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Iuri emphasizes the importance of moving away from reactive crisis interventions towards embedding positive psychology and growth mindset principles within school culture. He talks about providing skills to students from positive psychology best practices as well as offering support and early intervention.
The Big Dream Iuri Melo's big vision is to bless all families on the planet by revolutionizing the educational system to include mental health and wellness as a core component. Drawing inspiration from evidence-based wellbeing programs at higher education institutions like Harvard and Yale, he dreams of implementing similar proactive approaches at the middle and high school levels. Mindset Shifts Required A necessary mindset shift involves adopting a more inclusive approach to student wellness. Iuri and Lindsay discuss moving from a deficit-focused perspective to recognizing and leveraging assets within students and the broader school environment. This means focusing on mental excellence and fitness rather than solely addressing mental illness. The other mindset shift is recognizing how this applies to different contexts. Superintendents, principals, counselors, and educators all have unique challenges and needs to be met through mental health tools and resources. Mental fitness or excellence is important across the board, but there are different targeted solutions to different parties. Action Steps Educators and educational leaders looking to engage in more mental fitness and mental wellness learning and resourcing in the their contexts can start the journey with these action steps from Iuri: Step 1: Engage both families and students in the mental health conversation. Proactively sharing positive psychology content consistently through emails or texts, and offering follow-up resources, can help address issues before they arise. Step 2: Offer resources that are engaging, fun, and meaningful to students and what they’re struggling with. Instead of focusing on what not to do, positive psychology resources should also offer information on what to do instead. Step 3: Integrate ready-made, evidence-based activities and videos into school curriculum to reduce teacher preparation time while delivering impactful wellness education. Iuri’s platform, School Pulse, integrates these steps and makes mental health resources available to students, families, and educators. Students can access live texting with a real person (no AI), and research-backed content that’s fun and engaging. It’s a practical way to scale-up school-based mental health support that’s often stretched too thin. Challenges? Schools can be slow to make changes, competing against entrenched ideas and ways of doing things. So, implementing proactive wellness programs requires collaboration among superintendents, counselors, and teachers to overcome systemic barriers and develop sustainable cultural shifts within educational institutions. One Step to Get Started Start each day with positive momentum for both students and staff. Educators should strive to begin and end their day on a positive note, fostering an environment of optimism and wellbeing that can ripple through the school community. This doesn’t have to be a huge thing, but can be something simple like offering encouragement or greeting kids with a smile at the door. Stay Connected You can connect with Iuri Melo by email at [email protected] and learn more about his organization on its website, School Pulse. To help you implement today’s takeaways, our guest is sharing a page of mental health resources with you for free. And, if you’re looking for more details on the ideas in this blog post, listen to episode 251 of the Time for Teachership podcast. If you’re unable to listen or you prefer to read the full episode, you can find the transcript below. Quotes:
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TRANSCRIPT
Lindsay Lyons: Welcome to the time for teachership podcast. Iuri Melo: I am so happy to be here. And there's a good vibe, a good aura. Aura, that's the word, right? I mean, I'm, I'm in with teens all the time, so aura is like the word right now. There's a good aura about you. I'm loving it. So anyways, thank you so much for the invite. I'm happy to be here. Excited to see where we take it today. Lindsay Lyons: Awesome. I'm excited to put off a positive aura. That's my goal. What do you think as we come into this conversation, is really important for our listeners to either know about you beyond the, you know, typical bio or, um, to kind of keep in mind as we jump into the conversation today. Iuri Melo: I'm a dad. I'm a husband. I've got five incredible kids. Uh, I've on a, I've been a therapist for 20 years, which I've absolutely loved. Uh, and over the past seven years, we've kind of started this school company called School Pulse. Um, but as we've engaged with schools, as we've engaged with districts, as we've engaged with thousands upon thousands of students in live text conversations. Um, one of the things that I really noticed specifically as we talk to schools a lot is that sometimes we almost become a little bit in my, this is my opinion, of course, that we become a little bit enamored with just providing crisis intervention. We're almost waiting for crisis to happen so that we can then intervene. Right. I, I had a, a great conversation with an individual the other day who said. I agree. I, I feel like sometimes we're just like a fire extinguisher on the wall, right? We're kind of waiting for that moment of crisis and then we break the glass and we Right. We spray all over the place. Um, and of course. I'm being a little judgmental. The reality is this is how I live my life too, right? I, I don't go to the doctor unless something is wrong is happening with me. Like I said, I need to take my own medicine for sure, but I think this, this happens in schools, right? And, and so sometimes we we're often so concerned with the crisis or the intervention part that we forget about the other things that come before or that even come after. And I think that that's one of the things that as school posts we've really tried to do is we try to not be reactive. Our goal is to proactively tap kids on the shoulder and put at their fingertips in their brains, right, the best positive psychology, the best growth mindset, and the best cognitive strategies that are like the golden standard of clinical practice and have been for a while. And to put it. Right where they are in a way that is fun, that is engaging, that's not boring. We're intervening in early ways, early intervention, and providing some skill building, and then yes. There's the crisis intervention part, and then there's the postvention, right? There's the, the fact that we continue to provide that support. And so that's one of the things that we've tried to bring, that's one of the paradigms that we're trying to shift, right, is, is we're not just gonna wait. We're gonna provide skills, we're gonna intervene early, and then we're gonna provide that support ongoing. And so I think we've really created this. What in schools, they kind of call us a multi-tier system of support. Right. Or a positive behavior intervention system. Right. And we really aim to be just a complete solution to schools, uh, in a way that provides a ton of value with very little lift. That's, that's like our goal. That's what we wanna do. I have a, an older daughter that's, uh. She's a special educator right now, and I mean, this is her first year. She loves it and, and, you know, and totally feels overwhelmed all the time. Um, and so our goal is to provide some tools that provide easy to find, easy to access stuff that is not gonna create problems for them. Find that schools at times, they're hard to move, but obviously we're in the change business, right? Lindsay Lyons: Schools are institutions, and so it is so hard, right? To be like, oh, we've done things this way for a long time, let's do them differently. Uh, but that's why we're here, right? You and I both. And so I, I love that, and I, I think you started to kind of paint the dream for us. One of the questions I like to early on ask in these conversations. Um, Dr. Betina love says their dreams grounded in the critique of injustice. With that in mind, what is that big dream that you as an individual or school pulse as an organization kinda hold for the education space or for students at large? Iuri Melo: Yeah, I really, I'm gonna have to give some thought to that quote. It. Sometimes, right? We, we become resistant to the critique, right? Uh, because in a way we, we become, we can become a little defensive, like somehow we're failing or we're not doing well. And, and if we can, if, if we can be a little bit more humble and meek, I think, in our approach, then I, then I think we, we, we perhaps would be more willing to make some small adjustments. But let, let, let's go back to. Your question. I'll tell you what my, my vision is, like, my, my vision is, is to like bless all the families in this planet. Like is to bless the families on earth. Like that's my big vision. There are a couple of authors out there that I think I, that I follow pretty regularly. One of 'em is Arthur Brooks. He's kind of the, uh, he wrote, uh, maybe it's The Art of Happiness, uh, really good book. Uh, there's a couple of great podcasters out there. Basically what they do is kind of at the collegiate level. They have found like a, specifically at Harvard, at Yale, at Stanford, at some of these big institutions, some of the most attended classes. Our classes on wellbeing, right? The science of happiness. The science of wellbeing, grounded in evidence and science, right? Uh, but that also address Eastern philosophies or religious, uh, practices, et cetera, but that are based on like creating more joy, right? To create more optimism, to create more academic and student success, right? Better relationships, right? I'm like, why are we not doing this? At the middle and the high school level, like we absolutely should and it would not be difficult, Lindsay. It would not be difficult. I mean, we have hundreds of videos that that schools could easily use for that in a proactive educational early intervention way. Instead of, right. We're just waiting for the bullying incidents. We're just waiting for when a student is, you know, gonna, you know, perpetrate violence, or we're just gonna wait until somebody is self-harming, or this, or that, or the other. We're dealing with these institutions and they're highly politicized institutions. Right. This is very challenging. I mean, we have a state contract with the state of Idaho, which is absolutely fabulous. We're in every single one of their, uh, secondary schools. We have to make sure that our content is, the, the best word that I can describe is diplomatic and benign, right? We have to provide benign content that these administrators feel good about sharing with the public, right? And, and, and a variety of, you know, belief systems or not belief, whatever it is, right? But I would love at state levels. For them to just look at some of these pieces, right, that we are seeing at Harvard or MIT or Yale. We could be delivering this same content that, by the way, would increase academic performance. Student engagement in participation, improvement in behavior, increased wellness, better relationships, and better relationships are like the hallmark of short and long-term happiness. And so there's my dream Lindsay Lyons: proactive, positive relationship building. I have a question about that. First, I just wanna clarify like one piece, so you said benign around your content. Yes. Can you explain a little bit more about what do you mean by benign? Iuri Melo: Yes. Earlier today, I had a conversation with, uh, three administrators and two counselors when, when we say mental health education, his concern was, I think we're more focused on mental illness than we are on mental excellence than we are on mental fitness, right? Than we are on say, positive psychology on growth mindset strategies. Right. I feel like that that's where, that's why I love specifically, like, I mean within my own private practice as well, but why I love positive psychology, growth mindset and even cognitive strategies overall is because I feel like they're benign, right? They're not conte, they're not connected to a specific methodology. Or political affiliation or religious affiliation. These are topics that are so general, that are based and grounded on research and evidence, right, that we can present to an atheist, an agnostic, or someone who's religious or not, or somebody who's a monk or a Buddhist or whatever identity, and it is good content. It can be fit into whatever their perspective is. And provide positive outcomes. Lindsay Lyons: The translation to like teacher speak, I think Iuri Melo: give it to me. Lindsay Lyons: Well, we have definitely like an asset based approach, right? So you're, you're talking about like recognizing assets and taking a positive psychology lens of things, um, versus a deficit lens, which is like the traditional mindset of this is what's wrong. What I hear you saying is really that inclusion is important, that this is actually inclusive of everyone. Yes. And also what I'm hearing is the balancing act is really just in, in, in navigating, which so many educators have to do part, particularly educators who are like all about inclusion and justice, right? We have to navigate sometimes state legislatures ban in particular words like SEL, we know it's good work for everyone and so linguistically, whatever we name it like. It's still good for all people and it's going to help all people. So that's kind of how I'm hearing you explain that. Does that feel Yeah. Right. Iuri Melo: Ab Absolutely. There's a reason why we call what we do, right? More along the lines of student wellness or student success, uh, or even, you know, psychological excellence or mental excellence. It's because unfortunately, right, there have been these. Odd associations, right. With SEL and and other things, right? When we promote like these social and emotional learning components to students, like the evidence is pretty good that not only improves academic performance individually, but also culturally and climate wise within a school, like the improvement is pretty sustainable. Lindsay Lyons: No one wants someone to be socially unwell or emotionally unwell. Right? Like logical, but yeah. So I, I appreciate your honesty and just, y'all have to navigate the like climate and we can do the work that's important, so I appreciate that. When you're talking about building proactive positive relationships, here's what my teacher brain says. There's so much curriculum to cover, and this work is so important. Like, how do you coach leaders or teachers or kind of have that conversation to switch the mindset to like, oh no, this, this is actually a valuable use of our time, whether it's student time. Out of the classroom as like a homework. I'm not sure how exactly, um, school calls all fits. Iuri Melo: Sure. Lindsay Lyons: Or if it's like literal time in the classroom where you're building student to student relationships while you're live in person or teacher to student relationships. What is that aha moment that you've seen people be like, oh, right. Like this is why it's important to do. Iuri Melo: We do visit, obviously with a lot of individuals that are decision makers, right. All the way from say, a superintendent. To a school administrator, to a school counselor, uh, to student service directors at the district level and other, and sometimes some curriculum leaders, et cetera. And I feel like each one of those, right, has specific. Places of pain. Right? Where, where, so for example, say with a superintendent, school safety and liability protection is very important for them. Like, I'll give you an example. I had a, uh, a superintendent that I was working with, and he was involved in a civil lawsuit where he was being sued by a couple of parents because a couple of students had taken their life by suicide. But, but as I was talking to the superintendent, he said to me, man, Yuri, I. I wish that I had school posts in my pocket walking into that school room for a superintendent, right at the district level. Right. Creating some of this, you know, student safety, um, liability protection. Like that's for them. That's like, yes. For principals, right? We're talking more like you know, the school, like the school culture and climate. These things are gonna do two things for you. Number one, they're gonna impact student behavior, right? What does that mean? That means less problem, right? That means less disciplinary issues, right? This is gonna move the academic needle for you, and this is gonna impact the overall culture and climate of your school. We wanna make this environment better for you by insti, by instituting this systemic right kind of enrichment, evidence-based content that shows. These things will improve over time, you know, even if we're just talking percentages. Right. And then of course with counselors, I feel like that's our easiest population, right? Because in a way, they're viewed as kind of the mental health hub of the school, even though a lot of their work maybe has more to do with college readiness or, you know, dealing with scheduling and things like that. But they're, they're still viewed as, as the mental health hub. And man, we come in, we walk into a school and we just provide them with like just the. Like the most comprehensive mental health resource in the world, like truly. I know that's so cliche to say, but it really is. And, and I would say for teachers, I would say for teachers as well, uh, you know, whether it's a special educator, whether it's a teacher or maybe you're in charge of like, you know, you have to have this kind of SEL minute or, uh, you know, provide some sort of student wellness type thing. We can provide you with a tool that requires no prep time. That allows you to deliver the awesome evidence-based content if you want to engage with the students. We have it all done for you and it's, and it's digital, it's cool, it's fun, and you can finish that and you can go about teaching math or whatever it is that you're teaching and feel like you've been able to deliver that without like, oh my gosh, like now I've gotta be in charge of like providing the student wellness content. Lindsay Lyons: Live text conversations. You said there's like little videos. What can you tell us more about, like what are these different avenues that students actually get to engage with the content? Iuri Melo: Live text-based support, I would say is, is completely unique. Like nobody else is doing that out there specifically with the school. And so that was kind of where we were born. And then since then, as we've listened to other administrators and supers and um, and other counselors, we've, we've listened, we've heard their challenges, their gaps, right? I. We've tried to create these really targeted solutions, right? To just address those. Our email campaign, I'll just start with that really quick, is the school provides us the emails for, for parents and students, and we just begin this proactive email campaign. It's one email per week. It's not spammy where we deliver the student these student success activities, right? One per week. That's usually based on the time of the year. Um. Whether it's the holidays, whether it's the end of a quarter, whether it's the beginning of the school year, the end of the school year, we're aware of what students are struggling with during those times, and we provide these student success videos. We provide them to parents. Transparency is huge for us. We want them to have great tools and we deliver them to students as well. Email is good. It allows us to do this kind of tier one universal. Everybody gets it. Then we have kind of our, our text-based support. And I would say that this is probably the most powerful tool we have. It's powerful because we're actually engaging with actual parents and actual students, right, who may be doing really awesome and we want to keep that going. Right. Once again, we're a positive psychology service. And then of course, I mean, we have students who. Are texting us or parents by the way, who are themselves suicidal, struggling with substance abuse, going through a divorce, going through, uh, you know, custody battle or whatever it is, all the way to students, you know, who, who have reported, you know, physical or sexual abuse, who are self-harming, who are actively suicidal, who are actively homicidal, and we are providing a live touch point that's not ai. When you think about, you know, how do we increase capacity at a school, right? How do we, you know, take this ratio of, you know, one counselor for every 400 or 500 students? How do we increase capacity? Well, this is how we do it, right? We create these proactive campaigns. We have live support that goes on after school, through the weekend, over the holidays, through the summer, and that's how we build these positive outcomes. One student at a time. So when students engage in this service, right, whether the school ops them in, or you can see here in my little screen, I have this little QR code. Like we put these throughout the school and the kids just walk up. They scan that and, and it s them in, it's not an app. They don't have to create a username or password. It literally just shows up as a text on their phone. Like, Hey, welcome to school Pulse. From that moment on, right? Every Tuesday and Friday, we're gonna proactively text those students with cool content. That's fun. It's engaging our student, our videos as well. Uh, and then anytime that they engage with us, then we have a live, live. People like live support, like people who are just excited to talk to them, grateful that they're there, there to support them, cheer for them. Uh, and the, the cool part about the proactive piece, I just wanna say is it's really important, right? This is as a comparison to the kind of passive only crisis based type responses that you and I were talking about, right? This is 85 to 90% of our interactions with students happen on those two days, on Tuesday and Friday when we tap them on the shoulder and say, Hey, check this out, or What do you think about this? Or. Students just respond, right? Simply because we're not waiting, we're engaging. And then that allows them to communicate in a really simple, very easy, right? It's convenient, it's private, right? They don't have to walk down, you know, to the counselor's office, which we want them to. We want them to be connected there, but I know that many times they won't. Like, they're not going to. Then of course our goal is always we wanna connect those students to their primary network, right? With whether it's a parent or a guardian or whoever is with them. Number two, to the professionals at the school, and number three to other resources should we need to, but, and then of course we have right these other activities, right? Which. Can either be delivered as part of a kind of disciplinary process or what I would call like restorative justice or restorative practice or corrective discipline, uh, all the way to material, right? That's more specific to what a counselor would use when somebody comes into their office and they're overthinking or they're having problems with their friends, or you know, this, they're having problems with their parents at home, or they're experimenting with whatever, right? And we have all of those specific activities that are. Lindsay Lyons: That's incredible. That is so cool. Yeah. I mean, two things that are just like really highlighted for me. Iuri Melo: Yes. Lindsay Lyons: One is the family and student connections. So you have both at both levels. Both tiers, which is super cool. Yeah, and I just think about how many schools struggle with family partnerships. So that's so valuable because often the dynamic is we don't reach out until there's a problem. Right? So we're completely helping. Schools rethink, actually you can just reach out to share positive content. Yeah. And the, the second idea is just this, um, student success activities that you named. I love that there are just like these practical things that are like engaging. And I'm curious, do you mind sharing one of your most popular activities or ideas or Iuri Melo: one of the ones that we created over the summer because there was a huge need for, so we actually created some videos specifically for like inappropriate use of ai. Or really appropriate use of ai. So we actually created some really cool videos for that and one for misinformation as well. Our most watched video is our video on tardiness part of schools, you know, kind of corrective discipline, right? Is they want to provide, not just like, Hey, don't do this, but. Do this instead. Right. And that's what really our videos are about, right? Is can we just, can we show you what to do better or why to do this better? We did one on, uh, once again at the request of a principle, profanity and inappropriate language and inappropriate language. You know, it is, whether it's like highly sexualized language or sometimes, you know, the very common, you know, kids will just throw stuff out like, you know, I'm gonna kill myself, or, you know, I'm gonna shoot up the school adults. Like, we're gonna get triggered really quick and we've gotta respond. And so we have lots of videos there. Uh, one of my favorite videos that we, that we created was as my phone, a friend or a frenemy. We're not just saying the don't do this, we're, we're saying like, here's some reasons for why to not do this, or maybe to modify or adjust or tweak your current perception of that. So I think we've tried to, to not just to deliver content that's rich, that isn't just prescriptive, but like that captures the meaning and the purpose behind it. Another one is like bullying videos. Of course we like those are shown a lot. Lindsay Lyons: Yeah. I definitely watched a few and one that's stuck Oh good. Was around like relationships, like how do you talk to someone? Like how do you continue the conversation over a time? Iuri Melo: Oh yes. Lindsay Lyons: You know, like I just feel like those are so practical for a kid who maybe struggling with anxiety or I don't, I can't name one friend, which is a common stat that we like hear on research is really cool that that's like proactive and socializing. Iuri Melo: I think on that one, we actually created a couple of acronyms on that one, an acronym, which is cash, like compliment, ask questions, smile, offer to help, and then I think one for kind of keeping conversations going. Which was swift. Right. I kind of used Taylor Swift, but uh, she's the queen of course. Just fun stuff like that that I hope is practical. Right. That's, that's the hope. Lindsay Lyons: Okay. One thing that listeners could do once they end the episode that would kind of bring to life some of this stuff in their. Iuri Melo: You parents start and end your day right with your kids. Like this, this concept of momentum is, is one that I really like. Um, and I think it matters, uh, you know, whether it's like at a, you know, at a soccer game or a football game, you know, and you, you can kind of tell when it's, when a team starts a game and they have this like, positive momentum and they're, and when they don't, right? They're out there, they're dragging, you know, heads are down, whatever. And so I would say, um, and I would say for your spouse, for your partner, for your child, whatever it is. Just start your day with positive momentum and when possible, end it that way. And it, and I'm not talking about, it doesn't have to be this big, remarkable thing, but just like we're just talking about like just, you know. Spend your kid to bed or saying, I love you or I care about you, or, today was hard and tomorrow will be better. Like, we got this. Like, whatever it is. But just manage those momentums is what I would say. And, and I think if you start it well, the chances that it will stay well or improve, it doesn't guarantee it, but it, it's improved. So I would say manage your momentum, start your day great. And end it great. And, and man, I, I think life will be a lot happier for you. Lindsay Lyons: I would even argue teachers can use that too. Start the class in class. Oh yes. Iuri Melo: Oh my gosh. That is a great idea. You should put that into your, I'm sure you've got some sort of cool training thing going on. Do that. Manage the momentum of your classroom. Right. Start, well, you know, by greeting kids at the door with a smile, with fist bumps, with cool. Whatever it is. Then, you know, even though the classroom may be a total disaster in the midst, but like, end it, well, you know, end it, well greet them again as they're exiting and just trust the process, right? Trust that process. It's gonna yield good outcomes. Lindsay Lyons: That's right. Okay. One. Iuri Melo: Yeah. Well done Lindsay. I like that. Sorry. Lindsay Lyons: Thank you. One thing you're learning about lately could be related to work, but doesn't have to be, Iuri Melo: oh my gosh. You're gonna absolutely go crazy with this one. So this the latest thing that I've done that I've just had so much fun with, I'm totally blown away. So I use, uh, like Chatt, PT, and Claude, which is like two ai. I'm, I'm sure most everybody or if not everybody is totally familiar with those. Um, but I started about three weeks ago. I, uh, opened up my little chatt PT on my app on my phone, and, uh, and I, and I said, I, I want to create a, like, little mini course. And I said, I want you to take, um, like, 'cause I'm, I'm. I'm, I just love like thinking, I don't know how else to say it, but I really enjoy philosophy. I enjoy obviously psychology. Like this is what, like my whole degree is in. I love spirituality and so I asked Chad PI said, Hey, can you create a daily? Like mini lesson program. And Lindsay, I challenge you. Go do this. I promise you'll love it. And create, and, and I just said I, I love philosophy, I love psychology. I love like eastern philosophy and, and like, uh, some of these other religious practices. And I want you to create a mini daily lesson that I'll like prompt you to start every day. That just includes right, and almost kind of synthesizes some of these things together. And every day I just go next and it launches it, you know, all the way from Aristotle to Mahatma Gandhi to Viktor Frankl and all the way to, you know, Albert Ellis and cognitive behavioral therapy. And it just creates these little mini lessons that lend from right all the way from like, you know, Taoism to like cognitive behavioral therapy. And it's just like packed with goodness and just these little tiny like lessons that I can read through. Um, talk about creating positive momentum at the beginning of your day, I promise you. Like, just start with that and it will inspire you. Like I, so anyways, that's been one of the little tools that I've started. That I would say just add a little bit about your life. Hey, my name is Lindsay. I'm 27 years old. I'm, I'm trying to create this and I'm looking for inspiration from, you know, Eastern philosophy approaches or philosophy or the master's in psychology, whatever. And can you create a daily course? And of course, Jackie PT will be, you know, that's such a wonderful idea, Lindsay. Let me set that right up for you. But I'm telling you like. There's some really cool things that, that you can do with that technology and it's been totally, so that would be my suggestion to you is try it out Lindsay and to all of you listeners, just give it a go and have fun with that. Lindsay Lyons: Super cool. Thank you for that suggestion. Yeah. Last question before we wrap up. Where can people learn more about you or connect with you? Iuri Melo: Yeah, well you can go to, uh, you can go to school pulse.org, uh, or you can just. Email me. Uh, my name is Yuri. It's a strange name. It's Portuguese, but it's, it's spelled IURI. It makes no phonetic sense, so [email protected] and you can just email me or go to our website and find out more about us. And man, let's, let's change the world. Let's do some good. Let's be proactive about it too. Not just reactive, but Lindsay Lyons: nice. Positive ending. Like, you're like, Iuri Melo: yes. Good momentum. Lindsay Lyons: Awesome. Thanks Yuri. I really appreciate this conversation. Iuri Melo: Absolutely. Best of luck to you, Lindsay. Lindsay Lyons: Thank you.
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AuthorLindsay Lyons is an educational justice coach who helps schools and districts co-create feminist, antiracist civics-based curricula, discussion opportunities, and equitable policies that challenge, affirm, and inspire all students. A former NYC public school teacher, she holds a PhD in Leadership and Change, and is the founder of the blog and podcast, Time for Teachership. Lindsay believes all students deserve literacy, criticality, and leadership skills. Archives
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