his small research team continue creating meaningful, practical content for educators. Or perhaps you simply want to buy him a coffee to say thanks for the chat. You can do that here.

Want to help keep this work going?
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The student who fights you and the student who disappears into silence are doing the same thing. They are both telling you they don't yet belong here fully enough to risk genuine learning. In this episode, Kurt draws on thirty years of observation — from the babies room in long day care to Year 6 in primary school — to make the case that every disruptive behaviour, every act of resistance, and every quiet withdrawal in a classroom comes from the same place: a need to be seen, heard, recognised, and to belong. He shares the story of a student who fought every morning — and what slowly happened when the fight stopped being rewarded. And he introduces the philosophical argument that Becoming only happens through Belonging — and that both can be designed for.

Connect with me and join the conversation by contacting me on LinkedIn. 
Share theories and understandings, viewpoints and perspectives - I want to know what shaped you as an educator.

Want to help keep this work going?
Your support helps Kurt and his small research team continue creating meaningful, practical content for educators. Or perhaps you simply want to buy him a coffee to say thanks for the chat. You can do that here.

Want to help keep this work going?
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In 2024, I asked thirty Year 4 students what was stopping them from focusing. They didn't mention the work. They didn't mention each other's behaviour. They listed assemblies, Harmony Day, incursions, bell times — and their own friends. Then they told me exactly what to do about it. This episode is about what happens when you let students diagnose the conditions of their own learning, what Flow Theory says about why they were right, and what one honest conversation in a three-way conference revealed about the tension every student navigates between belonging to their friends and becoming their best learning self.

Connect with me and join the conversation by contacting me on LinkedIn. 
Share theories and understandings, viewpoints and perspectives - I want to know what shaped you as an educator.

Want to help keep this work going?
Your support helps Kurt and his small research team continue creating meaningful, practical content for educators. Or perhaps you simply want to buy him a coffee to say thanks for the chat. You can do that here.

Want to help keep this work going?
Your support helps Kurt and his small research team continue creating meaningful, practical content for educators. Or perhaps you simply want to buy him a coffee to say thanks for the chat. You can do that here.

Take the next step — connect with Kurt on LinkedIn and be part of the ongoing conversation.