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School Phone Policies With An Educator Who Helped Craft Them
What happens when schools set boundaries on student phone use—not to punish, but to empower learning? In this episode, I sit down with Julie Yang, President of the Montgomery County, Maryland Board of Education, to explore the increasingly complex relationship between students, smartphones, and learning environments. Julie brings both personal and professional insights from her roles as an educator, board leader, and parent to help us unpack how thoughtful school policies can shape healthier, more focused, and less anxious learning experiences.We dive into how schools are navigating the pros and cons of technology in classrooms, what research says about screen time and attention, and why policies need to be rooted in both compassion and practicality. Julie walks us through the real-life rollout of phone regulations in one of the country’s largest school systems, and the student feedback that’s reshaping how we think about tech in education. If you’re a parent, educator, or student wondering what “phone away for a better day” really looks like—this conversation’s for you. Episode Highlights:[3:44] – Why regulating phone use in schools is such a hot topic right now [5:18] – Montgomery County’s current phone policy and the balance between rules and student self-regulation [7:30] – How student phone use has evolved through the 2010s, the pandemic, and beyond [10:28] – The rise of screen addiction and why setting boundaries isn’t anti-tech—it’s pro-learning [13:26] – Including student voices: What focus groups revealed about phone policies [16:45] – Middle school and high school student reactions to phone-free learning environments [18:49] – Creative implementation strategies from different schools—no one-size-fits-all approach [23:34] – How to help teens develop respectful and effective phone habits [29:00] – Teaching students that even phones need recess—and how digital detox benefits us all [35:23] – Are Chromebooks and other tech tools part of the problem too? [38:57] – Social media, mental health, and why phones are only one piece of a bigger puzzle [43:45] – Final thoughts on partnership, reflection, and the importance of revisiting regulations Links & Resources:Julie's website: https://www.julieyang.org/ If this episode has helped you, remember to rate, follow, and share the Self-Driven Child Podcast. Your support helps us reach more people and create more content that makes a difference. If you have a high school aged student and would like to talk about putting a tutoring or college plan together, reach out to Ned's company, PrepMatters at www.prepmatters.com
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49:48
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49:48
Summer Downtime: The Power of Trees and the Default Mode Network
It’s summer, and that means more time outside—and for me, that means time with trees. In this episode, I dive deep into how trees, those quiet giants of our world, can actually help us and our kids develop healthier minds and deeper self-awareness. I unpack some fascinating science behind what nature, especially time spent among trees, does for our brains, our stress levels, and even our test scores.Inspired by Peter Wohlleben’s The Hidden Life of Trees, I explore not just the hidden life of trees, but the hidden life in trees—and what it can teach us about connection, cooperation, and the power of downtime. Whether you're a fellow tree-lover, a parent looking for ways to support your child’s mental health, or just someone who needs a reason to unplug and take a walk, this episode is for you. Episode Highlights:[0:00] - Why we fall back into old habits and the launch of our new workbook, The Seven Principles for Raising a Self-Driven Child [1:20] - Introducing the episode theme: my love for trees and what they offer us mentally and emotionally [3:14] - What Peter Wohlleben teaches us about trees' communication, cooperation, and support systems [5:55] - Why intergenerational connections matter—and how forests model this beautifully [7:03] - Green spaces and mental health: insights from Denmark and beyond [9:02] - Understanding the default mode network and why downtime is vital for brain development [12:25] - How nature improves test performance: the Johns Hopkins study and real-life results [14:30] - A personal story of helping a student prep for the ACT with a walk in the woods [16:08] - The danger of overscheduling our kids and the need for daily unstructured time [17:40] - My son’s dreamy daydreaming as a child and how it shaped his path as a composer [18:50] - How to gently support kids in managing phone use and embracing digital downtime [19:46] - Final reflections and a call to get out in nature and enjoy a moment of peace and connection Links & Resources:The Hidden Life of Trees by Peter Wohlleben: https://www.peterwohllebenbooks.com/ · Article: "Rest Is Not Idleness" by Mary Helen Immordino-Yang: https://pubmed.ncbi.nlm.nih.gov/26168472/ If this episode has helped you, remember to rate, follow, and share the Self-Driven Child Podcast. Your support helps us reach more people and create more content that makes a difference. If you have a high school aged student and would like to talk about putting a tutoring or college plan together, reach out to Ned's company, PrepMatters at www.prepmatters.com
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21:30
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21:30
A Teen Perspective on Teen School Phone Policies
Hey folks, Ned here. If you're anything like me, you're always curious about how the younger generation views the world we're handing them—including the phones we put in their pockets and the social platforms we love to worry about. In this episode, I sit down with two remarkable high school students, Ellie and Flair, to talk not just about screen time and school phone policies, but how they really experience technology, anxiety, education, and what it means to grow up today.Ellie and Flair are bright, honest, and totally engaging. They bring a much-needed perspective on teen tech use, mental health, screen addiction, and the nuanced balance between connection and distraction. This isn’t a conversation about teens—it’s a conversation with them. You’ll walk away with new insight into what our kids are thinking and feeling, and hopefully, how we can better support them. Episode Highlights: [0:00] Welcome and an exciting announcement about the new workbook [1:30] Ellie reflects on generational changes in parenting and tech use [3:35] Meet our brilliant guests: Flair and Ellie [5:16] What BCC High School is like—diversity, size, and school culture [6:17] Launching into today’s topic: phones, social media, and school policies [8:23] What “PMDs” are and how new rules are enforced (or not) [10:49] Why students in advanced classes often self-regulate better [12:03] Calling out the adult double standard in screen use [14:05] Social media as both connection and distraction [17:01] Doomscrolling vs. genuine engagement—mental health reflections [18:17] The healing power of nature and how it competes with dopamine [21:05] How overprotection in the real world may fuel under-preparation [24:51] Discussing “The Anxious Generation” and parental fears [27:52] Does banning phones really solve anything? [29:11] Ellie gets real about anxiety, overdiagnosis, and support systems [33:11] Why blanket policies don’t reflect lived experience [36:16] Can schools craft phone policies with students, not just for them? [40:58] On class, academic support, and how expectations shape outcomes [45:56] Highlighting the MoCAT exhibit and teen voice in action [48:34] Final reflections: What teens really need from adults Links & Resources:The Museum of the Contemporary American Teenager (MoCAT): July 2–7 on the National Mall https://festival.si.edu/2025/youth-future-culture/mocat If this episode has helped you, remember to rate, follow, and share the Self-Driven Child Podcast. Your support helps us reach more people and create more content that makes a difference. If you have a high school aged student and would like to talk about putting a tutoring or college plan together, reach out to Ned's company, PrepMatters at www.prepmatters.com
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54:47
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54:47
Reimagining Education with Dr. Stuart Slavin
Hey folks, Ned here! This episode is a continuation of our eye-opening conversation with Dr. Stuart Slavin, a pediatrician, medical educator, and mental health advocate who's making waves in education reform. We dive deep into the hidden stressors in elite academic environments and explore what happens when you challenge the status quo.In Part Two of our discussion, Stuart unpacks his groundbreaking research on high-performing high schools and reveals the sobering mental health statistics that too often go unnoticed. We also talk about real, practical solutions—from pass/fail grading to autonomy-supportive school cultures—that can drastically improve students' well-being without sacrificing academic outcomes. It's a powerful reminder that doing well and being well don't have to be at odds. Episode Highlights:[1:54] - Welcoming back Dr. Stuart Slavin and setting the stage for Part Two of our conversation.[3:38] - Why it's "and," not "or": unpacking social media's role in student stress alongside deeper cultural forces.[6:31] - Eye-opening survey data from 18 high schools revealing staggering rates of anxiety and depression.[9:25] - Students define themselves by grades; extracurriculars are no longer fun—they're just more stress.[11:19] - The "free day" pilot at SLU: one day off every other week led to better mental health and test scores.[13:32] - How principles from positive psychology boosted connection, meaning, and performance.[16:33] - Letting go of false incentives: moving from extrinsic to intrinsic motivation through pass/fail reforms.[17:53] - Challenges schools face in shifting culture and making bold changes.[20:06] - Stuart's upcoming parenting book: offering families a saner, science-based path to raising healthy kids.[22:56] - It's not just the kids: how we're all part of the system that's failing them.[25:49] - Schools must redefine what makes them "good": test scores or student wellness?[29:22] - Practical mental health tools: meditation, breathing, and cognitive restructuring.[33:41] - Real-life stories from students who found unexpected joy outside the Ivy League.[35:26] - The dangers of rigid, narrow goals and the power of reframing.[37:21] - Autonomy, connection, competence: how self-determination theory explains what students need.[41:09] - Schools can change—if they have the courage. The research is clear, the model is ready.[42:33] - A challenge to school leaders: want to try this? We’re in. Let’s make it happen. Links & Resources:If this episode has helped you, remember to rate, follow, and share the Self-Driven Child Podcast. Your support helps us reach more people and create more content that makes a difference. If you have a high school aged student and would like to talk about putting a tutoring or college plan together, reach out to Ned's company, PrepMatters at www.prepmatters.com
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49:15
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49:15
Dr. Stuart Slavin: Simple Curricular Changes That Decreased Student Depression by 85% AND Raised Board Scores
In this episode, I sit down with Dr. Stuart Slavin—pediatrician, medical educator, and a true superhero in the world of educational reform. Stuart’s groundbreaking work has shown that yes, we can dramatically improve student mental health without compromising academic performance—and he has the results to prove it.We get into why today's high schoolers are more stressed than med students, how maladaptive perfectionism is quietly damaging our youth, and what it really means to build resilience that lasts. Whether you're a parent, educator, or just someone who cares deeply about kids and learning, you don’t want to miss this conversation. Stuart's work is inspiring, actionable, and—best of all—hopeful. Episode Highlights:[0:00] - Introducing our new workbook, "The 7 Principles for Raising a Self-Driven Child".[1:08] - Dr. Stuart Slavin on the surprising pressures teens face—more intense than med school.[3:22] - Stuart’s origin story and how a curriculum role led to mental health reform.[5:32] - How adolescent anxiety and perfectionism carry into adulthood.[7:42] - The dangerous cost of maladaptive perfectionism and chronic stress.[8:36] - What Stuart’s research revealed about depression, suicide risk, and medical students.[11:41] - The 3-part intervention that changed everything at Saint Louis University.[14:10] - Can cutting 10% of class time improve both health and test scores? (Spoiler: Yes.).[17:54] - How a 90-minute resilience curriculum taught students to challenge toxic thoughts.[22:01] - Why we must teach kids to recognize and reframe distorted thinking early.[24:20] - Replacing perfectionism with a healthy pursuit of excellence.[26:53] - Ned shares his own experience with depression and the power of having tools.[28:26] - From frustrated parent to systemic change: Stuart’s fight for student well-being.[30:21] - Final thoughts: to help kids thrive, we have to start upstream. Links & Resources:Learn more about Dr. Stuart Slavin's work at ACGME: https://www.acgme.org/ Episode 49 of The Self-Driven Child: How To Redesign Schools to Unleash Extraordinary Learning For AllResearch cited in the episode: Medical student mental health 3.0: improving student wellness through curricular changesFinding the Why, Changing the How: Improving the Mental Health of Medical Students, Residents, and PhysiciansReflections on a Decade Leading a Medical Student Well-Being InitiativeIf this episode has helped you, remember to rate, follow, and share the Self-Driven Child Podcast. Your support helps us reach more people and create more content that makes a difference.If you have a high school aged student and would like to talk about putting a tutoring or college plan together, reach out to Ned's company, PrepMatters at www.prepmatters.com
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32:57
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32:57