October 31, 2024 • 43 mins
What if the secret to your child's high school success started with the simple act of tidying up or fostering a love for learning? Join us as we explore the foundational skills children need from an early age to excel in high school and beyond. We promise you'll gain insights into how tasks like organizing and nurturing curiosity can pave the way for academic and social proficiency. Our discussion extends to digital literacy, where we stress the importance of modeling healthy tech habits, preparing kids for the social dynamics they'll face later.
Emotional intelligence is another pillar of our conversation, as we unpack practical strategies to teach children about emotions. You'll learn how expanding their emotional vocabulary and linking feelings to physical sensations can build resilience and self-esteem. Discover why open communication about sensitive topics like puberty and body image is vital, and how teaching assertiveness helps children resist peer pressure. We highlight the crucial role of parents as guides in modeling conflict resolution and assertive communication, fostering healthy relationships and a robust inner grit in their children.
Finally, we address the bigger picture of high school success, emphasizing the profound impact of socioeconomic factors. We examine the influence of early intervention programs and the importance of safe, engaging school environments with resources like mental health support. Community involvement is key, and we discuss how organizations and businesses can offer mentoring and career opportunities that reinforce the relevance of education. By the end of this episode, you'll understand the shared responsibility we all have in creating an equitable educational landscape, and how empathy and understanding can make a significant difference in a child's path to success.
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Episode Transcript
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Speaker 1 (00:00):
All right, parents, let's talk high school.
Speaker 2 (00:03):
High school.
Speaker 1 (00:04):
I know it seems like forever away, right, when you're
like knee deep in Legos andbedtime stories.
Speaker 2 (00:08):
Right.
Speaker 1 (00:09):
But what if I told you that what makes kids
successful in high school startsnow?
Speaker 2 (00:14):
Yeah.
Speaker 1 (00:14):
Way earlier than you think, absolutely.
So that's what we're going tobe diving into today.
We've got a ton of researchabout the challenges that
teenagers are facing these days,and it's not just academics.
We're talking social dynamics.
Speaker 2 (00:30):
We're talking the world of technology and even
like body image, like, yeah, itcould be really intense.
And the thing is, like we allknow, high school can be rough
right.
But what's fascinating to me isthat the skills to like
overcome those challengesthey're developed like
incrementally, starting whenthey're little oh really, yeah,
like it's like it's likebuilding a skyscraper you can't
just like throw up the topfloors, you have to like build a
strong foundation okay.
Speaker 1 (00:51):
So like are we saying that teaching a five-year-old
to like put their toys away isactually high school prep?
Speaker 2 (00:59):
in a way, yes, because that simple act is like
laying the groundwork for themto learn time management and
organization skills.
Speaker 1 (01:08):
Okay.
Speaker 2 (01:09):
Right, think about it when they're little and you're
like establishing those routinesand like teaching them to take
responsibility for their stuff.
You're giving them thatstructure and like the
self-discipline that they'llneed.
Speaker 1 (01:20):
It's not just about like nagging them to clean their
room.
It's like we're giving them alife skill.
Exactly Okay, I like that.
It's not just about likenagging them to clean their room
.
It's like we're giving them alife skill.
Exactly Okay, I like that.
That's a game changer.
And then what about academics?
I mean, there's a pretty bigleap from like finger painting
to Shakespeare, right?
Speaker 2 (01:34):
Absolutely.
But the foundation foracademics is not just about you
know, memorizing facts andfigures.
Speaker 1 (01:40):
Yeah.
Speaker 2 (01:40):
It's about fostering a love of learning, okay, like a
genuine curiosity about theworld.
Speaker 1 (01:46):
Okay, but how do you do that?
Speaker 2 (01:47):
And that's something you can cultivate right from the
beginning.
Speaker 1 (01:50):
Okay, I'm all about making learning fun, but how do
you do that in a way that likeactually translates to like
being successful in high school?
Speaker 2 (01:58):
Okay, well, instead of like drilling them on, you
know multiplication tables orwhatever, right.
Speaker 1 (02:02):
Right, turn math into a game.
Okay, like bake cookies withthem and let them measure the
ingredients Right.
Or like build a fort and talkabout geometry and spatial
reasoning.
Speaker 2 (02:12):
Right.
Speaker 1 (02:13):
When you tap into their natural curiosity and like
, make it an adventure, you'resetting the stage for them to
embrace challenges and not shyaway from them.
Speaker 2 (02:21):
I like that.
So it's about making thoseconnections to the real world.
Speaker 1 (02:24):
Yeah.
Speaker 2 (02:24):
Okay, but what about the social jungle of high school
?
Yeah, all the peer pressurefitting in, all the drama.
Speaker 1 (02:29):
Right.
Speaker 2 (02:30):
How do we prepare them for that?
Speaker 1 (02:32):
Well, the good news is, social skills are learned,
they're not innate.
Speaker 2 (02:37):
Okay.
And just like those otherfoundational skills, they're
best built gradually.
Okay, so what can we do now tolike help them navigate that?
Speaker 1 (02:45):
Sure.
Speaker 2 (02:45):
That whole social maze later, because sometimes,
honestly, the playgroundpolitics feel as intense as like
a boardroom meeting.
Speaker 1 (02:52):
Yeah, totally.
Speaker 2 (02:53):
It starts with simple things like encouraging them to
share, take turns and use theirwords to express their feelings
early interactions are buildingblocks for empathy and
communication, which are likecrucial for navigating any
social environment, whether it'sthe playground or the high
school cafeteria.
Speaker 1 (03:12):
Yeah, so it's about like giving them the tools to
build those relationships and tohandle those conflicts that
come up.
Speaker 2 (03:18):
Exactly Okay.
Role playing different socialsituations can be really helpful
.
Speaker 1 (03:22):
Oh, like how.
Speaker 2 (03:23):
Yeah, like, what do you say if someone's being mean?
Or how do you stand up foryourself or a friend?
Speaker 1 (03:28):
Right.
Speaker 2 (03:28):
These might seem advanced for like a
kindergartner, yeah, but evenpracticing them in a playful way
, it plants those seeds ofconfidence and assertiveness.
Right, you know.
Speaker 1 (03:38):
Okay, so we've covered time management.
We've got academics and socialskills, but what about
technology?
I mean our kids.
They were like practically bornwith a smartphone in their hand
.
How do we even begin to preparethem for, like the digital
world of high school and,honestly, beyond?
Speaker 2 (03:54):
Yeah, Technology.
It's both a powerful tool and apotential minefield.
Speaker 1 (04:00):
Yeah.
Speaker 2 (04:00):
Especially for teenagers, and the key here is
starting early with digitalliteracy.
Speaker 1 (04:05):
Digital literacy.
So it's not just about likesetting screen time limits.
Speaker 2 (04:10):
It's about so much more than that.
It's about teaching them to becritical thinkers, responsible
users and, like, savvynavigators of the online world.
Speaker 1 (04:19):
OK, that sounds great in theory.
How do we do that with like aseven year old who thinks
YouTube is life?
Speaker 2 (04:24):
Well, first remember that you are their role model.
Oh, if you're constantly gluedto your phone, they'll probably
follow suit.
Touche, so start by modelinghealthy tech habits yourself.
Okay, and then like, make techa shared experience, co-view
content with them, talk aboutwhat they're seeing online and
encourage them to ask questions.
Speaker 1 (04:42):
It's about engaging with them.
Speaker 2 (04:43):
Yeah.
Speaker 1 (04:44):
In the digital world.
Speaker 2 (04:45):
Yeah.
Speaker 1 (04:46):
Not just trying to like shut it out, exactly.
Speaker 2 (04:48):
And, as they get older, have those open and
honest conversations aboutonline safety, cyberbullying and
the potential pitfalls ofsocial media Right.
The more you equip them withknowledge and critical thinking
skills, the better preparedthey'll be to navigate that
digital landscape responsibly.
Speaker 1 (05:04):
I like that.
So we've covered a lot ofground here Time management,
academics, social skills, eventhat digital beast but I feel
like there's one more piece ofthe puzzle, like teaching them
to speak up for themselves.
Speaker 2 (05:17):
You're right.
We've touched on it indirectly,but it's worth highlighting
explicitly.
Speaker 1 (05:22):
Yeah.
Speaker 2 (05:23):
Self-advocacy is an essential skill for high school.
Speaker 1 (05:26):
Yes.
Speaker 2 (05:26):
And honestly for life in general.
Speaker 1 (05:28):
Totally Okay.
So, like, what exactly doesthat look like in high school?
And like, more importantly, howdo we start doing that now with
our little ones?
Speaker 2 (05:36):
Yeah, okay.
So imagine this your child isstruggling in a particular
subject, or like feelingoverwhelmed by their workload.
Speaker 1 (05:43):
Yeah.
Speaker 2 (05:43):
A self-assured student might approach their
teacher, explain theirchallenges and ask for help or
clarification.
Right A less confident studentmight suffer in silence because
they fear judgment or they feellike they're the only one who's
struggling.
Speaker 1 (05:57):
Totally Mm-hmm.
So how do we bridge that gap,like, how do we raise kids who
are not afraid to speak up andlike advocate for themselves?
Speaker 2 (06:05):
It starts by giving them a voice from a young age.
Encourage them to express theiropinions, even if they differ
from yours.
Let them make choices wheneverpossible, even like simple ones
like choosing their outfit ortheir snack Right.
Speaker 1 (06:18):
Right, right.
So it's about like empoweringthem to make decisions even at a
young age.
Speaker 2 (06:23):
Exactly Right and, when they encounter challenges,
guide them through the processof problem solving, help them
identify the issue, brainstormpossible solutions and, like
practice, communicating theirneeds clearly and respectfully.
Speaker 1 (06:36):
So it's about giving them the tools to like navigate
those tricky situations andadvocate for themselves, rather
than us like swooping in andrescuing them every time.
Speaker 2 (06:44):
Exactly by fostering those self-advocacy muscles
early on, you're equipping themwith a sense of agency and
confidence that will serve themwell, not just in high school,
but throughout their lives.
Speaker 1 (06:54):
This is all making so much sense.
It's like we're building atoolkit for success, one skill
at a time.
But I'm curious are there anyspecific examples of how we can
weave this into everyday life?
Because I mean, my kid is moreconcerned with like who gets the
blue cup than like negotiatingwith their teacher.
Speaker 2 (07:11):
Right.
Well, think about thoseeveryday interactions as
opportunities for practice.
Oh, Let your child order theirown food at a restaurant.
Speaker 1 (07:20):
Oh.
Speaker 2 (07:20):
Explain their thinking when they're solving a
problem, or even voice theiropinion about a family decision.
Speaker 1 (07:26):
Right.
Speaker 2 (07:27):
These might seem like small moments, but they're
building blocks for assertivecommunication and independent
thinking.
Speaker 1 (07:33):
Right, you know, I never thought of it that way.
Yeah, so it's about seizingthose little moments, yeah, to
empower them to find their voiceand use it.
Speaker 2 (07:41):
Exactly.
And by doing so, you're notjust prepping them for high
school, you're setting them upfor a lifetime of confidently
navigating the world around them.
Speaker 1 (07:50):
This is mind-blowing stuff and I'm sure our listeners
are eager to hear more abouthow to put these strategies into
action.
But first we need to take aquick break.
Don't go anywhere.
We'll be right back with evenmore practical tips and insights
to help you lay the foundationfor your child's high school
success and beyond.
Speaker 2 (08:07):
Sounds good and we are back.
You know, as we've beenunpacking all these like high
school prep strategies, it'samazing to see how much of it
really comes down to likefostering these core skills.
Yeah, time management,communication, resilience.
Speaker 1 (08:23):
Uh-huh.
Speaker 2 (08:23):
Like starting when they're really young.
Yeah, Time management,communication, resilience like
starting when they're reallyyoung yeah.
It's not about cramminginformation or drilling them
with flashcards or anything likethat.
It's about creating afoundation for them to thrive as
they get older.
Speaker 1 (08:34):
And I think what's really resonating with me is
this idea of like weaving theselessons into everyday life.
Speaker 2 (08:38):
Right.
Speaker 1 (08:39):
It's not about like adding more to our already
overflowing plates.
Speaker 2 (08:42):
Yeah.
Speaker 1 (08:43):
It's about being more intentional with the moments we
already have.
Speaker 2 (08:45):
Absolutely yeah.
And speaking of intentionality,let's talk about another
crucial piece of the puzzleEmotional intelligence.
This is something that plays ahuge role in navigating all the
ups and downs of adolescence,and it's something we can start
nurturing now.
Speaker 1 (09:00):
Okay.
Speaker 2 (09:15):
Emotional intelligence Right.
So is this about like teachingour kids to identify their
feelings and express them in ahealthy way.
Speaker 1 (09:21):
That's a big part of it, yes, but it goes even deeper
than that.
When everyone's hormones areraging and the social dynamics
are, just like, constantlyshifting, yeah, being able to
understand and like, navigatethose emotional currents must be
a superpower.
Speaker 2 (09:35):
It really is I mean think about it A teenager who
can recognize when they'refeeling stressed or overwhelmed
is more likely to seek help orfind healthy coping mechanisms
overwhelmed is more likely toseek help or find healthy coping
mechanisms.
Someone who can understand andempathize with a friend's
perspective is more likely tobuild strong, supportive
relationships.
Speaker 1 (09:51):
Okay, I'm convinced emotional intelligence is
definitely going in the highschool survival kit, absolutely,
but like, how do we teach that?
I mean, sometimes I struggle tounderstand my own emotions.
Speaker 2 (09:59):
Right.
Speaker 1 (10:00):
Let alone explain them to like a five-year-old.
Speaker 2 (10:01):
Well remember, it's a gradual process.
Start by simply labelingemotions.
Speaker 1 (10:06):
Okay.
Speaker 2 (10:07):
If your child is upset, say you seem frustrated
right now.
Speaker 1 (10:10):
Okay.
Speaker 2 (10:11):
Help them connect those feelings to physical
sensations Like do you feel yourheart beating faster?
Are your hands clenched?
Speaker 1 (10:19):
So we're helping them become aware of their own
internal landscape.
Speaker 2 (10:22):
Exactly, and as they get older, you can start
introducing more nuancedvocabulary for emotions.
Speaker 1 (10:27):
Uh-huh.
Speaker 2 (10:28):
Instead of just happy or sad, explore words like
content, disappointed, anxious,excited.
Speaker 1 (10:35):
Okay.
Speaker 2 (10:35):
The richer their emotional vocabulary, the better
equipped they'll be tounderstand and express
themselves.
Speaker 1 (10:40):
This is fascinating stuff, and it makes me realize
that we're not just preppingthem for high school, we're
equipping them with skills forlife.
Speaker 2 (10:48):
Absolutely Emotional intelligence is crucial for
success in relationships,careers, overall well-being.
Speaker 1 (10:54):
For sure, okay, so we've got emotional intelligence
covered.
Speaker 2 (10:56):
Yeah.
Speaker 1 (10:57):
What about all the other stuff that comes with
adolescence, like the physicalchanges, the peer pressure, the
inevitable drama?
How do we prepare our kids forall of that?
Speaker 2 (11:07):
Well, as you said, adolescence is a time of immense
change, both physically andemotionally, and while we can't
field them from every awkwardmoment or social mishap, we can
equip them with the tools tonavigate those challenges with
resilience and confidence.
Speaker 1 (11:22):
Okay.
So what are those tools?
Because, honestly, sometimes Ifeel like I'm back in high
school myself when I see what mykids are dealing with.
Speaker 2 (11:28):
It starts with open and honest communication.
Let's talk about those physicalchanges first.
It might feel awkward, buthaving age appropriate
conversations about puberty andbody image is crucial.
Speaker 1 (11:39):
So no more shushing them when they ask where babies
come from.
Speaker 2 (11:42):
Exactly, answer their questions honestly and directly
.
And remember this isn't just aone-time conversation, it's an
ongoing dialogue.
As they grow and their bodieschange, their questions and
concerns will evolve too.
Speaker 1 (11:52):
Right, and I imagine this is especially important in
like the age of social media,where there are all these
unrealistic beauty standardsconstantly bombarding them.
Speaker 2 (12:00):
Absolutely.
That's where building a strongsense of self-esteem comes in.
Speaker 1 (12:04):
Yeah.
Speaker 2 (12:10):
Help them recognize that true beauty comes in all
shapes and sizes and that theirworth is not defined by their
appearance.
Speaker 1 (12:12):
So it's about fostering that inner confidence
Right.
They can't be shaken byexternal pressures.
Speaker 2 (12:17):
Exactly, and that confidence will be invaluable
when it comes to navigating peerpressure as well.
Speaker 1 (12:23):
Ah yes, peer pressure , that dreaded force that can
make even the most level-headedteenager do things they wouldn't
normally consider.
Speaker 2 (12:31):
It's a powerful force indeed, but we can arm our kids
with strategies to resist it.
Speaker 1 (12:36):
Okay.
Speaker 2 (12:37):
Start by role-playing different scenarios.
What do you say if someoneoffers you drugs or alcohol,
right?
How do you stand up foryourself if someone is
pressuring you to do somethingyou're not comfortable with?
Speaker 1 (12:47):
So we're giving them the scripts Right and the
confidence to assert theirboundaries.
Speaker 2 (12:51):
Exactly, and it's also about helping them
understand that it's okay to bedifferent, to have their own
opinions and values, even ifthey don't align with the crowd.
Speaker 1 (13:00):
Because, ultimately, fitting in shouldn't come at the
cost of compromising theirintegrity.
Speaker 2 (13:04):
Precisely.
And that leads us to anothercrucial element of navigating
adolescence building healthyrelationships.
Speaker 1 (13:11):
Yeah, because, let's face it, high school is a
breeding ground for all kinds ofrelationships.
Friendships first, loves,frenemies, right, you name it.
Speaker 2 (13:19):
And while we can't choose our children's friends
for them, we can help themdevelop the skills to form
healthy, supportiverelationships.
Speaker 1 (13:25):
Okay, so what does that look like in practice?
Speaker 2 (13:27):
It starts with modeling healthy relationship
dynamics ourselves.
Okay, how do we communicatewith our partners, our friends,
our family members, right?
Are we respectful, empathetic,supportive?
Our children are watching andlearning from us, even when we
don't realize it.
Speaker 1 (13:41):
That's a powerful reminder.
So we're not just talking thetalk, we're walking the walk.
Speaker 2 (13:46):
Exactly, and we can also equip them with specific
skills like conflict resolution,active listening, assertive
communication.
Yeah, these are tools that willserve them well in any
relationship, romantic orotherwise.
Speaker 1 (13:59):
It's about giving them the foundation to build
strong, healthy connections.
Speaker 2 (14:04):
Right.
Speaker 1 (14:04):
Even amidst the drama and chaos of high school.
Speaker 2 (14:07):
Exactly.
And speaking of drama and chaos, let's not forget about the
importance of fosteringresilience.
Speaker 1 (14:13):
Yeah.
Speaker 2 (14:14):
Because, let's face it, adolescence is full of ups
and downs.
Speaker 1 (14:17):
For sure.
Speaker 2 (14:17):
There will be heartbreaks, disappointments,
setbacks.
Speaker 1 (14:20):
And it's in those moments when they're feeling
defeated or discouraged thatresilience becomes like their
superpower.
Speaker 2 (14:25):
Absolutely, and that's a muscle we can start
strengthening now.
Speaker 1 (14:29):
Okay, but how do we teach resilience to a child who
throws a tantrum when they don'tget the blue cup?
Speaker 2 (14:36):
Well, it starts with how we respond to those tantrums
, or any setbacks for thatmatter.
Speaker 1 (14:40):
Okay.
Speaker 2 (14:40):
Instead of immediately swooping in to fix
the problem or shield them fromdiscomfort, we can guide them
through the process of copingwith those difficult emotions.
Speaker 1 (14:48):
So it's about letting them experience those bumps in
the road, but giving them thetools to navigate them.
Speaker 2 (14:53):
Exactly Help them identify their feelings,
brainstorm possible solutionsand remind them that, even
though it's hard right now,these feelings will pass.
Speaker 1 (15:04):
So we're teaching them that setbacks are a part of
life, but they don't define us.
Speaker 2 (15:07):
Precisely, and by doing so, we're fostering that
inner strength and grit thatwill help them bounce back from
challenges.
Speaker 1 (15:14):
Yeah.
Speaker 2 (15:15):
Whether it's a bad grade, a lost game, a broken
heart.
Speaker 1 (15:18):
Wow, we've covered so much ground today.
Yeah, it's amazing to see howall these skills are
interconnected.
Speaker 2 (15:23):
Right.
Speaker 1 (15:23):
And how those seemingly small moments of
childhood can actually lay thefoundation for high school
success and beyond.
Speaker 2 (15:30):
It really is, and you know, as we wrap up this deep
dive, I think it's important toemphasize that we're not just
talking about academic socialskills or even emotional
intelligence.
We're talking about raisingwell-rounded human beings.
Speaker 1 (15:42):
It's a beautiful way to put it, but before we get all
misty-eyed, I'm curious to hearyour thoughts on like how
parents can support their kids'individual interests and
passions, because high school isalso a time for exploration and
discovery right.
Speaker 2 (15:56):
Absolutely, and that's where extracurricular
activities, hobbies and passionscome in.
Speaker 1 (16:01):
Okay, so we're talking about sports, music,
theater clubs.
Speaker 2 (16:04):
Yeah.
Speaker 1 (16:04):
All those things that make high school feel like more
than just a place to study.
Speaker 2 (16:09):
Exactly, and these activities can be incredibly
enriching.
Speaker 1 (16:13):
Yeah.
Speaker 2 (16:13):
Offering opportunities to develop new
skills, build confidence, findtheir tribe.
But it's important to approachthem with a sense of balance.
Speaker 1 (16:21):
Balance, so we're not signing them up for every club
and sport under the sun.
Speaker 2 (16:32):
Not necessarily.
Speaker 1 (16:33):
While it's great to encourage exploration, it's
equally important to avoidoverscheduling and burnout,
because, even though theseactivities, can be awesome, they
shouldn't come at the expenseof their well-being or academic
success.
Speaker 2 (16:39):
Exactly so.
Help them prioritize, encouragethem to try different things,
but also to recognize theirlimits.
Speaker 1 (16:45):
Okay.
Speaker 2 (16:46):
It's okay to say no sometimes, and it's better to
focus on a few activities theytruly enjoy rather than
spreading themselves too thin.
Speaker 1 (16:54):
It's about finding that sweet spot between passion
and practicality.
Speaker 2 (16:57):
Precisely and remember, these activities are
not just about trophies oraccolades.
They're about fostering a loveof learning, building resilience
and developing a sense ofpurpose and belonging.
Speaker 1 (17:10):
That's a powerful message.
Speaker 2 (17:11):
Yeah.
Speaker 1 (17:12):
And it makes me realize that we're not just
prepping them for high school,we're preparing them for a life.
Speaker 2 (17:17):
Yes.
Speaker 1 (17:17):
Filled with passion, purpose and meaningful
connections.
Speaker 2 (17:21):
Beautifully said and you know, as we wrap up this
part of our conversation, Ithink it's important to
acknowledge that even with thebest preparation, high school
can still be a roller coasterride.
Oh yeah.
There will be challenges,setbacks and moments of
self-doubt.
Speaker 1 (17:34):
For sure, and I think it's important for us as
parents to remember that.
Yeah, to offer our kids graceand understanding, even when
they make mistakes or facedisappointment.
Speaker 2 (17:43):
Absolutely, and to remind them that we're here to
support them, to cheer them onand to help them navigate the
ups and downs of adolescence.
Speaker 1 (17:50):
This has been an incredible conversation and I'm
sure our listeners are feelingempowered and inspired to start
putting these strategies intoaction.
Before we dive into the finalpart of our deep dive, we need
to take a quick break.
Don't go anywhere.
We'll be right back with evenmore practical tips and insights
to help you equip your childfor high school success and
beyond.
All right, we are back andready to like wrap up this epic
(18:14):
deep dive into prepping ourlittle ones for high school.
I don't know about you, but Ifeel so much more like empowered
, like I actually have a roadmapfor navigating these next few
years.
Speaker 2 (18:25):
I'm so glad to hear that and you know, as we've been
talking about, it's not aboutlike turning our kids into mini
adults or pressuring them to beperfect.
It's about giving them thetools and the support to
navigate the challenges and theopportunities of adolescents
with confidence and resilience.
Speaker 1 (18:39):
It's about setting them up for success, not just in
high school, but in life.
Speaker 2 (18:42):
Absolutely.
Speaker 1 (18:43):
And I think that's a message that, like every parent,
can get behind.
Speaker 2 (18:46):
For sure.
So, as we wrap up, I want toleave our listeners with a few
key takeaways.
Speaker 1 (18:51):
Okay, give us those golden nuggets of wisdom.
Speaker 2 (18:54):
Okay, first and foremost, remember that this is
a marathon, not a sprint.
Speaker 1 (18:58):
Okay.
Speaker 2 (18:58):
There's no magic formula or one size fits all
approach.
It's about making those likesmall, consistent efforts over
time to build those foundationalskills and foster those
positive habits.
Speaker 1 (19:12):
So no need to panic if our five-year-old still can't
tie their shoes or recite theperiodic table.
Speaker 2 (19:17):
Exactly.
Speaker 1 (19:18):
We're playing the long game here.
Speaker 2 (19:19):
We are.
Second, remember that you areyour child's greatest role model
.
Speaker 1 (19:24):
Oh.
Speaker 2 (19:24):
The way you handle stress, setbacks and even your
own emotions.
Speaker 1 (19:27):
Right.
Speaker 2 (19:28):
It's teaching them valuable lessons, whether you
realize it or not.
Speaker 1 (19:31):
That's a powerful reminder to practice what we
preach.
So self-care isn't just for us,it's for our kids too.
Speaker 2 (19:38):
Absolutely.
When you prioritize your ownwell-being, you're showing them
that it's okay to take care ofthemselves, to set boundaries
and to seek support when theyneed it.
Speaker 1 (19:47):
Okay, that's two down .
What's the third key takeaway?
Speaker 2 (19:49):
Okay.
Third, remember that everychild is different.
What works for one might notwork for another, so pay
attention to your child'sindividual strengths, challenges
and interests.
Speaker 1 (19:58):
So it's about embracing their uniqueness Right
and tailoring our approach tofit their needs.
Speaker 2 (20:03):
Exactly and finally remember that this is a journey
you're taking together.
Ah, there will be bumps alongthe way, there will be moments
of frustration, but there willalso be moments of joy, pride
and connection.
Speaker 1 (20:17):
It's about embracing the adventure, even with all
those twists and turns.
Speaker 2 (20:20):
Exactly, and remember you don't have to do this alone
.
Speaker 1 (20:24):
Yeah.
Speaker 2 (20:24):
There are so many resources available to support
you Books, articles, websites,podcasts like this one, even
other parents who are goingthrough the same thing Right,
reach out, connect and know thatyou've got this.
Speaker 1 (20:36):
That is such a reassuring message and I think
it's the perfect note to end on.
So, to all the parents outthere listening, remember that
you're not just prepping yourchild for high school.
You're equipping them for alifetime of success, happiness
and fulfillment, and that's thegreatest gift you can give.
Speaker 2 (20:51):
Couldn't have said it better myself.
Speaker 1 (20:53):
And that's a wrap for this deep dive.
Until next time, keep learning,keep growing and keep those
conversations going.
Welcome back, everybody, toanother deep dive.
We are going to be exploringsomething today that I think
you'll find really interesting.
Speaker 2 (21:07):
Yeah.
Speaker 1 (21:08):
It's the factors that influence whether a student
graduates high school.
Oh wow, and you know what?
Speaker 2 (21:16):
Yeah.
Speaker 1 (21:16):
It might sound a little crazy, but one of the
things that really jumped out atus was how important those
early years are.
Right, like we're talkingelementary school, specifically
third grade, okay andspecifically their math skills.
Oh, that's, interesting I knowright, yeah, sounds kind of wild
.
Speaker 2 (21:33):
Yeah.
Speaker 1 (21:34):
Like what does that have to do with anything?
Right, we've got some researcharticles, okay, and data, all
right.
So we're going to dive into allof this together and see what
we can learn.
Speaker 2 (21:41):
Sounds good, so let's .
It is fascinating howinterconnected all this is.
You know, we're not justtalking about grades.
Speaker 1 (21:48):
Right.
Speaker 2 (21:48):
It's a whole web of influences.
Speaker 1 (21:51):
Okay, so let's dive into that web then.
Speaker 2 (21:54):
Okay.
I guess the most obvious thingwould be academic performance
right, yeah, students who arestruggling in school are
probably more likely to drop out.
Absolutely, we actually havedata to back that up.
So the National Center forEducation Statistics?
Oh, yeah, the NCES, yeah, theNCES.
Speaker 1 (22:09):
Right.
Speaker 2 (22:10):
They found that students who aren't performing
at grade level, particularly inmath and reading, by third grade
, are much more likely todisengage from school and
eventually drop out.
Speaker 1 (22:22):
So early intervention is crucial then.
Speaker 2 (22:24):
Very yeah, very much so.
Speaker 1 (22:26):
But it makes you wonder, though, like if a child
is already facing a lot ofchallenges at home you know
things like poverty, Right.
How much harder is it for themto stay on track?
Speaker 2 (22:37):
That's a really good point.
Speaker 1 (22:38):
Yeah.
Speaker 2 (22:39):
And that's where we see those socioeconomic factors
coming into play.
Okay, the Annie E CaseyFoundation found that students
living in poverty are more thansix times more likely to drop
out of high school compared totheir peers from higher income
families.
Wow, poverty just adds a wholeother layer of challenges,
making it that much harder tofocus on school.
Speaker 1 (23:02):
It's almost like starting a race several steps
behind, yeah.
And then you add in factorslike parental education levels.
Speaker 2 (23:08):
Yeah.
Speaker 1 (23:09):
If a student's parents didn't graduate, are
they statistically more likelyto drop out too.
Speaker 2 (23:15):
Unfortunately, yes, wow, and this creates this cycle
that can be really tough tobreak.
Speaker 1 (23:22):
Okay, yeah, so we've got these kind of individual and
family dynamics at play, butwhat about the school
environment itself?
Speaker 2 (23:30):
Yeah.
Speaker 1 (23:31):
Does that have an impact?
On graduation rates.
Speaker 2 (23:34):
You bet it does.
Speaker 1 (23:35):
Okay.
Speaker 2 (23:35):
Think about a school where bullying is a constant
problem, where students don'tfeel safe or where there just
aren't enough counselors toprovide support Right.
The NCES data shows that thesenegative environments can really
push students away from school.
Speaker 1 (23:51):
Yeah, it makes you realize that schools need to be
more than just places to learn.
Speaker 2 (23:55):
Right.
Speaker 1 (23:56):
They should be safe havens, yeah, where every
student feels seen and valued.
Speaker 2 (24:01):
Absolutely Right.
Every student deserves that Alearning environment where they
feel safe and supported.
Speaker 1 (24:06):
Supported and like they belong.
Speaker 2 (24:07):
Yes.
Speaker 1 (24:08):
And then, of course, you have personal and social
factors that come into play.
Speaker 2 (24:12):
Right Things like teen pregnancy or mental health
issues or even becoming a parentat a young age.
Speaker 1 (24:18):
Right.
Speaker 2 (24:18):
All of these things can make staying in school
incredibly challenging, wow.
Speaker 1 (24:23):
Yeah, you're right.
Speaker 2 (24:25):
Yeah.
Speaker 1 (24:26):
These are really difficult situations that many
students are facing.
Speaker 2 (24:29):
Absolutely, and I think it's crucial to approach
these issues with empathy andunderstanding.
Speaker 1 (24:35):
For sure.
Speaker 2 (24:35):
We need to remember that behind these statistics are
real individuals navigatingincredibly complex lives.
Speaker 1 (24:43):
Right yeah, so we've talked about individual
challenges.
Speaker 2 (24:46):
Yeah.
Speaker 1 (24:46):
Family situations and the school environment, Right.
But remember, at the verybeginning we mentioned something
kind of fascinating about earlymath skills.
You ready to unpack that alittle?
Speaker 2 (24:58):
Yes, I am.
Speaker 1 (24:58):
All right.
So remember that Annie E CaseyFoundation study we discussed.
Speaker 2 (25:02):
I do One of their most striking findings.
Okay.
Speaker 1 (25:05):
That students who aren't proficient in math by
third grade are four times morelikely to drop out of high
school.
Wow, isn't that crazy?
That is huge.
Speaker 2 (25:16):
Yeah.
Speaker 1 (25:17):
And it's not just that study.
Speaker 2 (25:18):
Right.
Speaker 1 (25:19):
Chapin Hall at the University of Chicago.
Speaker 2 (25:20):
Okay.
Speaker 1 (25:21):
Has also done research showing a strong link
between early academicperformance, including math.
Speaker 2 (25:27):
Okay.
Speaker 1 (25:28):
And long-term educational outcomes.
Speaker 2 (25:31):
So those early math skills are really laying a
crucial foundation foreverything that comes later.
Speaker 1 (25:37):
It's like a building block.
Speaker 2 (25:38):
Think are really laying a crucial foundation for
everything that comes later.
It's like a building block.
Think of it this way Math islike a building block for so
many other subjects.
It's essential for science,technology and countless other
fields.
If you don't have thosefoundational math concepts down
early on, it becomes that muchharder to succeed in more
complex subjects later.
Speaker 1 (25:56):
And if you're already dealing with disadvantages like
poverty or lack of support athome falling behind in math
early on can trigger that dominoeffect.
Speaker 2 (26:08):
Yeah, absolutely.
Speaker 1 (26:10):
That impacts your entire educational journey.
Speaker 2 (26:12):
It creates a cascade of challenges that can be
incredibly difficult to overcome.
Speaker 1 (26:16):
Okay, yeah, so we've seen that early math skills play
a critical role, right Oftenunderestimated, yes, in a
student's long-term academicsuccess.
Exactly, but why though?
Speaker 2 (26:28):
That's a good question.
Speaker 1 (26:29):
What is it about math ?
Speaker 2 (26:30):
Right.
Speaker 1 (26:31):
That has such a profound impact.
Speaker 2 (26:32):
I think that's where things get really interesting.
Speaker 1 (26:35):
Okay.
Speaker 2 (26:35):
Math isn't just about numbers.
It's about developing thesecrucial cognitive skills.
Speaker 1 (26:40):
Okay.
Speaker 2 (26:40):
Like problem solving, logical thinking and abstract
reasoning.
Speaker 1 (26:45):
Okay.
Speaker 2 (26:45):
These skills are transferable to so many areas of
life.
Speaker 1 (26:49):
Right.
Speaker 2 (26:49):
Which makes them essential for success beyond
just the classroom.
Speaker 1 (26:53):
So it's almost like math provides a framework yeah,
for learning and understandingthe world around us Exactly.
Speaker 2 (26:58):
And when students develop these skills early on it
sets them up for success in awide range of subjects and
prepares them to tackle complexchallenges throughout their
lives.
Speaker 1 (27:10):
Okay, so we're starting to see how all these
pieces fit together.
Speaker 2 (27:13):
Yeah, right.
Speaker 1 (27:14):
Academic struggles.
Speaker 2 (27:15):
Right Poverty.
Speaker 1 (27:16):
Yeah, the school environment.
Speaker 2 (27:18):
Mm-hmm.
Speaker 1 (27:19):
And even these surprising early math skills.
Speaker 2 (27:23):
Yes.
Speaker 1 (27:24):
They all intertwine.
Speaker 2 (27:25):
They do.
Speaker 1 (27:26):
To impact a student's journey toward high school
graduation.
Speaker 2 (27:30):
Absolutely.
Speaker 1 (27:31):
Okay, but we're not just exploring this issue for
the sake of it.
Speaker 2 (27:34):
Right.
Speaker 1 (27:35):
The big question is why is graduating high school so
important in the first place?
Speaker 2 (27:40):
That's the key question.
Speaker 1 (27:41):
Yeah.
What are the real worldimplications?
Speaker 2 (27:48):
Well, you probably won't be surprised to hear that
there's a significant earningsgap between high school
graduates and those who don'tgraduate.
Speaker 1 (27:51):
Yeah, we all know that.
Speaker 2 (27:51):
Right, but we're talking about a real, tangible
difference in income over alifetime.
Speaker 1 (27:57):
Right, but it's about more than just earning
potential too.
Speaker 2 (28:00):
Oh, absolutely.
Speaker 1 (28:00):
What about the other benefits that come with
graduating?
Speaker 2 (28:04):
Graduating high school is about so much more
than just a piece of paper.
It's about opening doors toopportunity, setting yourself up
for a better future and havingthe chance to contribute to
society in meaningful ways.
Speaker 1 (28:20):
So it's not just an individual accomplishment.
It's about contributing to thewell-being of our communities as
a whole.
Speaker 2 (28:25):
Precisely Okay, and the data really underscores this
point.
Okay.
So, for example, let's take alook at unemployment rates.
They're significantly higherfor those without a high school
diploma and, sadly, studies showthat those who don't graduate
are also more likely to rely onpublic assistance and face
higher incarceration rates.
(28:46):
It paints a pretty starkpicture of how much graduating
can impact a person's lifetrajectory.
Speaker 1 (28:53):
Wow, those are some powerful statistics.
Speaker 2 (28:55):
Yes.
Speaker 1 (28:55):
Yeah, and we can't forget about the impact on
overall well-being.
Speaker 2 (28:59):
Right Research has shown that individuals who don't
graduate high school have ashorter life expectancy Wow and
are more likely to experiencechronic health problems.
Speaker 1 (29:09):
It's amazing how intertwined education is.
Speaker 2 (29:11):
Yeah.
Speaker 1 (29:12):
With so many aspects of a person's life.
Speaker 2 (29:14):
It really is.
Speaker 1 (29:15):
Like it's not just about academics.
Speaker 2 (29:17):
Right.
Speaker 1 (29:17):
It's about opening doors to a healthier and more
fulfilling life.
Speaker 2 (29:22):
Exactly.
It's about empoweringindividuals.
Speaker 1 (29:24):
Yeah.
Speaker 2 (29:24):
To reach their full potential and contribute to
society in meaningful ways.
Speaker 1 (29:31):
Okay, so we've established that graduating high
school is crucial.
Speaker 2 (29:34):
Yes.
Speaker 1 (29:34):
For individual well-being.
Speaker 2 (29:36):
Right.
Speaker 1 (29:37):
And societal progress , mm-hmm.
But now we need to shift ourfocus to solutions.
What can we do to supportstruggling students?
Speaker 2 (29:45):
Yeah, that's the key question.
Speaker 1 (29:48):
And help them achieve this milestone.
Speaker 2 (29:50):
We've laid out the challenges and now we need to
explore potential solutions.
We'll need to look at this fromdifferent angles.
Speaker 1 (29:56):
Okay.
Speaker 2 (29:57):
What can be done at home, in schools and within our
communities as a whole.
Speaker 1 (30:02):
So it's a multifaceted approach.
Speaker 2 (30:04):
Yes.
Speaker 1 (30:04):
We need to address these issues from every
direction.
Speaker 2 (30:07):
Right.
Speaker 1 (30:08):
Let's start by revisiting the importance of
early intervention.
Speaker 2 (30:11):
Okay.
Speaker 1 (30:11):
Particularly for those struggling with those
foundational math skills wetalked about earlier.
Right, what kind of programs orinitiatives can make a real
difference in those crucialearly years?
Speaker 2 (30:22):
That's where we'll pick up next time.
Great yeah.
Speaker 1 (30:25):
I'm already eager to dive into those solutions and
see what we can learn.
Yeah, thanks for joining us onthis deep dive so far, and we'll
be back soon to explore thepath forward.
Speaker 2 (30:35):
Sounds good.
Speaker 1 (30:36):
Welcome back to the deep dive.
Speaker 2 (30:37):
Yeah.
Speaker 1 (30:38):
Last time we were talking about some of the
connections between, you know,academic performance,
socioeconomic factors and astudent's chance of graduating
high school.
Speaker 2 (30:48):
Yeah, it was pretty eye-opening.
Speaker 1 (30:50):
Yeah, we uncovered some really interesting stuff,
yeah.
Speaker 2 (30:53):
We did and we stumbled upon a very surprising
correlation.
Speaker 1 (30:56):
Yeah.
Speaker 2 (30:57):
The power of early math skills yes, specifically by
third grade.
Speaker 1 (31:01):
Right and we left off wondering what can be done to
actually help strugglingstudents.
Speaker 2 (31:08):
Yeah, that's the question.
Speaker 1 (31:09):
Reach that milestone of graduation.
Speaker 2 (31:11):
What can we do?
Speaker 1 (31:12):
Where do we even begin?
Speaker 2 (31:13):
Well, I think, as we discussed earlier, early
intervention programs can beincredibly effective.
Right Things like high-qualitypreschool, for instance, can
really lay a solid foundationfor a child's educational
journey.
Speaker 1 (31:27):
What about targeted interventions?
Yes, like tutoring programs orsummer learning opportunities.
Absolutely, can those helpstudents who are already falling
behind?
Speaker 2 (31:36):
Those can be game changers, okay, especially for
students who need that extrasupport in crucial subjects like
math and reading.
Speaker 1 (31:46):
Okay.
Speaker 2 (31:46):
These programs can not only help them catch up, but
also build confidence and asense of accomplishment.
Speaker 1 (31:52):
So we're talking about providing academic support
early on.
Early on To prevent that thosedomino effects, yes, those
cascades of challenges.
Speaker 2 (32:00):
Exactly that make graduating harder.
Speaker 1 (32:02):
But remember, it's not just about academics.
Speaker 2 (32:05):
Right.
Speaker 1 (32:05):
We also need to consider those socioeconomic
factors that can create suchsignificant barriers for
students.
Speaker 2 (32:12):
You're bringing us back to the reality that for
many students, school is justone piece of a much larger
puzzle.
Exactly they might be dealingwith poverty.
Speaker 1 (32:21):
Yes.
Speaker 2 (32:22):
Unstable housing, lack of access to basic
necessities.
Absolutely and all of thosethings can make it incredibly
difficult to focus on schoolwork.
Speaker 1 (32:32):
So much harder.
Speaker 2 (32:33):
Yeah, so we need to think about how we can provide
support beyond the classroom.
Yes, so things like affordablehousing initiatives, access to
health care, maybe even jobtraining programs for parents.
Speaker 1 (32:46):
All of these can contribute.
Speaker 2 (32:47):
Yeah, creating a more stable and supportive
environment.
Speaker 1 (32:50):
Exactly.
Speaker 2 (32:51):
For families, which in turn can help students
succeed in school.
Speaker 1 (32:55):
It's about addressing the root causes of these
challenges.
Speaker 2 (32:58):
Not just the symptoms .
Speaker 1 (32:59):
Right, and let's not forget about the crucial role
that schools themselves play inall of this.
Speaker 2 (33:04):
Yes, we need to create learning environments
that are safe, supportive andengaging for all students.
Speaker 1 (33:11):
So we're talking about things like anti-bullying
programs.
Speaker 2 (33:15):
Yes.
Speaker 1 (33:15):
Mental health resources.
Speaker 2 (33:17):
Absolutely.
Speaker 1 (33:17):
Obust counseling services.
Speaker 2 (33:19):
All of these are critical components of a healthy
school environment.
We also need to ensure thatteachers are well-equipped to
support students from diversebackgrounds and with varying
learning styles, and this mightinvolve professional development
opportunities that focus onculturally responsive teaching
(33:39):
practices and strategies fordifferentiating instruction.
Speaker 1 (33:43):
It's about recognizing that one size
doesn't fit all.
Speaker 2 (33:46):
Exactly.
Speaker 1 (33:47):
When it comes to education, right A student has.
Speaker 2 (33:49):
Unique needs and challenges.
Speaker 1 (33:51):
Unique needs and challenges.
Speaker 2 (33:52):
We need to move away from a standardized approach.
Speaker 1 (33:55):
Okay.
Speaker 2 (33:55):
And embrace individualized learning.
Speaker 1 (33:57):
Speaking of individual needs.
Speaker 2 (33:59):
Yes.
Speaker 1 (33:59):
You mentioned something earlier about
developing cognitive skills andself-control.
Yes, in high school seniors.
Speaker 2 (34:05):
The research we reviewed really highlighted
those as being crucial foracademic success.
Speaker 1 (34:10):
Okay.
Speaker 2 (34:11):
And I think that giving students opportunities to
develop these skills, maybethrough project-based learning
or inquiry-focused activities,could be really beneficial,
particularly in STEM fields.
Speaker 1 (34:25):
So it's about moving beyond traditional lectures and
textbooks and creating moreengaging and interactive
learning experiences.
Speaker 2 (34:34):
Exactly when students are actively involved in their
learning, they're more likely toretain information and develop
those critical thinking skillsthat are so essential for
success in college and beyond.
Speaker 1 (34:46):
Okay, so we've covered early intervention.
Speaker 2 (34:48):
Yes.
Speaker 1 (34:49):
Addressing socioeconomic factors and
creating supportive schoolenvironments.
Speaker 2 (34:54):
Right right.
Speaker 1 (34:55):
But what about the broader community?
What role can communityorganizations and businesses
play in supporting students?
Speaker 2 (35:02):
I think this is where things get really exciting.
We can create a web of supportthat extends far beyond the
classroom.
Community organizations canprovide essential services like
after-school programs, mentoringinitiatives and volunteer
opportunities.
These programs can helpstudents develop social skills,
build relationships withpositive role models and explore
(35:25):
their interests.
Speaker 1 (35:27):
It's about giving students that extra support
system.
Yes, especially those who mightnot have strong support at home
.
Speaker 2 (35:32):
It takes a village, as they say.
Speaker 1 (35:34):
Right.
Speaker 2 (35:35):
And businesses can play a vital role as well.
Speaker 1 (35:37):
Okay, how so?
Speaker 2 (35:38):
By offering internships, apprenticeships and
job shadowing opportunities.
Okay, these experiences canexpose students to different
career paths.
Speaker 1 (35:47):
Okay.
Speaker 2 (35:48):
Help them develop valuable skills and show them
how what they're learning inschool connects to the real
world.
Speaker 1 (35:54):
It's about bridging that gap.
Speaker 2 (35:56):
Yes.
Speaker 1 (35:56):
Between the classroom and the workplace.
Exactly, and students, see therelevance.
Speaker 2 (36:00):
Showing them the workplace Exactly, getting
students to see the relevance,showing them the possibilities
Right and inspiring them topursue their dreams.
Speaker 1 (36:05):
So we've got these big picture solutions Early
intervention.
Speaker 2 (36:09):
Yes.
Speaker 1 (36:09):
Family support School reform.
Speaker 2 (36:11):
Right.
Speaker 1 (36:12):
Community partnerships.
Speaker 2 (36:13):
Absolutely.
Speaker 1 (36:14):
But I'm also thinking about individual actions.
Speaker 2 (36:17):
Yes.
Speaker 1 (36:18):
Yes.
What can we do in our everydaylives to support students?
Speaker 2 (36:23):
I think that you don't have to be a policymaker
or a CEO to make a difference.
Okay, even small acts ofkindness can have a ripple
effect.
Speaker 1 (36:33):
Like what specifically?
Speaker 2 (36:35):
Well, you could volunteer at a local school.
Speaker 1 (36:37):
Okay.
Speaker 2 (36:37):
You could mentor a young person, you could donate
to a program that supportsschool.
Okay, you could mentor a youngperson, you could donate to a
program that supports students.
Speaker 1 (36:42):
Wow.
Speaker 2 (36:43):
You could even just offer a listening ear to a
student who's struggling.
Speaker 1 (36:47):
Yeah.
Speaker 2 (36:47):
Sometimes just knowing someone cares, yeah Can
make all the difference.
Speaker 1 (36:51):
It's a good reminder that we all have a role to play
Absolutely In creating a moresupportive yeah.
And equitable educationallandscape.
Speaker 2 (36:59):
It's about fostering a sense of shared responsibility
and understanding that thesuccess of our children is
interconnected with thewell-being of our communities as
a whole.
Speaker 1 (37:10):
This has been a really insightful conversation.
Speaker 2 (37:12):
It has.
Speaker 1 (37:13):
We've covered so much ground we have From
understanding the challengesstudents face to exploring
practical solutions, it feelslike we've gained a much deeper
understanding of this complexissue.
Speaker 2 (37:26):
We've certainly delved into the intricacies of
high school graduation rates andthe many factors at play.
Speaker 1 (37:32):
Yeah, but there's one crucial element that we haven't
touched on yet.
Speaker 2 (37:36):
What's that?
Speaker 1 (37:36):
The power of personal stories.
Speaker 2 (37:39):
Oh, you're right.
Speaker 1 (37:40):
Hearing from students .
Yes, right, exactly.
Speaker 2 (37:48):
Their stories can provide valuable insights.
Speaker 1 (37:51):
Yeah.
Speaker 2 (37:51):
And illuminate the human impact of the issues we've
been discussing.
Speaker 1 (37:55):
Okay.
Speaker 2 (37:56):
So for our final segment, we're going to
introduce you to a remarkableindividual who defied the odds
and achieved his high schooldiploma despite facing
incredible obstacles.
Speaker 1 (38:08):
I'm so eager to hear this.
Yes, stay tuned.
Welcome back to the Deep Dive.
Speaker 2 (38:12):
Yes, welcome back.
Speaker 1 (38:13):
We spent this episode talking about the things that
influence high school graduationrates.
Speaker 2 (38:18):
We have.
Speaker 1 (38:19):
And we've learned some pretty amazing things from
you know the power of early mathskills.
Speaker 2 (38:25):
Right.
Speaker 1 (38:26):
To the crucial role of community support.
Speaker 2 (38:28):
Absolutely.
Speaker 1 (38:29):
But we also talked about moving beyond the
statistics, yes, and reallyunderstanding the human impact
All right Of these issues.
Speaker 2 (38:36):
Exactly, and that's why we wanted to share a
personal story today.
Speaker 1 (38:38):
I'm ready for this.
Speaker 2 (38:39):
That really embodies resilience and determination.
Speaker 1 (38:43):
It's one thing to talk about all the challenges
and the solutions, but to hearfrom somebody who has lived
through it really has a wholeother dimension to our
understanding.
Speaker 2 (38:54):
So we were fortunate enough to connect with a young
man named Michael, who facedincredible obstacles.
Speaker 1 (39:01):
Okay, so tell me about Michael.
Speaker 2 (39:03):
On his path to graduation.
Michael grew up in a low-incomeneighborhood where educational
opportunities were very limited.
He faced a lack of resources athome and attended an
underfunded school thatstruggled to provide adequate
support for its students.
Speaker 1 (39:19):
So, right from the start, he was facing an uphill
battle.
Yeah, he was.
Those socioeconomic factorsthat we talked about Absolutely
Were at play in his life.
Speaker 2 (39:29):
From the very beginning.
Speaker 1 (39:31):
Yeah, and like we discussed, those, early years
are so crucial.
Speaker 2 (39:35):
They are.
Speaker 1 (39:36):
Michael struggled in elementary school, yeah,
particularly with math, which,as we know, can have a really
significant impact.
Speaker 2 (39:44):
Yeah.
Speaker 1 (39:44):
On future academic success.
Speaker 2 (39:46):
It's like that cascade effect we talked about.
Speaker 1 (39:48):
Right.
One challenge leads to anotherRight, and it becomes more and
more difficult to break free, tobreak free from that cycle.
So what was the turning pointfor Michael?
Speaker 2 (39:57):
Well, in middle school, Michael had the good
fortune of meeting a dedicatedteacher who saw his potential
and refused to let him fallthrough the cracks.
Speaker 1 (40:06):
Okay.
Speaker 2 (40:07):
This teacher went above and beyond providing extra
help after school.
Speaker 1 (40:11):
Right.
Speaker 2 (40:12):
Connecting Michael with tutoring resources.
Speaker 1 (40:14):
Yeah.
Speaker 2 (40:14):
And simply believing in him when he doubted himself.
Speaker 1 (40:18):
That's amazing.
It is You're like a perfect,amazing.
It is Like a perfect example itis Of how individual actions
can make such a profounddifference.
One person's dedication andbelief can change the trajectory
.
Speaker 2 (40:32):
Can literally change a young person's life.
Speaker 1 (40:34):
Of someone's life.
Speaker 2 (40:35):
Yeah, and for Michael , that teacher's support was the
catalyst he needed.
Wow With this newfoundconfidence and academic support.
Yeah, and for Michael, thatteacher's support was the
catalyst he needed Wow With thisnewfound confidence and
academic support.
Okay, michael began to excel inhis classes.
He discovered a passion forscience.
Oh wow, and even joined theschool's robotics club.
Speaker 1 (40:52):
So it sounds like he found a place where he felt
valued and supported Exactly Aplace where he could explore his
interests and thrive.
Speaker 2 (41:00):
Yeah, that sense of belonging and purpose.
Speaker 1 (41:03):
Yeah.
Speaker 2 (41:03):
Made all the difference.
Wow, michael went on tograduate high school with honors
.
Speaker 1 (41:08):
Wow, good for him.
Speaker 2 (41:09):
And is now pursuing a degree in engineering.
Speaker 1 (41:12):
That's an awesome story.
It really is.
It's a powerful reminder that,no matter the obstacle, success
is possible.
Speaker 2 (41:20):
Absolutely.
Speaker 1 (41:20):
With the right support.
Speaker 2 (41:22):
And a belief in oneself.
Speaker 1 (41:23):
And a belief in yourself.
Speaker 2 (41:24):
Michael's story really highlights the importance
of those solutions we discussed.
Early intervention, strongmentorship, a supportive school
environment All of these thingscan really transform lives.
Speaker 1 (41:37):
Michael's story is so inspiring.
It is, and it really bringsthis whole conversation story is
so inspiring it is and itreally brings this whole
conversation full circle for me.
Speaker 2 (41:43):
It does.
Speaker 1 (41:44):
You know it's easy to get bogged down in the
statistics and the complexitiesof the issue, but hearing about
real people who've overcomethese challenges gives me so
much hope.
Speaker 2 (41:54):
Me too.
It reminds us that change ispossible.
Speaker 1 (41:57):
Yeah.
Speaker 2 (41:58):
And that even small actions can have a ripple effect
.
Speaker 1 (42:01):
So, as we wrap up this deep dive, what's the one
message?
Speaker 2 (42:04):
I want our listeners to remember that education is a
journey, not a destination.
There will be obstacles alongthe way.
Speaker 1 (42:15):
Right.
Speaker 2 (42:15):
But with perseverance , support and a belief in their
own potential, every student canachieve their dreams.
Beautifully said, Thank you.
Speaker 1 (42:24):
And listeners remember we all have a role to
play in supporting students andcreating a more equitable
educational landscape.
Speaker 2 (42:32):
Absolutely.
Speaker 1 (42:33):
Whether it's volunteering at a local school,
mentoring a young person, orsimply advocating for policies
that promote educationalopportunity.
Speaker 2 (42:42):
Every action counts.
Speaker 1 (42:44):
Every action counts.
Thank you for joining us onthis incredibly insightful deep
dive.
Speaker 2 (42:49):
Yes, thank you.
Speaker 1 (42:50):
We hope you gained a new perspective on the
complexities of high schoolgraduation rates and the
importance of supportingstudents on their journey to
success.
Absolutely Until next time Staycurious, stay curious.
All right, parents, let's talk high school.
Speaker 2 (00:03):
High school.
Speaker 1 (00:04):
I know it seems like forever away, right, when you're
like knee deep in Legos andbedtime stories.
Speaker 2 (00:08):
Right.
Speaker 1 (00:09):
But what if I told you that what makes kids
successful in high school startsnow?
Speaker 2 (00:14):
Yeah.
Speaker 1 (00:14):
Way earlier than you think, absolutely.
So that's what we're going tobe diving into today.
We've got a ton of researchabout the challenges that
teenagers are facing these days,and it's not just academics.
We're talking social dynamics.
Speaker 2 (00:30):
We're talking the world of technology and even
like body image, like, yeah, itcould be really intense.
And the thing is, like we allknow, high school can be rough
right.
But what's fascinating to me isthat the skills to like
overcome those challengesthey're developed like
incrementally, starting whenthey're little oh really, yeah,
like it's like it's likebuilding a skyscraper you can't
just like throw up the topfloors, you have to like build a
strong foundation okay.
Speaker 1 (00:51):
So like are we saying that teaching a five-year-old
to like put their toys away isactually high school prep?
Speaker 2 (00:59):
in a way, yes, because that simple act is like
laying the groundwork for themto learn time management and
organization skills.
Speaker 1 (01:08):
Okay.
Speaker 2 (01:09):
Right, think about it when they're little and you're
like establishing those routinesand like teaching them to take
responsibility for their stuff.
You're giving them thatstructure and like the
self-discipline that they'llneed.
Speaker 1 (01:20):
It's not just about like nagging them to clean their
room.
It's like we're giving them alife skill.
Exactly Okay, I like that.
It's not just about likenagging them to clean their room
.
It's like we're giving them alife skill.
Exactly Okay, I like that.
That's a game changer.
And then what about academics?
I mean, there's a pretty bigleap from like finger painting
to Shakespeare, right?
Speaker 2 (01:34):
Absolutely.
But the foundation foracademics is not just about you
know, memorizing facts andfigures.
Speaker 1 (01:40):
Yeah.
Speaker 2 (01:40):
It's about fostering a love of learning, okay, like a
genuine curiosity about theworld.
Speaker 1 (01:46):
Okay, but how do you do that?
Speaker 2 (01:47):
And that's something you can cultivate right from the
beginning.
Speaker 1 (01:50):
Okay, I'm all about making learning fun, but how do
you do that in a way that likeactually translates to like
being successful in high school?
Speaker 2 (01:58):
Okay, well, instead of like drilling them on, you
know multiplication tables orwhatever, right.
Speaker 1 (02:02):
Right, turn math into a game.
Okay, like bake cookies withthem and let them measure the
ingredients Right.
Or like build a fort and talkabout geometry and spatial
reasoning.
Speaker 2 (02:12):
Right.
Speaker 1 (02:13):
When you tap into their natural curiosity and like
, make it an adventure, you'resetting the stage for them to
embrace challenges and not shyaway from them.
Speaker 2 (02:21):
I like that.
So it's about making thoseconnections to the real world.
Speaker 1 (02:24):
Yeah.
Speaker 2 (02:24):
Okay, but what about the social jungle of high school
?
Yeah, all the peer pressurefitting in, all the drama.
Speaker 1 (02:29):
Right.
Speaker 2 (02:30):
How do we prepare them for that?
Speaker 1 (02:32):
Well, the good news is, social skills are learned,
they're not innate.
Speaker 2 (02:37):
Okay.
And just like those otherfoundational skills, they're
best built gradually.
Okay, so what can we do now tolike help them navigate that?
Speaker 1 (02:45):
Sure.
Speaker 2 (02:45):
That whole social maze later, because sometimes,
honestly, the playgroundpolitics feel as intense as like
a boardroom meeting.
Speaker 1 (02:52):
Yeah, totally.
Speaker 2 (02:53):
It starts with simple things like encouraging them to
share, take turns and use theirwords to express their feelings
early interactions are buildingblocks for empathy and
communication, which are likecrucial for navigating any
social environment, whether it'sthe playground or the high
school cafeteria.
Speaker 1 (03:12):
Yeah, so it's about like giving them the tools to
build those relationships and tohandle those conflicts that
come up.
Speaker 2 (03:18):
Exactly Okay.
Role playing different socialsituations can be really helpful
.
Speaker 1 (03:22):
Oh, like how.
Speaker 2 (03:23):
Yeah, like, what do you say if someone's being mean?
Or how do you stand up foryourself or a friend?
Speaker 1 (03:28):
Right.
Speaker 2 (03:28):
These might seem advanced for like a
kindergartner, yeah, but evenpracticing them in a playful way
, it plants those seeds ofconfidence and assertiveness.
Right, you know.
Speaker 1 (03:38):
Okay, so we've covered time management.
We've got academics and socialskills, but what about
technology?
I mean our kids.
They were like practically bornwith a smartphone in their hand
.
How do we even begin to preparethem for, like the digital
world of high school and,honestly, beyond?
Speaker 2 (03:54):
Yeah, Technology.
It's both a powerful tool and apotential minefield.
Speaker 1 (04:00):
Yeah.
Speaker 2 (04:00):
Especially for teenagers, and the key here is
starting early with digitalliteracy.
Speaker 1 (04:05):
Digital literacy.
So it's not just about likesetting screen time limits.
Speaker 2 (04:10):
It's about so much more than that.
It's about teaching them to becritical thinkers, responsible
users and, like, savvynavigators of the online world.
Speaker 1 (04:19):
OK, that sounds great in theory.
How do we do that with like aseven year old who thinks
YouTube is life?
Speaker 2 (04:24):
Well, first remember that you are their role model.
Oh, if you're constantly gluedto your phone, they'll probably
follow suit.
Touche, so start by modelinghealthy tech habits yourself.
Okay, and then like, make techa shared experience, co-view
content with them, talk aboutwhat they're seeing online and
encourage them to ask questions.
Speaker 1 (04:42):
It's about engaging with them.
Speaker 2 (04:43):
Yeah.
Speaker 1 (04:44):
In the digital world.
Speaker 2 (04:45):
Yeah.
Speaker 1 (04:46):
Not just trying to like shut it out, exactly.
Speaker 2 (04:48):
And, as they get older, have those open and
honest conversations aboutonline safety, cyberbullying and
the potential pitfalls ofsocial media Right.
The more you equip them withknowledge and critical thinking
skills, the better preparedthey'll be to navigate that
digital landscape responsibly.
Speaker 1 (05:04):
I like that.
So we've covered a lot ofground here Time management,
academics, social skills, eventhat digital beast but I feel
like there's one more piece ofthe puzzle, like teaching them
to speak up for themselves.
Speaker 2 (05:17):
You're right.
We've touched on it indirectly,but it's worth highlighting
explicitly.
Speaker 1 (05:22):
Yeah.
Speaker 2 (05:23):
Self-advocacy is an essential skill for high school.
Speaker 1 (05:26):
Yes.
Speaker 2 (05:26):
And honestly for life in general.
Speaker 1 (05:28):
Totally Okay.
So, like, what exactly doesthat look like in high school?
And like, more importantly, howdo we start doing that now with
our little ones?
Speaker 2 (05:36):
Yeah, okay.
So imagine this your child isstruggling in a particular
subject, or like feelingoverwhelmed by their workload.
Speaker 1 (05:43):
Yeah.
Speaker 2 (05:43):
A self-assured student might approach their
teacher, explain theirchallenges and ask for help or
clarification.
Right A less confident studentmight suffer in silence because
they fear judgment or they feellike they're the only one who's
struggling.
Speaker 1 (05:57):
Totally Mm-hmm.
So how do we bridge that gap,like, how do we raise kids who
are not afraid to speak up andlike advocate for themselves?
Speaker 2 (06:05):
It starts by giving them a voice from a young age.
Encourage them to express theiropinions, even if they differ
from yours.
Let them make choices wheneverpossible, even like simple ones
like choosing their outfit ortheir snack Right.
Speaker 1 (06:18):
Right, right.
So it's about like empoweringthem to make decisions even at a
young age.
Speaker 2 (06:23):
Exactly Right and, when they encounter challenges,
guide them through the processof problem solving, help them
identify the issue, brainstormpossible solutions and, like
practice, communicating theirneeds clearly and respectfully.
Speaker 1 (06:36):
So it's about giving them the tools to like navigate
those tricky situations andadvocate for themselves, rather
than us like swooping in andrescuing them every time.
Speaker 2 (06:44):
Exactly by fostering those self-advocacy muscles
early on, you're equipping themwith a sense of agency and
confidence that will serve themwell, not just in high school,
but throughout their lives.
Speaker 1 (06:54):
This is all making so much sense.
It's like we're building atoolkit for success, one skill
at a time.
But I'm curious are there anyspecific examples of how we can
weave this into everyday life?
Because I mean, my kid is moreconcerned with like who gets the
blue cup than like negotiatingwith their teacher.
Speaker 2 (07:11):
Right.
Well, think about thoseeveryday interactions as
opportunities for practice.
Oh, Let your child order theirown food at a restaurant.
Speaker 1 (07:20):
Oh.
Speaker 2 (07:20):
Explain their thinking when they're solving a
problem, or even voice theiropinion about a family decision.
Speaker 1 (07:26):
Right.
Speaker 2 (07:27):
These might seem like small moments, but they're
building blocks for assertivecommunication and independent
thinking.
Speaker 1 (07:33):
Right, you know, I never thought of it that way.
Yeah, so it's about seizingthose little moments, yeah, to
empower them to find their voiceand use it.
Speaker 2 (07:41):
Exactly.
And by doing so, you're notjust prepping them for high
school, you're setting them upfor a lifetime of confidently
navigating the world around them.
Speaker 1 (07:50):
This is mind-blowing stuff and I'm sure our listeners
are eager to hear more abouthow to put these strategies into
action.
But first we need to take aquick break.
Don't go anywhere.
We'll be right back with evenmore practical tips and insights
to help you lay the foundationfor your child's high school
success and beyond.
Speaker 2 (08:07):
Sounds good and we are back.
You know, as we've beenunpacking all these like high
school prep strategies, it'samazing to see how much of it
really comes down to likefostering these core skills.
Yeah, time management,communication, resilience.
Speaker 1 (08:23):
Uh-huh.
Speaker 2 (08:23):
Like starting when they're really young.
Yeah, Time management,communication, resilience like
starting when they're reallyyoung yeah.
It's not about cramminginformation or drilling them
with flashcards or anything likethat.
It's about creating afoundation for them to thrive as
they get older.
Speaker 1 (08:34):
And I think what's really resonating with me is
this idea of like weaving theselessons into everyday life.
Speaker 2 (08:38):
Right.
Speaker 1 (08:39):
It's not about like adding more to our already
overflowing plates.
Speaker 2 (08:42):
Yeah.
Speaker 1 (08:43):
It's about being more intentional with the moments we
already have.
Speaker 2 (08:45):
Absolutely yeah.
And speaking of intentionality,let's talk about another
crucial piece of the puzzleEmotional intelligence.
This is something that plays ahuge role in navigating all the
ups and downs of adolescence,and it's something we can start
nurturing now.
Speaker 1 (09:00):
Okay.
Speaker 2 (09:15):
Emotional intelligence Right.
So is this about like teachingour kids to identify their
feelings and express them in ahealthy way.
Speaker 1 (09:21):
That's a big part of it, yes, but it goes even deeper
than that.
When everyone's hormones areraging and the social dynamics
are, just like, constantlyshifting, yeah, being able to
understand and like, navigatethose emotional currents must be
a superpower.
Speaker 2 (09:35):
It really is I mean think about it A teenager who
can recognize when they'refeeling stressed or overwhelmed
is more likely to seek help orfind healthy coping mechanisms
overwhelmed is more likely toseek help or find healthy coping
mechanisms.
Someone who can understand andempathize with a friend's
perspective is more likely tobuild strong, supportive
relationships.
Speaker 1 (09:51):
Okay, I'm convinced emotional intelligence is
definitely going in the highschool survival kit, absolutely,
but like, how do we teach that?
I mean, sometimes I struggle tounderstand my own emotions.
Speaker 2 (09:59):
Right.
Speaker 1 (10:00):
Let alone explain them to like a five-year-old.
Speaker 2 (10:01):
Well remember, it's a gradual process.
Start by simply labelingemotions.
Speaker 1 (10:06):
Okay.
Speaker 2 (10:07):
If your child is upset, say you seem frustrated
right now.
Speaker 1 (10:10):
Okay.
Speaker 2 (10:11):
Help them connect those feelings to physical
sensations Like do you feel yourheart beating faster?
Are your hands clenched?
Speaker 1 (10:19):
So we're helping them become aware of their own
internal landscape.
Speaker 2 (10:22):
Exactly, and as they get older, you can start
introducing more nuancedvocabulary for emotions.
Speaker 1 (10:27):
Uh-huh.
Speaker 2 (10:28):
Instead of just happy or sad, explore words like
content, disappointed, anxious,excited.
Speaker 1 (10:35):
Okay.
Speaker 2 (10:35):
The richer their emotional vocabulary, the better
equipped they'll be tounderstand and express
themselves.
Speaker 1 (10:40):
This is fascinating stuff, and it makes me realize
that we're not just preppingthem for high school, we're
equipping them with skills forlife.
Speaker 2 (10:48):
Absolutely Emotional intelligence is crucial for
success in relationships,careers, overall well-being.
Speaker 1 (10:54):
For sure, okay, so we've got emotional intelligence
covered.
Speaker 2 (10:56):
Yeah.
Speaker 1 (10:57):
What about all the other stuff that comes with
adolescence, like the physicalchanges, the peer pressure, the
inevitable drama?
How do we prepare our kids forall of that?
Speaker 2 (11:07):
Well, as you said, adolescence is a time of immense
change, both physically andemotionally, and while we can't
field them from every awkwardmoment or social mishap, we can
equip them with the tools tonavigate those challenges with
resilience and confidence.
Speaker 1 (11:22):
Okay.
So what are those tools?
Because, honestly, sometimes Ifeel like I'm back in high
school myself when I see what mykids are dealing with.
Speaker 2 (11:28):
It starts with open and honest communication.
Let's talk about those physicalchanges first.
It might feel awkward, buthaving age appropriate
conversations about puberty andbody image is crucial.
Speaker 1 (11:39):
So no more shushing them when they ask where babies
come from.
Speaker 2 (11:42):
Exactly, answer their questions honestly and directly
.
And remember this isn't just aone-time conversation, it's an
ongoing dialogue.
As they grow and their bodieschange, their questions and
concerns will evolve too.
Speaker 1 (11:52):
Right, and I imagine this is especially important in
like the age of social media,where there are all these
unrealistic beauty standardsconstantly bombarding them.
Speaker 2 (12:00):
Absolutely.
That's where building a strongsense of self-esteem comes in.
Speaker 1 (12:04):
Yeah.
Speaker 2 (12:10):
Help them recognize that true beauty comes in all
shapes and sizes and that theirworth is not defined by their
appearance.
Speaker 1 (12:12):
So it's about fostering that inner confidence
Right.
They can't be shaken byexternal pressures.
Speaker 2 (12:17):
Exactly, and that confidence will be invaluable
when it comes to navigating peerpressure as well.
Speaker 1 (12:23):
Ah yes, peer pressure , that dreaded force that can
make even the most level-headedteenager do things they wouldn't
normally consider.
Speaker 2 (12:31):
It's a powerful force indeed, but we can arm our kids
with strategies to resist it.
Speaker 1 (12:36):
Okay.
Speaker 2 (12:37):
Start by role-playing different scenarios.
What do you say if someoneoffers you drugs or alcohol,
right?
How do you stand up foryourself if someone is
pressuring you to do somethingyou're not comfortable with?
Speaker 1 (12:47):
So we're giving them the scripts Right and the
confidence to assert theirboundaries.
Speaker 2 (12:51):
Exactly, and it's also about helping them
understand that it's okay to bedifferent, to have their own
opinions and values, even ifthey don't align with the crowd.
Speaker 1 (13:00):
Because, ultimately, fitting in shouldn't come at the
cost of compromising theirintegrity.
Speaker 2 (13:04):
Precisely.
And that leads us to anothercrucial element of navigating
adolescence building healthyrelationships.
Speaker 1 (13:11):
Yeah, because, let's face it, high school is a
breeding ground for all kinds ofrelationships.
Friendships first, loves,frenemies, right, you name it.
Speaker 2 (13:19):
And while we can't choose our children's friends
for them, we can help themdevelop the skills to form
healthy, supportiverelationships.
Speaker 1 (13:25):
Okay, so what does that look like in practice?
Speaker 2 (13:27):
It starts with modeling healthy relationship
dynamics ourselves.
Okay, how do we communicatewith our partners, our friends,
our family members, right?
Are we respectful, empathetic,supportive?
Our children are watching andlearning from us, even when we
don't realize it.
Speaker 1 (13:41):
That's a powerful reminder.
So we're not just talking thetalk, we're walking the walk.
Speaker 2 (13:46):
Exactly, and we can also equip them with specific
skills like conflict resolution,active listening, assertive
communication.
Yeah, these are tools that willserve them well in any
relationship, romantic orotherwise.
Speaker 1 (13:59):
It's about giving them the foundation to build
strong, healthy connections.
Speaker 2 (14:04):
Right.
Speaker 1 (14:04):
Even amidst the drama and chaos of high school.
Speaker 2 (14:07):
Exactly.
And speaking of drama and chaos, let's not forget about the
importance of fosteringresilience.
Speaker 1 (14:13):
Yeah.
Speaker 2 (14:14):
Because, let's face it, adolescence is full of ups
and downs.
Speaker 1 (14:17):
For sure.
Speaker 2 (14:17):
There will be heartbreaks, disappointments,
setbacks.
Speaker 1 (14:20):
And it's in those moments when they're feeling
defeated or discouraged thatresilience becomes like their
superpower.
Speaker 2 (14:25):
Absolutely, and that's a muscle we can start
strengthening now.
Speaker 1 (14:29):
Okay, but how do we teach resilience to a child who
throws a tantrum when they don'tget the blue cup?
Speaker 2 (14:36):
Well, it starts with how we respond to those tantrums
, or any setbacks for thatmatter.
Speaker 1 (14:40):
Okay.
Speaker 2 (14:40):
Instead of immediately swooping in to fix
the problem or shield them fromdiscomfort, we can guide them
through the process of copingwith those difficult emotions.
Speaker 1 (14:48):
So it's about letting them experience those bumps in
the road, but giving them thetools to navigate them.
Speaker 2 (14:53):
Exactly Help them identify their feelings,
brainstorm possible solutionsand remind them that, even
though it's hard right now,these feelings will pass.
Speaker 1 (15:04):
So we're teaching them that setbacks are a part of
life, but they don't define us.
Speaker 2 (15:07):
Precisely, and by doing so, we're fostering that
inner strength and grit thatwill help them bounce back from
challenges.
Speaker 1 (15:14):
Yeah.
Speaker 2 (15:15):
Whether it's a bad grade, a lost game, a broken
heart.
Speaker 1 (15:18):
Wow, we've covered so much ground today.
Yeah, it's amazing to see howall these skills are
interconnected.
Speaker 2 (15:23):
Right.
Speaker 1 (15:23):
And how those seemingly small moments of
childhood can actually lay thefoundation for high school
success and beyond.
Speaker 2 (15:30):
It really is, and you know, as we wrap up this deep
dive, I think it's important toemphasize that we're not just
talking about academic socialskills or even emotional
intelligence.
We're talking about raisingwell-rounded human beings.
Speaker 1 (15:42):
It's a beautiful way to put it, but before we get all
misty-eyed, I'm curious to hearyour thoughts on like how
parents can support their kids'individual interests and
passions, because high school isalso a time for exploration and
discovery right.
Speaker 2 (15:56):
Absolutely, and that's where extracurricular
activities, hobbies and passionscome in.
Speaker 1 (16:01):
Okay, so we're talking about sports, music,
theater clubs.
Speaker 2 (16:04):
Yeah.
Speaker 1 (16:04):
All those things that make high school feel like more
than just a place to study.
Speaker 2 (16:09):
Exactly, and these activities can be incredibly
enriching.
Speaker 1 (16:13):
Yeah.
Speaker 2 (16:13):
Offering opportunities to develop new
skills, build confidence, findtheir tribe.
But it's important to approachthem with a sense of balance.
Speaker 1 (16:21):
Balance, so we're not signing them up for every club
and sport under the sun.
Speaker 2 (16:32):
Not necessarily.
Speaker 1 (16:33):
While it's great to encourage exploration, it's
equally important to avoidoverscheduling and burnout,
because, even though theseactivities, can be awesome, they
shouldn't come at the expenseof their well-being or academic
success.
Speaker 2 (16:39):
Exactly so.
Help them prioritize, encouragethem to try different things,
but also to recognize theirlimits.
Speaker 1 (16:45):
Okay.
Speaker 2 (16:46):
It's okay to say no sometimes, and it's better to
focus on a few activities theytruly enjoy rather than
spreading themselves too thin.
Speaker 1 (16:54):
It's about finding that sweet spot between passion
and practicality.
Speaker 2 (16:57):
Precisely and remember, these activities are
not just about trophies oraccolades.
They're about fostering a loveof learning, building resilience
and developing a sense ofpurpose and belonging.
Speaker 1 (17:10):
That's a powerful message.
Speaker 2 (17:11):
Yeah.
Speaker 1 (17:12):
And it makes me realize that we're not just
prepping them for high school,we're preparing them for a life.
Speaker 2 (17:17):
Yes.
Speaker 1 (17:17):
Filled with passion, purpose and meaningful
connections.
Speaker 2 (17:21):
Beautifully said and you know, as we wrap up this
part of our conversation, Ithink it's important to
acknowledge that even with thebest preparation, high school
can still be a roller coasterride.
Oh yeah.
There will be challenges,setbacks and moments of
self-doubt.
Speaker 1 (17:34):
For sure, and I think it's important for us as
parents to remember that.
Yeah, to offer our kids graceand understanding, even when
they make mistakes or facedisappointment.
Speaker 2 (17:43):
Absolutely, and to remind them that we're here to
support them, to cheer them onand to help them navigate the
ups and downs of adolescence.
Speaker 1 (17:50):
This has been an incredible conversation and I'm
sure our listeners are feelingempowered and inspired to start
putting these strategies intoaction.
Before we dive into the finalpart of our deep dive, we need
to take a quick break.
Don't go anywhere.
We'll be right back with evenmore practical tips and insights
to help you equip your childfor high school success and
beyond.
All right, we are back andready to like wrap up this epic
(18:14):
deep dive into prepping ourlittle ones for high school.
I don't know about you, but Ifeel so much more like empowered
, like I actually have a roadmapfor navigating these next few
years.
Speaker 2 (18:25):
I'm so glad to hear that and you know, as we've been
talking about, it's not aboutlike turning our kids into mini
adults or pressuring them to beperfect.
It's about giving them thetools and the support to
navigate the challenges and theopportunities of adolescents
with confidence and resilience.
Speaker 1 (18:39):
It's about setting them up for success, not just in
high school, but in life.
Speaker 2 (18:42):
Absolutely.
Speaker 1 (18:43):
And I think that's a message that, like every parent,
can get behind.
Speaker 2 (18:46):
For sure.
So, as we wrap up, I want toleave our listeners with a few
key takeaways.
Speaker 1 (18:51):
Okay, give us those golden nuggets of wisdom.
Speaker 2 (18:54):
Okay, first and foremost, remember that this is
a marathon, not a sprint.
Speaker 1 (18:58):
Okay.
Speaker 2 (18:58):
There's no magic formula or one size fits all
approach.
It's about making those likesmall, consistent efforts over
time to build those foundationalskills and foster those
positive habits.
Speaker 1 (19:12):
So no need to panic if our five-year-old still can't
tie their shoes or recite theperiodic table.
Speaker 2 (19:17):
Exactly.
Speaker 1 (19:18):
We're playing the long game here.
Speaker 2 (19:19):
We are.
Second, remember that you areyour child's greatest role model
.
Speaker 1 (19:24):
Oh.
Speaker 2 (19:24):
The way you handle stress, setbacks and even your
own emotions.
Speaker 1 (19:27):
Right.
Speaker 2 (19:28):
It's teaching them valuable lessons, whether you
realize it or not.
Speaker 1 (19:31):
That's a powerful reminder to practice what we
preach.
So self-care isn't just for us,it's for our kids too.
Speaker 2 (19:38):
Absolutely.
When you prioritize your ownwell-being, you're showing them
that it's okay to take care ofthemselves, to set boundaries
and to seek support when theyneed it.
Speaker 1 (19:47):
Okay, that's two down .
What's the third key takeaway?
Speaker 2 (19:49):
Okay.
Third, remember that everychild is different.
What works for one might notwork for another, so pay
attention to your child'sindividual strengths, challenges
and interests.
Speaker 1 (19:58):
So it's about embracing their uniqueness Right
and tailoring our approach tofit their needs.
Speaker 2 (20:03):
Exactly and finally remember that this is a journey
you're taking together.
Ah, there will be bumps alongthe way, there will be moments
of frustration, but there willalso be moments of joy, pride
and connection.
Speaker 1 (20:17):
It's about embracing the adventure, even with all
those twists and turns.
Speaker 2 (20:20):
Exactly, and remember you don't have to do this alone
.
Speaker 1 (20:24):
Yeah.
Speaker 2 (20:24):
There are so many resources available to support
you Books, articles, websites,podcasts like this one, even
other parents who are goingthrough the same thing Right,
reach out, connect and know thatyou've got this.
Speaker 1 (20:36):
That is such a reassuring message and I think
it's the perfect note to end on.
So, to all the parents outthere listening, remember that
you're not just prepping yourchild for high school.
You're equipping them for alifetime of success, happiness
and fulfillment, and that's thegreatest gift you can give.
Speaker 2 (20:51):
Couldn't have said it better myself.
Speaker 1 (20:53):
And that's a wrap for this deep dive.
Until next time, keep learning,keep growing and keep those
conversations going.
Welcome back, everybody, toanother deep dive.
We are going to be exploringsomething today that I think
you'll find really interesting.
Speaker 2 (21:07):
Yeah.
Speaker 1 (21:08):
It's the factors that influence whether a student
graduates high school.
Oh wow, and you know what?
Speaker 2 (21:16):
Yeah.
Speaker 1 (21:16):
It might sound a little crazy, but one of the
things that really jumped out atus was how important those
early years are.
Right, like we're talkingelementary school, specifically
third grade, okay andspecifically their math skills.
Oh, that's, interesting I knowright, yeah, sounds kind of wild
.
Speaker 2 (21:33):
Yeah.
Speaker 1 (21:34):
Like what does that have to do with anything?
Right, we've got some researcharticles, okay, and data, all
right.
So we're going to dive into allof this together and see what
we can learn.
Speaker 2 (21:41):
Sounds good, so let's .
It is fascinating howinterconnected all this is.
You know, we're not justtalking about grades.
Speaker 1 (21:48):
Right.
Speaker 2 (21:48):
It's a whole web of influences.
Speaker 1 (21:51):
Okay, so let's dive into that web then.
Speaker 2 (21:54):
Okay.
I guess the most obvious thingwould be academic performance
right, yeah, students who arestruggling in school are
probably more likely to drop out.
Absolutely, we actually havedata to back that up.
So the National Center forEducation Statistics?
Oh, yeah, the NCES, yeah, theNCES.
Speaker 1 (22:09):
Right.
Speaker 2 (22:10):
They found that students who aren't performing
at grade level, particularly inmath and reading, by third grade
, are much more likely todisengage from school and
eventually drop out.
Speaker 1 (22:22):
So early intervention is crucial then.
Speaker 2 (22:24):
Very yeah, very much so.
Speaker 1 (22:26):
But it makes you wonder, though, like if a child
is already facing a lot ofchallenges at home you know
things like poverty, Right.
How much harder is it for themto stay on track?
Speaker 2 (22:37):
That's a really good point.
Speaker 1 (22:38):
Yeah.
Speaker 2 (22:39):
And that's where we see those socioeconomic factors
coming into play.
Okay, the Annie E CaseyFoundation found that students
living in poverty are more thansix times more likely to drop
out of high school compared totheir peers from higher income
families.
Wow, poverty just adds a wholeother layer of challenges,
making it that much harder tofocus on school.
Speaker 1 (23:02):
It's almost like starting a race several steps
behind, yeah.
And then you add in factorslike parental education levels.
Speaker 2 (23:08):
Yeah.
Speaker 1 (23:09):
If a student's parents didn't graduate, are
they statistically more likelyto drop out too.
Speaker 2 (23:15):
Unfortunately, yes, wow, and this creates this cycle
that can be really tough tobreak.
Speaker 1 (23:22):
Okay, yeah, so we've got these kind of individual and
family dynamics at play, butwhat about the school
environment itself?
Speaker 2 (23:30):
Yeah.
Speaker 1 (23:31):
Does that have an impact?
On graduation rates.
Speaker 2 (23:34):
You bet it does.
Speaker 1 (23:35):
Okay.
Speaker 2 (23:35):
Think about a school where bullying is a constant
problem, where students don'tfeel safe or where there just
aren't enough counselors toprovide support Right.
The NCES data shows that thesenegative environments can really
push students away from school.
Speaker 1 (23:51):
Yeah, it makes you realize that schools need to be
more than just places to learn.
Speaker 2 (23:55):
Right.
Speaker 1 (23:56):
They should be safe havens, yeah, where every
student feels seen and valued.
Speaker 2 (24:01):
Absolutely Right.
Every student deserves that Alearning environment where they
feel safe and supported.
Speaker 1 (24:06):
Supported and like they belong.
Speaker 2 (24:07):
Yes.
Speaker 1 (24:08):
And then, of course, you have personal and social
factors that come into play.
Speaker 2 (24:12):
Right Things like teen pregnancy or mental health
issues or even becoming a parentat a young age.
Speaker 1 (24:18):
Right.
Speaker 2 (24:18):
All of these things can make staying in school
incredibly challenging, wow.
Speaker 1 (24:23):
Yeah, you're right.
Speaker 2 (24:25):
Yeah.
Speaker 1 (24:26):
These are really difficult situations that many
students are facing.
Speaker 2 (24:29):
Absolutely, and I think it's crucial to approach
these issues with empathy andunderstanding.
Speaker 1 (24:35):
For sure.
Speaker 2 (24:35):
We need to remember that behind these statistics are
real individuals navigatingincredibly complex lives.
Speaker 1 (24:43):
Right yeah, so we've talked about individual
challenges.
Speaker 2 (24:46):
Yeah.
Speaker 1 (24:46):
Family situations and the school environment, Right.
But remember, at the verybeginning we mentioned something
kind of fascinating about earlymath skills.
You ready to unpack that alittle?
Speaker 2 (24:58):
Yes, I am.
Speaker 1 (24:58):
All right.
So remember that Annie E CaseyFoundation study we discussed.
Speaker 2 (25:02):
I do One of their most striking findings.
Okay.
Speaker 1 (25:05):
That students who aren't proficient in math by
third grade are four times morelikely to drop out of high
school.
Wow, isn't that crazy?
That is huge.
Speaker 2 (25:16):
Yeah.
Speaker 1 (25:17):
And it's not just that study.
Speaker 2 (25:18):
Right.
Speaker 1 (25:19):
Chapin Hall at the University of Chicago.
Speaker 2 (25:20):
Okay.
Speaker 1 (25:21):
Has also done research showing a strong link
between early academicperformance, including math.
Speaker 2 (25:27):
Okay.
Speaker 1 (25:28):
And long-term educational outcomes.
Speaker 2 (25:31):
So those early math skills are really laying a
crucial foundation foreverything that comes later.
Speaker 1 (25:37):
It's like a building block.
Speaker 2 (25:38):
Think are really laying a crucial foundation for
everything that comes later.
It's like a building block.
Think of it this way Math islike a building block for so
many other subjects.
It's essential for science,technology and countless other
fields.
If you don't have thosefoundational math concepts down
early on, it becomes that muchharder to succeed in more
complex subjects later.
Speaker 1 (25:56):
And if you're already dealing with disadvantages like
poverty or lack of support athome falling behind in math
early on can trigger that dominoeffect.
Speaker 2 (26:08):
Yeah, absolutely.
Speaker 1 (26:10):
That impacts your entire educational journey.
Speaker 2 (26:12):
It creates a cascade of challenges that can be
incredibly difficult to overcome.
Speaker 1 (26:16):
Okay, yeah, so we've seen that early math skills play
a critical role, right Oftenunderestimated, yes, in a
student's long-term academicsuccess.
Exactly, but why though?
Speaker 2 (26:28):
That's a good question.
Speaker 1 (26:29):
What is it about math ?
Speaker 2 (26:30):
Right.
Speaker 1 (26:31):
That has such a profound impact.
Speaker 2 (26:32):
I think that's where things get really interesting.
Speaker 1 (26:35):
Okay.
Speaker 2 (26:35):
Math isn't just about numbers.
It's about developing thesecrucial cognitive skills.
Speaker 1 (26:40):
Okay.
Speaker 2 (26:40):
Like problem solving, logical thinking and abstract
reasoning.
Speaker 1 (26:45):
Okay.
Speaker 2 (26:45):
These skills are transferable to so many areas of
life.
Speaker 1 (26:49):
Right.
Speaker 2 (26:49):
Which makes them essential for success beyond
just the classroom.
Speaker 1 (26:53):
So it's almost like math provides a framework yeah,
for learning and understandingthe world around us Exactly.
Speaker 2 (26:58):
And when students develop these skills early on it
sets them up for success in awide range of subjects and
prepares them to tackle complexchallenges throughout their
lives.
Speaker 1 (27:10):
Okay, so we're starting to see how all these
pieces fit together.
Speaker 2 (27:13):
Yeah, right.
Speaker 1 (27:14):
Academic struggles.
Speaker 2 (27:15):
Right Poverty.
Speaker 1 (27:16):
Yeah, the school environment.
Speaker 2 (27:18):
Mm-hmm.
Speaker 1 (27:19):
And even these surprising early math skills.
Speaker 2 (27:23):
Yes.
Speaker 1 (27:24):
They all intertwine.
Speaker 2 (27:25):
They do.
Speaker 1 (27:26):
To impact a student's journey toward high school
graduation.
Speaker 2 (27:30):
Absolutely.
Speaker 1 (27:31):
Okay, but we're not just exploring this issue for
the sake of it.
Speaker 2 (27:34):
Right.
Speaker 1 (27:35):
The big question is why is graduating high school so
important in the first place?
Speaker 2 (27:40):
That's the key question.
Speaker 1 (27:41):
Yeah.
What are the real worldimplications?
Speaker 2 (27:48):
Well, you probably won't be surprised to hear that
there's a significant earningsgap between high school
graduates and those who don'tgraduate.
Speaker 1 (27:51):
Yeah, we all know that.
Speaker 2 (27:51):
Right, but we're talking about a real, tangible
difference in income over alifetime.
Speaker 1 (27:57):
Right, but it's about more than just earning
potential too.
Speaker 2 (28:00):
Oh, absolutely.
Speaker 1 (28:00):
What about the other benefits that come with
graduating?
Speaker 2 (28:04):
Graduating high school is about so much more
than just a piece of paper.
It's about opening doors toopportunity, setting yourself up
for a better future and havingthe chance to contribute to
society in meaningful ways.
Speaker 1 (28:20):
So it's not just an individual accomplishment.
It's about contributing to thewell-being of our communities as
a whole.
Speaker 2 (28:25):
Precisely Okay, and the data really underscores this
point.
Okay.
So, for example, let's take alook at unemployment rates.
They're significantly higherfor those without a high school
diploma and, sadly, studies showthat those who don't graduate
are also more likely to rely onpublic assistance and face
higher incarceration rates.
(28:46):
It paints a pretty starkpicture of how much graduating
can impact a person's lifetrajectory.
Speaker 1 (28:53):
Wow, those are some powerful statistics.
Speaker 2 (28:55):
Yes.
Speaker 1 (28:55):
Yeah, and we can't forget about the impact on
overall well-being.
Speaker 2 (28:59):
Right Research has shown that individuals who don't
graduate high school have ashorter life expectancy Wow and
are more likely to experiencechronic health problems.
Speaker 1 (29:09):
It's amazing how intertwined education is.
Speaker 2 (29:11):
Yeah.
Speaker 1 (29:12):
With so many aspects of a person's life.
Speaker 2 (29:14):
It really is.
Speaker 1 (29:15):
Like it's not just about academics.
Speaker 2 (29:17):
Right.
Speaker 1 (29:17):
It's about opening doors to a healthier and more
fulfilling life.
Speaker 2 (29:22):
Exactly.
It's about empoweringindividuals.
Speaker 1 (29:24):
Yeah.
Speaker 2 (29:24):
To reach their full potential and contribute to
society in meaningful ways.
Speaker 1 (29:31):
Okay, so we've established that graduating high
school is crucial.
Speaker 2 (29:34):
Yes.
Speaker 1 (29:34):
For individual well-being.
Speaker 2 (29:36):
Right.
Speaker 1 (29:37):
And societal progress , mm-hmm.
But now we need to shift ourfocus to solutions.
What can we do to supportstruggling students?
Speaker 2 (29:45):
Yeah, that's the key question.
Speaker 1 (29:48):
And help them achieve this milestone.
Speaker 2 (29:50):
We've laid out the challenges and now we need to
explore potential solutions.
We'll need to look at this fromdifferent angles.
Speaker 1 (29:56):
Okay.
Speaker 2 (29:57):
What can be done at home, in schools and within our
communities as a whole.
Speaker 1 (30:02):
So it's a multifaceted approach.
Speaker 2 (30:04):
Yes.
Speaker 1 (30:04):
We need to address these issues from every
direction.
Speaker 2 (30:07):
Right.
Speaker 1 (30:08):
Let's start by revisiting the importance of
early intervention.
Speaker 2 (30:11):
Okay.
Speaker 1 (30:11):
Particularly for those struggling with those
foundational math skills wetalked about earlier.
Right, what kind of programs orinitiatives can make a real
difference in those crucialearly years?
Speaker 2 (30:22):
That's where we'll pick up next time.
Great yeah.
Speaker 1 (30:25):
I'm already eager to dive into those solutions and
see what we can learn.
Yeah, thanks for joining us onthis deep dive so far, and we'll
be back soon to explore thepath forward.
Speaker 2 (30:35):
Sounds good.
Speaker 1 (30:36):
Welcome back to the deep dive.
Speaker 2 (30:37):
Yeah.
Speaker 1 (30:38):
Last time we were talking about some of the
connections between, you know,academic performance,
socioeconomic factors and astudent's chance of graduating
high school.
Speaker 2 (30:48):
Yeah, it was pretty eye-opening.
Speaker 1 (30:50):
Yeah, we uncovered some really interesting stuff,
yeah.
Speaker 2 (30:53):
We did and we stumbled upon a very surprising
correlation.
Speaker 1 (30:56):
Yeah.
Speaker 2 (30:57):
The power of early math skills yes, specifically by
third grade.
Speaker 1 (31:01):
Right and we left off wondering what can be done to
actually help strugglingstudents.
Speaker 2 (31:08):
Yeah, that's the question.
Speaker 1 (31:09):
Reach that milestone of graduation.
Speaker 2 (31:11):
What can we do?
Speaker 1 (31:12):
Where do we even begin?
Speaker 2 (31:13):
Well, I think, as we discussed earlier, early
intervention programs can beincredibly effective.
Right Things like high-qualitypreschool, for instance, can
really lay a solid foundationfor a child's educational
journey.
Speaker 1 (31:27):
What about targeted interventions?
Yes, like tutoring programs orsummer learning opportunities.
Absolutely, can those helpstudents who are already falling
behind?
Speaker 2 (31:36):
Those can be game changers, okay, especially for
students who need that extrasupport in crucial subjects like
math and reading.
Speaker 1 (31:46):
Okay.
Speaker 2 (31:46):
These programs can not only help them catch up, but
also build confidence and asense of accomplishment.
Speaker 1 (31:52):
So we're talking about providing academic support
early on.
Early on To prevent that thosedomino effects, yes, those
cascades of challenges.
Speaker 2 (32:00):
Exactly that make graduating harder.
Speaker 1 (32:02):
But remember, it's not just about academics.
Speaker 2 (32:05):
Right.
Speaker 1 (32:05):
We also need to consider those socioeconomic
factors that can create suchsignificant barriers for
students.
Speaker 2 (32:12):
You're bringing us back to the reality that for
many students, school is justone piece of a much larger
puzzle.
Exactly they might be dealingwith poverty.
Speaker 1 (32:21):
Yes.
Speaker 2 (32:22):
Unstable housing, lack of access to basic
necessities.
Absolutely and all of thosethings can make it incredibly
difficult to focus on schoolwork.
Speaker 1 (32:32):
So much harder.
Speaker 2 (32:33):
Yeah, so we need to think about how we can provide
support beyond the classroom.
Yes, so things like affordablehousing initiatives, access to
health care, maybe even jobtraining programs for parents.
Speaker 1 (32:46):
All of these can contribute.
Speaker 2 (32:47):
Yeah, creating a more stable and supportive
environment.
Speaker 1 (32:50):
Exactly.
Speaker 2 (32:51):
For families, which in turn can help students
succeed in school.
Speaker 1 (32:55):
It's about addressing the root causes of these
challenges.
Speaker 2 (32:58):
Not just the symptoms .
Speaker 1 (32:59):
Right, and let's not forget about the crucial role
that schools themselves play inall of this.
Speaker 2 (33:04):
Yes, we need to create learning environments
that are safe, supportive andengaging for all students.
Speaker 1 (33:11):
So we're talking about things like anti-bullying
programs.
Speaker 2 (33:15):
Yes.
Speaker 1 (33:15):
Mental health resources.
Speaker 2 (33:17):
Absolutely.
Speaker 1 (33:17):
Obust counseling services.
Speaker 2 (33:19):
All of these are critical components of a healthy
school environment.
We also need to ensure thatteachers are well-equipped to
support students from diversebackgrounds and with varying
learning styles, and this mightinvolve professional development
opportunities that focus onculturally responsive teaching
(33:39):
practices and strategies fordifferentiating instruction.
Speaker 1 (33:43):
It's about recognizing that one size
doesn't fit all.
Speaker 2 (33:46):
Exactly.
Speaker 1 (33:47):
When it comes to education, right A student has.
Speaker 2 (33:49):
Unique needs and challenges.
Speaker 1 (33:51):
Unique needs and challenges.
Speaker 2 (33:52):
We need to move away from a standardized approach.
Speaker 1 (33:55):
Okay.
Speaker 2 (33:55):
And embrace individualized learning.
Speaker 1 (33:57):
Speaking of individual needs.
Speaker 2 (33:59):
Yes.
Speaker 1 (33:59):
You mentioned something earlier about
developing cognitive skills andself-control.
Yes, in high school seniors.
Speaker 2 (34:05):
The research we reviewed really highlighted
those as being crucial foracademic success.
Speaker 1 (34:10):
Okay.
Speaker 2 (34:11):
And I think that giving students opportunities to
develop these skills, maybethrough project-based learning
or inquiry-focused activities,could be really beneficial,
particularly in STEM fields.
Speaker 1 (34:25):
So it's about moving beyond traditional lectures and
textbooks and creating moreengaging and interactive
learning experiences.
Speaker 2 (34:34):
Exactly when students are actively involved in their
learning, they're more likely toretain information and develop
those critical thinking skillsthat are so essential for
success in college and beyond.
Speaker 1 (34:46):
Okay, so we've covered early intervention.
Speaker 2 (34:48):
Yes.
Speaker 1 (34:49):
Addressing socioeconomic factors and
creating supportive schoolenvironments.
Speaker 2 (34:54):
Right right.
Speaker 1 (34:55):
But what about the broader community?
What role can communityorganizations and businesses
play in supporting students?
Speaker 2 (35:02):
I think this is where things get really exciting.
We can create a web of supportthat extends far beyond the
classroom.
Community organizations canprovide essential services like
after-school programs, mentoringinitiatives and volunteer
opportunities.
These programs can helpstudents develop social skills,
build relationships withpositive role models and explore
(35:25):
their interests.
Speaker 1 (35:27):
It's about giving students that extra support
system.
Yes, especially those who mightnot have strong support at home
.
Speaker 2 (35:32):
It takes a village, as they say.
Speaker 1 (35:34):
Right.
Speaker 2 (35:35):
And businesses can play a vital role as well.
Speaker 1 (35:37):
Okay, how so?
Speaker 2 (35:38):
By offering internships, apprenticeships and
job shadowing opportunities.
Okay, these experiences canexpose students to different
career paths.
Speaker 1 (35:47):
Okay.
Speaker 2 (35:48):
Help them develop valuable skills and show them
how what they're learning inschool connects to the real
world.
Speaker 1 (35:54):
It's about bridging that gap.
Speaker 2 (35:56):
Yes.
Speaker 1 (35:56):
Between the classroom and the workplace.
Exactly, and students, see therelevance.
Speaker 2 (36:00):
Showing them the workplace Exactly, getting
students to see the relevance,showing them the possibilities
Right and inspiring them topursue their dreams.
Speaker 1 (36:05):
So we've got these big picture solutions Early
intervention.
Speaker 2 (36:09):
Yes.
Speaker 1 (36:09):
Family support School reform.
Speaker 2 (36:11):
Right.
Speaker 1 (36:12):
Community partnerships.
Speaker 2 (36:13):
Absolutely.
Speaker 1 (36:14):
But I'm also thinking about individual actions.
Speaker 2 (36:17):
Yes.
Speaker 1 (36:18):
Yes.
What can we do in our everydaylives to support students?
Speaker 2 (36:23):
I think that you don't have to be a policymaker
or a CEO to make a difference.
Okay, even small acts ofkindness can have a ripple
effect.
Speaker 1 (36:33):
Like what specifically?
Speaker 2 (36:35):
Well, you could volunteer at a local school.
Speaker 1 (36:37):
Okay.
Speaker 2 (36:37):
You could mentor a young person, you could donate
to a program that supportsschool.
Okay, you could mentor a youngperson, you could donate to a
program that supports students.
Speaker 1 (36:42):
Wow.
Speaker 2 (36:43):
You could even just offer a listening ear to a
student who's struggling.
Speaker 1 (36:47):
Yeah.
Speaker 2 (36:47):
Sometimes just knowing someone cares, yeah Can
make all the difference.
Speaker 1 (36:51):
It's a good reminder that we all have a role to play
Absolutely In creating a moresupportive yeah.
And equitable educationallandscape.
Speaker 2 (36:59):
It's about fostering a sense of shared responsibility
and understanding that thesuccess of our children is
interconnected with thewell-being of our communities as
a whole.
Speaker 1 (37:10):
This has been a really insightful conversation.
Speaker 2 (37:12):
It has.
Speaker 1 (37:13):
We've covered so much ground we have From
understanding the challengesstudents face to exploring
practical solutions, it feelslike we've gained a much deeper
understanding of this complexissue.
Speaker 2 (37:26):
We've certainly delved into the intricacies of
high school graduation rates andthe many factors at play.
Speaker 1 (37:32):
Yeah, but there's one crucial element that we haven't
touched on yet.
Speaker 2 (37:36):
What's that?
Speaker 1 (37:36):
The power of personal stories.
Speaker 2 (37:39):
Oh, you're right.
Speaker 1 (37:40):
Hearing from students .
Yes, right, exactly.
Speaker 2 (37:48):
Their stories can provide valuable insights.
Speaker 1 (37:51):
Yeah.
Speaker 2 (37:51):
And illuminate the human impact of the issues we've
been discussing.
Speaker 1 (37:55):
Okay.
Speaker 2 (37:56):
So for our final segment, we're going to
introduce you to a remarkableindividual who defied the odds
and achieved his high schooldiploma despite facing
incredible obstacles.
Speaker 1 (38:08):
I'm so eager to hear this.
Yes, stay tuned.
Welcome back to the Deep Dive.
Speaker 2 (38:12):
Yes, welcome back.
Speaker 1 (38:13):
We spent this episode talking about the things that
influence high school graduationrates.
Speaker 2 (38:18):
We have.
Speaker 1 (38:19):
And we've learned some pretty amazing things from
you know the power of early mathskills.
Speaker 2 (38:25):
Right.
Speaker 1 (38:26):
To the crucial role of community support.
Speaker 2 (38:28):
Absolutely.
Speaker 1 (38:29):
But we also talked about moving beyond the
statistics, yes, and reallyunderstanding the human impact
All right Of these issues.
Speaker 2 (38:36):
Exactly, and that's why we wanted to share a
personal story today.
Speaker 1 (38:38):
I'm ready for this.
Speaker 2 (38:39):
That really embodies resilience and determination.
Speaker 1 (38:43):
It's one thing to talk about all the challenges
and the solutions, but to hearfrom somebody who has lived
through it really has a wholeother dimension to our
understanding.
Speaker 2 (38:54):
So we were fortunate enough to connect with a young
man named Michael, who facedincredible obstacles.
Speaker 1 (39:01):
Okay, so tell me about Michael.
Speaker 2 (39:03):
On his path to graduation.
Michael grew up in a low-incomeneighborhood where educational
opportunities were very limited.
He faced a lack of resources athome and attended an
underfunded school thatstruggled to provide adequate
support for its students.
Speaker 1 (39:19):
So, right from the start, he was facing an uphill
battle.
Yeah, he was.
Those socioeconomic factorsthat we talked about Absolutely
Were at play in his life.
Speaker 2 (39:29):
From the very beginning.
Speaker 1 (39:31):
Yeah, and like we discussed, those, early years
are so crucial.
Speaker 2 (39:35):
They are.
Speaker 1 (39:36):
Michael struggled in elementary school, yeah,
particularly with math, which,as we know, can have a really
significant impact.
Speaker 2 (39:44):
Yeah.
Speaker 1 (39:44):
On future academic success.
Speaker 2 (39:46):
It's like that cascade effect we talked about.
Speaker 1 (39:48):
Right.
One challenge leads to anotherRight, and it becomes more and
more difficult to break free, tobreak free from that cycle.
So what was the turning pointfor Michael?
Speaker 2 (39:57):
Well, in middle school, Michael had the good
fortune of meeting a dedicatedteacher who saw his potential
and refused to let him fallthrough the cracks.
Speaker 1 (40:06):
Okay.
Speaker 2 (40:07):
This teacher went above and beyond providing extra
help after school.
Speaker 1 (40:11):
Right.
Speaker 2 (40:12):
Connecting Michael with tutoring resources.
Speaker 1 (40:14):
Yeah.
Speaker 2 (40:14):
And simply believing in him when he doubted himself.
Speaker 1 (40:18):
That's amazing.
It is You're like a perfect,amazing.
It is Like a perfect example itis Of how individual actions
can make such a profounddifference.
One person's dedication andbelief can change the trajectory
.
Speaker 2 (40:32):
Can literally change a young person's life.
Speaker 1 (40:34):
Of someone's life.
Speaker 2 (40:35):
Yeah, and for Michael , that teacher's support was the
catalyst he needed.
Wow With this newfoundconfidence and academic support.
Yeah, and for Michael, thatteacher's support was the
catalyst he needed Wow With thisnewfound confidence and
academic support.
Okay, michael began to excel inhis classes.
He discovered a passion forscience.
Oh wow, and even joined theschool's robotics club.
Speaker 1 (40:52):
So it sounds like he found a place where he felt
valued and supported Exactly Aplace where he could explore his
interests and thrive.
Speaker 2 (41:00):
Yeah, that sense of belonging and purpose.
Speaker 1 (41:03):
Yeah.
Speaker 2 (41:03):
Made all the difference.
Wow, michael went on tograduate high school with honors
.
Speaker 1 (41:08):
Wow, good for him.
Speaker 2 (41:09):
And is now pursuing a degree in engineering.
Speaker 1 (41:12):
That's an awesome story.
It really is.
It's a powerful reminder that,no matter the obstacle, success
is possible.
Speaker 2 (41:20):
Absolutely.
Speaker 1 (41:20):
With the right support.
Speaker 2 (41:22):
And a belief in oneself.
Speaker 1 (41:23):
And a belief in yourself.
Speaker 2 (41:24):
Michael's story really highlights the importance
of those solutions we discussed.
Early intervention, strongmentorship, a supportive school
environment All of these thingscan really transform lives.
Speaker 1 (41:37):
Michael's story is so inspiring.
It is, and it really bringsthis whole conversation story is
so inspiring it is and itreally brings this whole
conversation full circle for me.
Speaker 2 (41:43):
It does.
Speaker 1 (41:44):
You know it's easy to get bogged down in the
statistics and the complexitiesof the issue, but hearing about
real people who've overcomethese challenges gives me so
much hope.
Speaker 2 (41:54):
Me too.
It reminds us that change ispossible.
Speaker 1 (41:57):
Yeah.
Speaker 2 (41:58):
And that even small actions can have a ripple effect
.
Speaker 1 (42:01):
So, as we wrap up this deep dive, what's the one
message?
Speaker 2 (42:04):
I want our listeners to remember that education is a
journey, not a destination.
There will be obstacles alongthe way.
Speaker 1 (42:15):
Right.
Speaker 2 (42:15):
But with perseverance , support and a belief in their
own potential, every student canachieve their dreams.
Beautifully said, Thank you.
Speaker 1 (42:24):
And listeners remember we all have a role to
play in supporting students andcreating a more equitable
educational landscape.
Speaker 2 (42:32):
Absolutely.
Speaker 1 (42:33):
Whether it's volunteering at a local school,
mentoring a young person, orsimply advocating for policies
that promote educationalopportunity.
Speaker 2 (42:42):
Every action counts.
Speaker 1 (42:44):
Every action counts.
Thank you for joining us onthis incredibly insightful deep
dive.
Speaker 2 (42:49):
Yes, thank you.
Speaker 1 (42:50):
We hope you gained a new perspective on the
complexities of high schoolgraduation rates and the
importance of supportingstudents on their journey to
success.
Absolutely Until next time Staycurious, stay curious.
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