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What have we learned about AI in education? What questions are we still trying to answer?

On this special compilation episode of School's In, Dan Schwartz and Denise Pope revisit some of the show's most memorable conversations about artificial intelligence in education. Featuring insights from Stanford faculty across education, psychology, computer science, and learning sciences, they reflect on how the conversation around AI has evolved, from classroom applications and writing tools to digital literacy, bias, and the enduring importance of the human touch. Along the way, Dan and Denise share fresh commentary on what has changed, what has surprised them, and what educators and parents should be paying attention to next. In this episode, you'll learn about:

• (02:41) AI as a tool for teacher reflection
• (07:22) Supporting writing with AI
• (13:43) Keeping humans in the writing process
• (17:44) Understanding AI bias and hallucinations
• (20:58) Why digital literacy matters more than ever
• (26:11) Keeping the human touch in education
• (27:44) Using AI to build immersive learning experiences
• (29:56) Guardrails for responsible AI use
• (32:28) Building the world we want for our kids

This episode brings together insights from a wide range of Stanford faculty and researchers whose work explores the intersection of artificial intelligence, learning, and education. Featured voices in order of appearance include Dora Demszky, Hari Subramonyam, Victor Lee, Sam Wineburg, Christopher Piech, Judith Ellen Fan, and Karin Forssell. Together, they examine how AI can support teaching and learning while emphasizing the importance of critical thinking, creativity, ethics, and human connection in the classroom. Learn more about each guest and their work through their Stanford faculty profiles.

School’s In is your go-to podcast for cutting-edge insights and fresh perspectives on the future of learning. Hosted by Stanford Graduate School of Education (GSE) Dean Dan Schwartz and Senior Lecturer Denise Pope, each episode dives into the latest research, innovations, and real-world challenges shaping education today.

Stanford GSE is at the forefront of education research and teacher preparation, dedicated to advancing equitable, accessible, and impactful learning experiences for all.

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How can families make the transition back to school a little easier? And what should parents think about when supporting their child through those first few weeks?

On this episode of School’s In, originally recorded in 2018, we’re revisiting a conversation with Stanford Graduate School of Education professor Ira Lit on preparing children, and schools, for the start of a new school year. As students, families, and educators head back to the classroom, Lit shares practical advice on building strong family-school partnerships, teaching the teacher how to welcome students, and supporting children as they develop at their own pace. He covers several topics, including:

• (06:00) What it means to have access to a great school
• (12:00) School readiness: Preparing educators, not just students
• (14:49) Building strong family-teacher partnerships
• (17:42) Reading readiness: when to reach out to the pro’s
• (21:30) Supporting every learner in the classroom
• (24:30) What great elementary schools have in common

Ira Lit is a professor at the Stanford Graduate School of Education and director of the Stanford Teacher Education Program (STEP). At the time of the recording, Lit was director of the elementary STEP program where he prepared future educators to teach in kindergarten through sixth-grade classrooms. Drawing on deep expertise teaching students from preschool through fifth grade, his research focuses on teaching, learning, equity, and the experiences of children and families in schools. Learn more about his work on his faculty profile.

School’s In is your go-to podcast for cutting-edge insights and fresh perspectives on the future of learning. Hosted by Stanford Graduate School of Education (GSE) Dean Dan Schwartz and Senior Lecturer Denise Pope, each episode dives into the latest research, innovations, and real-world challenges shaping education today.

Stanford GSE is at the forefront of education research and teacher preparation, dedicated to advancing equitable, accessible, and impactful learning experiences for all.

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What does air quality have to do with learning, health, and childhood? And how should families respond as environmental risks grow?

This week, we’re sharing an episode from Stanford Engineering’s The Future of Everything podcast, hosted by Russ Altman. Originally released in 2025, this episode features Stanford pediatrician Lisa Patel discussing how pollution, wildfire smoke, plastics, and environmental policy are shaping children’s health. Patel explores both the science behind these growing concerns and practical steps families, educators, and communities can take to create healthier environments for kids. She covers several topics, including:

• (02:32) The air we breathe: Protecting young lungs
• (10:02) How to support kids during poor air quality events
• (13:18) Asthma and allergies: Tackling environmental triggers
• (19:11) Confronting climate change: How to’s for healthier homes
• (23:48) Food choices, family health, and environmental impacts
• (28:09) Practical actions for families and schools

Lisa Patel is an associate professor of pediatrics at Stanford University and a physician specializing in children’s environmental health. Her work focuses on how climate change, pollution, and environmental exposures impact children and communities, with an emphasis on practical solutions that support healthier futures. Learn more about her work on her faculty profile.

The Future of Everything explores how technology, science, and medicine are shaping our lives. Host Russ Altman speaks with researchers and innovators working to create the future… of everything. Learn more about this episode on the show’s website.

Stanford GSE is at the forefront of education research and teacher preparation, dedicated to advancing equitable, accessible, and impactful learning experiences for all.

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How do we teach kids not just how to read, but to enjoy it? And what inspires a young person to pick up a book on their own?

On this episode of School’s In, originally recorded in 2018, we’re revisiting a conversation with Stanford Graduate School of Education senior lecturer Jennifer Wolf on cultivating a love of reading. We’re bringing this episode back as a timely touchpoint for anyone looking to build summer reading habits with the young people in their lives. Wolf explores the difference between teaching reading skills and fostering genuine enjoyment, along with what makes young adult literature so powerful. She covers several topics, including:

• (04:45) Why reading for pleasure matters
• (09:16) Independent reading drives academic success (no reading groups needed)
• (11:32) What counts as “reading” (and the case against gold stars)
• (14:56) Access & diversity: From Little Free Libraries to award winners
• (18:00) Banned books: Why YA literature gets censored
• (23:02) Approaching classic books through a modern lens

Jennifer Wolf is a senior lecturer at the Stanford Graduate School of Education (GSE). A former high school English teacher, her work centers on helping young people develop a lasting love of reading, with a particular focus on young adult literature and literacy development. She directs the undergraduate minor program at the GSE and leads “teach-ins” and other programs that engage undergraduates and raise the profile of education research and knowledge across Stanford. Learn more about her work on her faculty profile.

School’s In is your go-to podcast for cutting-edge insights and fresh perspectives on the future of learning. Hosted by Stanford Graduate School of Education (GSE) Dean Dan Schwartz and Senior Lecturer Denise Pope, each episode dives into the latest research, innovations, and real-world challenges shaping education today.

Stanford GSE is at the forefront of education research and teacher preparation, dedicated to advancing equitable, accessible, and impactful learning experiences for all.

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How does research change how schools work at scale? And how do you turn data into decisions that actually improve classrooms?

On this episode of School’s In, Stanford Graduate School of Education Professor Susanna Loeb discusses Getting Down to Facts III, a major California report that uses research to evaluate the state’s education system. Through large-scale studies and collaboration with policymakers, educators, and communities, the project aims to identify what’s working and where systems are falling short. She covers several topics, including:

• (03:29) What Getting Down to Facts III is and how it works
• (07:04) How large-scale education research is conducted
• (11:54) Key findings and maintaining objectivity
• (21:17) Addressing new challenges, including AI
• (23:16) Takeaways for educators, parents, and policymakers

Susanna Loeb is a professor at the Stanford Graduate School of Education and a leading expert in education policy. Loeb started the National Student Support Accelerator which translates research about the role of high impact tutoring in improving student success. She has led major research initiatives such as the Getting Down to Facts project aimed at expanding educational opportunity, addressing achievement gaps, and reforming the way schools are funded in California. Her work focuses on how policy, governance, and data can be used to improve education systems at scale. Learn more on her faculty profile.

School’s In is your go-to podcast for cutting-edge insights and fresh perspectives on the future of learning. Hosted by Stanford Graduate School of Education (GSE) Dean Dan Schwartz and Senior Lecturer Denise Pope, each episode dives into the latest research, innovations, and real-world challenges shaping education today.

Stanford GSE is at the forefront of education research and teacher preparation, dedicated to advancing equitable, accessible, and impactful learning experiences for all.

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Why does learning to read come easily for some students but feel like an uphill battle for others? Can the science of the brain teach us how to better support young readers in this effort?

This week, we’re sharing an episode from Stanford’s Wu Tsai Neurosciences Institute’s podcast From Our Neurons to Yours, hosted by Nicholas Weiler. Originally released in August 2025, this episode features Stanford Graduate School of Education professor Bruce McCandliss, who studies how the brain learns to read. He explores how reading reshapes the brain, why some students struggle to reach fluency, and what educators can do to support that process. McCandliss covers several topics, including:

• (01:28) How the brain learns to read
• (07:12) How reading reshapes the brain and builds expertise
• (12:43) Word recognition, phonics, and the path to fluency
• (19:05) Why some students struggle
• (29:28) What educators can do: instruction, support, and outcomes

Bruce McCandliss is The Pigott Family Graduate School of Education Professor and a leader of the Stanford Educational Neuroscience Initiative. His research focuses on how the brain learns to read and how insights from neuroscience can inform classroom instruction and educational practice. Learn more about his work on his faculty profile.

From Our Neurons to Yours explores the frontiers of brain science and brings listeners into conversations with researchers studying how the brain shapes how we think, learn, and experience the world. Learn more about this episode on the show’s website.

School’s In is your go-to podcast for cutting-edge insights and fresh perspectives on the future of learning. Hosted by Stanford Graduate School of Education (GSE) Dean Dan Schwartz and Senior Lecturer Denise Pope, each episode dives into the latest research, innovations, and real-world challenges shaping education today.

Stanford GSE is at the forefront of education research and teacher preparation, dedicated to advancing equitable, accessible, and impactful learning experiences for all.

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Growth mindset is everywhere, but does it really work? Can we turn buzzwords into lasting change in education?

On this episode of School’s In, Dan and Denise sit down with Stanford Professor Eric Bettinger to explore the research and real-world applications of growth mindset. They dive into what a growth mindset is, what kinds of interventions work, and how those lessons can help students succeed. Bettinger shares evidence from a large-scale study in Norway that reveals surprising long-term benefits for students exposed to growth mindset concepts. He covers several topics, including:

1. (03:47) Inside the growth mindset study
2. (08:53) Long-term impact: Tracking students over time
3. (13:11) The support system behind lasting change
4. (17:25) AI, the easy button, and growth mindset
5. (20:04) Measuring growth beyond the classroom
6. (25:50) Takeaways for parents and teachers

Eric Bettinger is the Conley DeAngelis Family Professor at the Stanford Graduate School of Education. His research focuses on improving educational outcomes for students, particularly through the lens of economics, decision-making, and policy design. He has conducted extensive research on college success, financial aid, and interventions like growth mindset. Learn more about his work on his faculty profile.

School’s In is your go-to podcast for cutting-edge insights and fresh perspectives on the future of learning. Hosted by Stanford Graduate School of Education (GSE) Dean Dan Schwartz and Senior Lecturer Denise Pope, each episode dives into the latest research, innovations, and real-world challenges shaping education today.

Stanford GSE is at the forefront of education research and teacher preparation, dedicated to advancing equitable, accessible, and impactful learning experiences for all.

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What would it look like if pediatricians and early childhood educators worked hand in hand to prepare every child for kindergarten?

On this episode of School’s In, Dr. Lisa Chamberlain joins the hosts to explore how health and education systems can work together to support young children and their families. Drawing from her work as both a pediatrician and researcher, Dr. Chamberlain examines what kindergarten readiness means and how pediatric care can play a critical role in early learning and development. They cover several topics, including:

1. (02:59) The role of pediatricians: Beyond check-ups
2. (06:24) What does kindergarten readiness look like?
3. (11:00) Creating a learning environment: Innovations in clinics
4. (18:50) Funding and sharing data across systems
5. (24:17) A family-centered approach: Advice for parents and providers

Lisa Chamberlain is a professor of pediatrics at Stanford University School of Medicine and a practicing pediatrician. Her work focuses on early childhood development, health equity, and improving policies and systems of care for children and families. Through research and practice, she explores how healthcare settings can better support learning, development, and family well-being during the critical early years of life. Learn more about her work on her faculty profile.

School’s In is your go-to podcast for cutting-edge insights and fresh perspectives on the future of learning. Hosted by Stanford Graduate School of Education (GSE) Dean Dan Schwartz and Senior Lecturer Denise Pope, each episode dives into the latest research, innovations, and real-world challenges shaping education today.

Stanford GSE is at the forefront of education research and teacher preparation, dedicated to advancing equitable, accessible, and impactful learning experiences for all.

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What do you really know about concussions? Can education increase self-reporting and help prevent long-term damage from brain injuries?

On this episode of School’s In, Dan and Denise are joined by Piya Sorcar, Adjunct Professor, Stanford School of Medicine and founder and CEO of TeachAids and Dr. Daniel Daneshvar, associate professor at Harvard Medical School and a concussion researcher. Together, they discuss concussion symptoms and treatment protocols, how to reach young people in ways that make them most receptive to learning about challenging health topics, and strategies for building partnerships and scaling public health initiatives about brain health for young athletes, parents, and educators. They cover several topics, including:

1. (04:25) What is a concussion? Understanding an invisible injury
2. (08:02) Creating CrashCourse: Education that engages and motivates
3. (12:04) The near-peer effect: Why kids trust other kids
4. (17:01) Proving it works: The science behind behavior change
5. (20:13) Scaling the impact
6. (23:46) Expert takeaways for parents and coaches

Piya Sorcar is an Adjunct Professor, Stanford School of Medicine and the founder and CEO of TeachAids, a nonprofit that creates research-based learning experiences to improve health outcomes. Daniel Daneshvar is an associate professor at Harvard Medical School whose research focuses on the long-term effects of traumatic brain injury and how to improve outcomes through education and intervention. CrashCourse, created by Sorcar's TeachAids with medical advisors including Daniel Daneshvar, delivers interactive concussion education for athletes, coaches, and parents.

School’s In is your go-to podcast for cutting-edge insights and fresh perspectives on the future of learning. Hosted by Stanford Graduate School of Education (GSE) Dean Dan Schwartz and Senior Lecturer Denise Pope, each episode dives into the latest research, innovations, and real-world challenges shaping education today.

Stanford GSE is at the forefront of education research and teacher preparation, dedicated to advancing equitable, accessible, and impactful learning experiences for all.

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What does truly inclusive education look like for students with intellectual and developmental disabilities (IDD)? 

On this episode of School’s In, Stanford Professor Chris Lemons joins us to explore the idea of “presumed competence” and how educators, schools, and school systems can better serve students with intellectual and developmental disabilities (IDD). From outdated assumptions to promising classroom practices, Lemons breaks down what inclusion can, and should, look like. He covers several topics, including:

• (02:29) Understanding intellectual and developmental disabilities (IDD)
• (04:05) Reading instruction approaches and interventions
• (08:48) Beyond high school: Pathways to college
• (18:01) Success stories: Employment and job training
• (21:59) The role of AI in special education

Chris Lemons is a professor at Stanford Graduate School of Education whose research focuses on improving academic outcomes for children with intellectual, developmental, and learning disabilities. He is known for developing and evaluating reading interventions for students with down syndrome and other IDD. Before entering academia, Lemons taught in a range of special education settings, from preschool autism programs to middle school life-skills classrooms. Learn more about his work on his faculty profile.

School’s In is your go-to podcast for cutting-edge insights and fresh perspectives on the future of learning. Hosted by Stanford Graduate School of Education (GSE) Dean Dan Schwartz and Senior Lecturer Denise Pope, each episode dives into the latest research, innovations, and real-world challenges shaping education today.

Stanford GSE is at the forefront of education research and teacher preparation, dedicated to advancing equitable, accessible, and impactful learning experiences for all.

Stay connected with the latest insights—subscribe to our newsletter and follow us on Instagram, LinkedIn, and Threads.

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