Schurtz and Ties: A podcast about education and culture

What happens when educational leadership starts looking more like social media performance than authentic service?In this episode of the Schurtz & Ties podcast, Kasey Schurtz and Brian T. Miller are joined once again by educator and consultant Jed Hafer for a candid, funny, and deeply honest conversation about the rise of the “celebrity principal.” Together, they wrestle with an important question:When does sharing great school leadership become more about the leader than the students?The conversation dives into:Greeting students at the doorFilming school interactions for social mediaRemoving students from classroomsDelayed Learning Opportunities (DLOs)Instructional leadership vs. performative leadershipWhy behavior should be taught like academicsThe danger of “easy answers” in school disciplineAuthenticity, vulnerability, and ego in leadershipWhy professional development still mattersThis episode is equal parts reflective, practical, and entertaining, with plenty of moments that educators will immediately recognize from their own schools.Whether you are a principal, teacher, instructional coach, or simply passionate about education, this conversation challenges us to think carefully about what truly helps students and staff grow.🎙️ Schurtz & Ties Podcastwww.schurtzandties.com📚 Learn more about behavior and instructional systems athttps://www.behavioralleadership.com/#education #schoolleadership #principal #teachers #behavior #classroommanagement #instructionalleadership #educationpodcast #edchat #teacherlife #schoolculture #leadership #DLO #studentbehavior #professionaldevelopment #SchurtzAndTies #ErvinEducation

Psychologist, researcher, and author known for her work on gender, social norms, and the myths that shape how we understand boys, girls, men, and women. In this conversation, Cordelia Fine joins Schurtz & Ties for a careful discussion about gender in schools, the assumptions educators make about boys and girls, and why treating students as individuals matters more than leaning on stereotypes. The conversation moves through classroom expectations, masculinity, boys and purpose, gender roles, economic shifts, and the tension between equality, identity, and opportunity. Rather than offering simple answers, this episode explores why some of education’s hardest questions often live in the gray. 🎙 Schurtz & Ties Podcast Follow the show for more conversations about education, culture, and learning. #SchurtzAndTies #EducationPodcast #CordeliaFine #SchoolCulture #TeachingAndLearning #EducationConversation Website: http://www.schurtzandties.com

Show Notes Educator, author, and speaker known for challenging traditional thinking about motivation, rewards, punishment, homework, grading, and the role of power in schools. In this conversation, Alfie Kohn pushes on some of education’s most familiar assumptions: why control often replaces trust, how compliance can diminish curiosity, why democratic classrooms matter, and what it means for educators to serve as a buffer between students and harmful systems. The discussion moves through parenting, classroom decision-making, school leadership, and the tension between doing what is expected and doing what is right for kids. Website: Alfie Kohn https://www.alfiekohn.org Listen to More Episodes 🎙 Schurtz & Ties Podcast Connect With Us Follow the show for more conversations about education, culture, and learning. #SchurtzAndTies #EducationPodcast #AlfieKohn #Motivation #ClassroomCulture #SchoolLeadership #Curiosity #TeachingAndLearning

In this episode, we sit down with psychologist and writer Adam Mastroianni to explore why so much of what feels obviously true about people often turns out to be wrong. We talk about why people across generations believe society is in moral decline, even when evidence suggests otherwise, why schools often rely on interventions that sound right but fail in practice, and how human beings are wired to notice the negative more than the good. Adam shares why psychology still behaves more like an adolescent science than a settled one, why many educational instincts deserve more skepticism, and why students may be learning far more from what adults quietly model than from what adults intentionally teach. The conversation moves from awkward social experiments to school culture, from vandalized bathrooms to the scientific method, and eventually to a bigger question: why did it take humans so long to discover so many things we now cannot imagine living without? This is a conversation about human behavior, uncertainty, education, and the danger of mistaking confidence for understanding. Adam Mastroianni Psychologist, writer, and researcher exploring how humans think, why we misread the world around us, and how many of our strongest intuitions fail when tested. Website: https://www.experimental-history.com/ Listen to More Episodes 🎙 Schurtz & Ties Podcast https://www.schurtzandties.com Connect With Us Follow the show for more conversations about education, culture, psychology, and learning. #SchurtzAndTies #EducationPodcast #Psychology #HumanBehavior #ExperimentalHistory #SchoolCulture #TeachingAndLearning #EducationalLeadership

What happens when behavioral leadership is not treated as a program, but as part of a school’s culture? In this special Schurtz & Ties Presents conversation, Kasey Schurtz joins Tony DeRose on Collab Lab Live for a deep discussion about what behavioral leadership looks like inside a junior high school, why secondary educators sometimes hesitate to embrace it, and why simple practices like noticing often do the heaviest instructional lifting. Built around ideas from Ervin Educational Consulting, this conversation also points listeners toward the broader work behind Behavioral Leadership. https://www.behavioralleadership.com/ Kasey shares his journey from teaching in Ohio, serving in a bilingual school in Chile, working in an alternative school in Wyoming, and now leading instructional work in a junior high where teachers are turning behavioral leadership into shared staff practice. The conversation explores how noticing creates clarity, how clear expectations protect relationships, and why the best classrooms often look like students taking ownership while teachers are free to teach. Also in this episode: Why substitute teachers need behavioral leadership language too How schools can build culture through simple shared practices Why secondary teachers often resist behavior systems and why they may already need exactly this work How clarity and relationship-building happen through noticing Why teaching behavior protects teachers from becoming therapists, enforcers, and constant correctors How strong classroom culture gives students ownership of space, routines, and expectations A strong discussion for anyone thinking about behavior, instruction, culture, and what it means to let teachers teach. 🎧 Schurtz & Ties Education. Culture. Thoughtful conversations that stay with you. 🌐 schurtzandties.com

In Episode 140 of Schurtz & Ties, we welcome back literacy expert Mary Jo Fresch to talk about what teachers really need to understand about reading, vocabulary, and language. Mary Jo has spent decades helping educators make sense of the English language and build the background knowledge needed to confidently teach literacy. In this conversation, we explore the realities of the Science of Reading, the role of phonics across all subjects, and how teachers in any content area can support students as readers and writers. We also dive into how vocabulary, word origins, and language structures help students move from simply memorizing information to actually building memories and understanding that last. Along the way we talk about: • Why every teacher is a teacher of reading • How understanding word structure and etymology strengthens vocabulary instruction • The difference between memorizing words and building memories with language • Why nonfiction text structure matters for student comprehension • How administrators can better support literacy instruction in their schools • Whether texting, emojis, and digital communication are changing how students read and write Mary Jo also shares practical strategies teachers can use immediately to help students break down complex words, understand content-area vocabulary, and become more confident readers. This episode is packed with insights for teachers, school leaders, and anyone interested in how students learn to read, write, and understand language. Guest Mary Jo Fresch Literacy educator, author, and speaker focused on helping teachers build deep knowledge of the English language and effective literacy instruction. Website: https://maryjofresch.com Listen to More Episodes 🎙 Schurtz & Ties Podcast https://www.schurtzandties.com Connect With Us Follow the show for more conversations about education, culture, and learning. #SchurtzAndTies #EducationPodcast #Literacy #ScienceOfReading #TeacherLearning #ReadingInstruction #TeacherDevelopment #PodcastForTeachers

What if uncertainty isn’t weakness—but the doorway to deeper thinking? In this episode of Schurtz & Ties, we sit down with journalist and author Maggie Jackson, whose books Uncertain: The Wisdom and Wonder of Being Unsure and Distracted: Reclaiming Our Focus in a World of Lost Attention challenge some of our deepest assumptions about attention, expertise, and learning. Schools often reward speed, correctness, and certainty. But Maggie argues that the ability to pause, question, and remain open may be the very thing that allows us to think clearly, connect with others, and grow. We explore why focus is not simply the elimination of distraction, but the gateway to thinking. Maggie explains how attention works—not as a fixed trait, but as a skill that can be strengthened through practice. We also examine how uncertainty, when used intentionally, becomes a powerful tool for perspective-taking, empathy, and adaptive expertise. This conversation challenges the instinct to label students as motivated or unmotivated, capable or incapable. Instead, it invites us to stay open long enough to understand what’s really happening when students lose access to thinking—and what educators can do to restore it. As Maggie explains, uncertainty creates space. And in that space, new thinking becomes possible. Uncertainty isn’t the absence of knowledge. It’s the beginning of wisdom in motion. Uncertain: The Wisdom and Wonder of Being Unsure Distracted: Reclaiming Our Focus in a World of Lost Attention Why focus is a skill that can be strengthened How uncertainty improves thinking and decision-making The difference between routine expertise and adaptive expertise Why labeling students creates false certainty How uncertainty promotes empathy and perspective-taking How educators can protect students’ access to thinking Website: https://www.maggie-jackson.com Books available wherever books are sold Books by Maggie JacksonIn This Episode, We DiscussLearn More http://www.schurtzandties.com

Teachers carry more than lesson plans. They carry fear that isn’t theirs. They carry responsibility no one trained them for. They carry the weight of holding stability when everything else feels uncertain. In this first episode of a two-part series on the unseen burdens teachers carry, we speak with Minnesota educator and Teacher of the Year finalist Sean Padden about what happens when national politics enters school hallways. Sean describes a reality many Americans never see: Students afraid to come to school. Attendance dropping dramatically. Teachers delivering food and printed lessons to homes. And classrooms becoming the place where students process fear, trauma, and uncertainty. As Sean explains, when fear enters a community, it doesn’t stay outside. It enters the classroom, and educators are left to help students carry it while still trying to teach reading, writing, and arithmetic. This conversation is not about politics. It is about responsibility. It is about what happens when teachers are asked, once again, to hold together the lives of students in circumstances far beyond instruction. And it is about a truth every educator understands: We cannot surrender the classroom. This is Part 1 of a special two-episode release exploring the burdens teachers carry that the world rarely sees. Listen now: 👉 https://www.schurtzandties.com #teachers #education #teacherlife #educators #schoolculture #teachertruth #classroomreality #educationpodcast #teacherburnout #schurtzandties

Teachers carry more than lesson plans. They carry the knowledge that one moment—one decision, one sentence, one misunderstood action—can change everything. They carry the quiet awareness that the work they love can also make them vulnerable. In Part 2 of this special two-episode series on the unseen burdens teachers carry, we speak with educator and former principal Toby Price, whose career was abruptly ended after reading a children’s book to students. No parents complained. No students were harmed. But within hours, he was suspended. Days later, he was terminated. Toby’s story is not just about a book. It is about fear. Fear of making a mistake. Fear of being misunderstood. Fear that the trust once placed in educators is no longer guaranteed. As Toby explains, this fear doesn’t just affect one teacher. It shapes the decisions educators make every day—what they say, what they teach, and how willing they are to take the risks necessary to truly reach students. And yet, even after losing his position, Toby remains clear about one thing: If given the chance again, he would still choose to do what he believed was right for students. Because teaching has never been about safety. It has always been about courage. This conversation explores the emotional and professional reality of what it means to teach in a time when educators must navigate not only the needs of students—but the fear of consequences beyond their control. This is Part 2 of a special two-episode release exploring the burdens teachers carry that the world rarely sees. Listen now: 👉 https://www.schurtzandties.com #teachers #education #teacherlife #educators #teachertruth #classroomreality #educationpodcast #teacherburnout #schurtzandties

In Episode 132, we are joined by Tracey Tokuhama-Espinosa, an internationally recognized researcher and author whose work sits at the intersection of mind, brain, and education science. This conversation explores what neuroscience actually tells us about learning — and just as importantly, what it doesn’t. We dig into how research is often misapplied in classrooms, how teacher actions shape learning environments in ways we don’t always see, and what it means to design instruction that honors both science and humanity. Rather than quick fixes or “brain-based” shortcuts, Tracey challenges educators to think more carefully about evidence, complexity, and the ethical responsibility of teaching. What mind, brain, and education science really is — and common misconceptions How teacher behaviors and classroom conditions influence learning at a neurological and human level Why oversimplifying neuroscience can actually harm instruction What K–12 educators can learn from research without losing professional judgment How clarity, culture, and cognition are inseparable in meaningful learning This is a conversation for educators, leaders, and parents who want better questions, not buzzwords. Questions Kids Ask About Their Brains Crossing Mind, Brain, and Education Boundaries Five Pillars of the Mind: Redesigning Education to Suit the Brain (Each offers a research-grounded, educator-respecting approach to applying science without reducing teaching to technique.) 🎧 Schurtz & Ties Podcast: https://schurtzandties.com 🎙️ Explore more episodes on education, culture, and learning.

A true barstool conversation with brewer Jeremiah Johnson In this episode, Kasey Schurtz and Brian T. Miller step outside the education silo and sit down with Jeremiah Johnson, founder and owner of Jeremiah Johnson Brewing Company. What starts as a light “barstool episode” quickly turns into a deeply relevant conversation about leadership, clarity, iteration, trust, and what it actually takes to build something that lasts. Jeremiah shares the story of rebranding an existing brewery under his own name, the risks that came with it, and the relentless attention to detail required to survive as a small, independent business. Along the way, the conversation draws powerful parallels to education—especially around innovation, curriculum decisions, collaboration, and knowing when to hold the line versus when to experiment. This episode isn’t about beer. It’s about craft, identity, and belief. In brewing, a single small mistake can ruin an entire batch. Jeremiah explains why quality demands precision—and why sometimes the hardest (but right) decision is to pour a batch out rather than let it damage trust. Teachers and leaders often hang onto “pet lessons” or practices because they love them, even when they aren’t serving students well. Quality requires the courage to let go. Jeremiah describes brewing 19 different versions of a hazy IPA before settling on the final recipe. The belief in the idea never wavered—but the process required constant adjustment. Trying something new doesn’t mean it works the first time. Belief plus iteration beats rigid loyalty to a first draft. When economic pressure hit the brewing industry, Jeremiah chose not to chase trends. Instead, he doubled down on what defined the brand: no-nonsense Montana beer. When scores dip or demographics shift, schools often search for the next new program. This episode challenges leaders to ask: What are we already good at—and how do we do that better? Jeremiah emphasizes that successful collaboration isn’t about buzzwords—it’s about real human connection, listening, and shared belief. Without trust, collaboration collapses into compliance. Jeremiah and the hosts discuss three qualities educators should nurture in students: Unwavering belief in eventual success Clarity of direction Relentless work ethic Talent alone isn’t enough. Confidence and effort compound over time. This episode reframes encouragement. Pumping kids up isn’t false praise—it’s truthful belief, honest feedback, and meaningful connection. “I looked at your test scores. You’re too smart not to do better.” Those words changed Jeremiah’s trajectory—and they highlight the lasting power educators hold. Educators feeling pressure to “innovate” without losing their identity School leaders navigating tough decisions Teachers wrestling with clarity vs creativity Anyone interested in entrepreneurship, craft, or human development This episode is a reminder that good work—whether in classrooms or breweries—requires clarity, patience, belief, and connection. Sometimes the most meaningful insights come from outside your field. #schurtzandties #dogreatthings #keepknocking #educationpodcast #educationleadership #teachersofinstagram #schoolleadership #culturematters #leadershipmatters #entrepreneurship #craftandculture

🎙️ Episode 130: Barry Schwartz Choice, Structure, and the Cost of Getting Education Wrong In Episode 130 of Schurtz & Ties, we are joined by Barry Schwartz, renowned psychologist and author whose work has shaped how we think about motivation, choice, and meaning for decades. This conversation moves well beyond soundbites. We dig into why incentives often undermine learning, how too much choice fuels anxiety rather than freedom, and why structure is not the enemy of autonomy but its prerequisite. Barry challenges the assumption that motivation comes from rewards, arguing instead that learning must carry its own meaning if it’s going to last. Together, we explore: Why incentives in schools often function as band-aids rather than solutions How excessive choice erodes engagement and increases anxiety The danger of mistaking “intrinsic motivation” for entertainment Why sustained attention is a muscle that must be built, not bypassed How freedom without structure leads to intellectual anarchy Why education is always values-driven, whether we admit it or not What happens when schools prioritize credentials over understanding Why knowing the student matters more than perfect systems Barry also reflects on parenting, higher education, burnout, privatization, and the growing suspicion embedded in modern institutions. The throughline is clear: education is about building people, not managing systems. This episode is for educators, parents, leaders, and anyone wrestling with the tension between structure and autonomy in a world that wants simple answers to complex problems. Listen now and join the conversation: https://www.schurtzandties.com #SchurtzAndTies #DoGreatThings #KeepKnocking #Education #Motivation #Engagement #Leadership #Learning #BarrySchwartz

Schurtz Short: What’s Our Guiding Light? In this Schurtz Short, Kasey Schurtz and Brian T. Miller wrestle with a deceptively simple question schools often rush past: What is our guiding light when we make decisions? As schools begin planning for the next year—staffing, policies, handbooks—this short conversation pushes beyond slogans and into something more concrete. If intellectual engagement is the non-negotiable task of schooling, what does that actually mean in practice? How do we avoid abstract vision statements that sound good but don’t guide real decisions? This episode explores: Why intellectual engagement isn’t optional—and isn’t the same as test scores How vague values create confusion instead of clarity The difference between identifying who we are and jumping too quickly to systems and processes A powerful reflective question for staff: Based on what we see every day, what do we actually value? Short, honest, and grounded in real leadership tension, this Schurtz Short is for principals, instructional leaders, and teachers who want their decisions to be anchored in something real—not just well-intended language. Slow is smooth. Smooth is fast. And clarity keeps people in the thinking. www.schurtzhistory.com #dogreatthings #keepknocking

🎙️ Schurtz & Ties Dr. Douglas Fuchs on Inclusion, IDEA, and the Limits of the General Classroom In this episode of Schurtz & Ties, Kasey Schurtz sits down with Dr. Douglas Fuchs, one of the most influential scholars in special education, to explore one of the most pressing and emotionally charged questions in schools today: When is inclusion truly least restrictive—and when does it stop being instructionally responsible? Drawing on decades of research, classroom experience, and policy work, Dr. Fuchs helps unpack how good intentions around inclusion can drift into oversimplification, and why the IDEA framework was never designed to mean “general education at all costs.” This is a conversation about instructional limits, professional honesty, and what students with disabilities actually need to learn—not just belong. Inclusion as a moral imperative vs. an instructional decision Why Least Restrictive Environment (LRE) is often misunderstood The difference between abolitionist and conservationist views of special education What IDEA actually says about placement and accommodation Why co-teaching often fails students with serious learning difficulties The limits of general education classrooms—even with strong teachers RTI / MTSS as an attempt to rethink general education structure What intensive, individualized instruction really requires Why expertise—not titles—matters most in special education The difference between enabling a disability and building independence What schools feel like when they get this right Much of the episode centers on the reality that learning problems are instructional problems, and that students with significant needs require teachers who can adapt instruction through data, not just provide accommodations . Dr. Douglas Fuchs is a Professor Emeritus of Special Education at Vanderbilt University’s Peabody College, where he has spent decades shaping the national conversation around learning disabilities, inclusion, and instructional design. His work has been foundational in areas including: Learning Disabilities research Data-Based Individualization (DBI) Instructional decision-making RTI / MTSS frameworks Special education policy interpretation Dr. Fuchs is known for bridging research, classroom reality, and federal law, often challenging schools to confront uncomfortable truths about capacity, expertise, and limits. Vanderbilt Peabody Faculty Bio https://peabody.vanderbilt.edu/bio/douglas-fuchs/ Vanderbilt IRIS Center (Instructional Research & Practice) https://iris.peabody.vanderbilt.edu/ Research on Data-Based Individualization (DBI) https://intensiveintervention.org/ Publications and Research Profile https://scholar.google.com/scholar?q=Douglas+Fuchs+special+education This episode is not about being “for” or “against” inclusion. It’s about being honest. Honest about what classrooms can sustain. Honest about what students need to learn. Honest about the difference between placement and instruction. As Dr. Fuchs reminds us, belonging without learning is not equity, and inclusion that ignores instructional reality ultimately fails the very students it aims to protect. 🎙️ Schurtz & Ties Thoughtful conversations at the intersection of teaching, learning, and leadership. 🌐 https://www.schurtzandties.com

What if the key to better classrooms isn’t more compliance—but more fire? In this episode of Schurtz & Ties, Kasey Schurtz and Brian T. Miller sit down with Coach Tony Holler—creator of the Feed the Cats philosophy, longtime chemistry teacher, and nationally recognized coach—to explore what schools can learn from athletics, competition, and joy. Tony brings decades of experience from both the classroom and the track to challenge some of education’s most common assumptions: bell-to-bell instruction, endurance over intensity, and the idea that struggle means failure. Instead, he makes a compelling case that learning, like speed, grows slowly, and that classrooms should be places where students (and teachers) want to show up. This conversation ranges from feral cats and redwood trees to standardized testing, teacher burnout, and why “happy teachers—not perfect teachers—change lives.” Along the way, Tony shares practical, unapologetic ideas for building culture, feeding curiosity, and making learning the best part of a student’s day 🐱 Feed the Cats: Why competitive, fast-twitch learners need a different approach—and how schools often miss them 🌲 “Speed grows like trees”: Why real growth is slow, incremental, and worth measuring 🎯 Record, Rank, Publish: What classrooms can learn from performance-based coaching 🧑‍🏫 Never bell-to-bell: Purposeful teaching vs. robotic instruction ❤️ Front-loading empathy and building classrooms that are safe for risk 🔥 Lighting a fire instead of “filling a pail” 😌 Why teacher joy, efficiency, and boundaries matter more than martyrdom 🌱 Culture as something that must be taught, not assumed Tony Holler is a retired chemistry teacher, veteran track coach, and the creator of the Feed the Cats training philosophy—a speed-first, motivation-driven approach now used by coaches and educators across the country. He has spoken in over 30 states and internationally, coaching coaches while continuing to advocate for joyful, human-centered teaching. Tony is passionate about helping educators: Build culture intentionally Gamify improvement without shame Reach students who don’t fit the traditional “good student” mold Rediscover why teaching can (and should) be fun Instagram / Facebook / YouTube: Coach Tony Holler Twitter (X): @PNTrack Feed the Cats philosophy: Search Feed the Cats Visit schurtzandties.com for: 🎧 Full episodes and show notes ✍️ Essays, resources, and reflections on engagement and leadership 📚 Tools for teachers, coaches, and administrators 🎙️ Information on past and upcoming guests 🧠 Key Topics & Takeaways👤 About Our Guest: Tony Holler🔗 Connect with Tony Holler🌐 More from Schurtz & Ties

In this episode of Schurtz & Ties, Kasey Schurtz and Brian Miller welcome back therapist, former educator, and author Charle Peck, LCSW, M.Ed. for a candid conversation about student anxiety, adult stress, and the communication breakdowns happening in schools right now. Together, they unpack why anxiety is genuinely increasing—not just being labeled more often—how social media, rapid societal change, and outdated systems are colliding in classrooms, and why many conflicts stem from students and adults speaking different emotional languages. Charle challenges common narratives around “coddling,” reframes ego and accountability, and offers practical, non-hokey strategies educators can use immediately to regulate classrooms without sacrificing expectations. This episode is honest, grounded, and hopeful—focused on helping adults lead with clarity, compassion, and courage in a complex moment for education. 👉 Learn more about Charle’s work at https://www.thrivingeducator.org/ 📘 Explore her book on behavior, communication, and emotional regulation (linked below). Guest: Charle Peck, LCSW, M.Ed. Therapist, former teacher, consultant, and author Website: https://www.thrivingeducator.org/ Charle Peck returns to Schurtz & Ties for a wide-ranging conversation on anxiety, behavior, and communication in today’s schools. Drawing on her experience working with both students and adults, Charle helps educators rethink what’s really happening beneath challenging behavior—and why many well-intended efforts around SEL have left teachers feeling unsupported and frustrated. Rather than offering buzzwords or quick fixes, Charle focuses on nervous systems, communication mismatches, and the adult work required to lead effectively in classrooms and schools today. Are kids really more anxious—or are we just talking about it more? Charle explains why the rise in anxiety is real, pointing to smartphones, COVID, social media, and generational disconnection. Students have the language—but not always the skills Kids may be able to name feelings, but often haven’t been taught how to communicate those feelings in ways adults can hear and respond to productively. Why “coddling” is the wrong conversation The problem isn’t empathy—it’s skipping discomfort, risk-taking, and skill-building while leaving adults unprepared to coach students through hard moments. The adult gap in SEL Schools taught social-emotional skills to students without teaching them to the adults expected to model, respond, and regulate in real time. Ego, fear, and parent conflict Many tense parent conversations are rooted in fear—not defiance. Leaders can’t fix ego, but they can lower the temperature and keep the focus on the child. Empathy and accountability Compassion doesn’t mean lowered expectations. Clear boundaries, calm repetition, and simple language matter more than perfect phrasing. Practical classroom strategies that don’t feel “hokey” Charle shares simple, playful movement strategies and “rapid resets” that help regulate energy without singling out students or disrupting instruction. Behavior is communication Kids aren’t trying to “get at” adults—they’re signaling unmet needs, skill gaps, or dysregulated nervous systems. Anxiety grows when systems don’t adapt as fast as society does Adults often feel threatened when students gain emotional language they themselves were never taught You can’t change someone else’s ego—but you can lead calmly around it Playfulness and movement are underused tools in behavior support Teaching is serious work—but it doesn’t have to feel heavy all the time 📘 Charle Peck’s Book (Charle’s book on behavior, communication, and emotional regulation—referenced throughout the episode—is available via her website.) 🔗 https://www.thrivingeducator.org/

In this conversation, Kasey and Brian sit down with Dr. Katie Lohmiller and Halley Gruber, co-founders of the Educational Access Group, to explore what it really means to build trauma-responsive, brain-based schools. They unpack how stress and adversity shape student behavior, why many traditional discipline systems miss the mark. Grounded in the work of Dr. Bruce D. Perry, the discussion highlights practical ways educators can support regulation, safety, and learning while creating sustainable systems that don’t burn out the adults doing the work. Takeaways-Regulation and felt safety are prerequisites for learning.-Brain state matters. Students can’t access higher-level thinking when they’re dysregulated. Trauma-responsive work must be systems-based, not a list of strategies or a compliance checklist. Adults need support too. Sustainable change protects educator capacity. Small, consistent shifts in environment, routines, and relationships can create big results. Effective school culture aligns brain science, behavior expectations, and instructional clarity. Keywords trauma-informed education, brain-based learning, school behavior, Educational Access Group, neurosequential model in education, Bruce Perry, What Happened to You, student regulation, educator burnout, school leadership, classroom culture, discipline #schurtzandties #dogreatthings #keepknocking #DrKatieLohmiller #HalleyGruber #DrBrucePerry #BrucePerry @educational_access_group @brduncper https://educationalaccessgroup.org/

Pete Hall

n this Christmas Special episode of Schurtz and Ties, hosts Kasey Schurtz and Brian T. Miller engage in a lively discussion with their friends and fellow educators, Matt and Eric. They reflect on their shared experiences in education, the importance of community, and the impact of having supportive colleagues. The conversation touches on the challenges and joys of teaching, the significance of maintaining a sense of humor, and the value of creating a positive school culture. The episode is filled with anecdotes, laughter, and insights into the world of education. #schurtz&ties #dogreatthings #keepknocking

American educators are in urgent need of meaningful behavioral support. Too often, punishment and consequences are conflated, while accountability gets lost in the noise. In this episode, Brian and Kasey unpack what accountability really means: doing what is reasonably expected and ensuring behaviors and expectations are met. They explore how true accountability places responsibility on both students and adults—requiring teachers to clearly teach, reteach, and support expectations. Grounded in grace, accountability neither ignores behavior nor excuses it, but recognizes our shared humanity and insists on growth, change, and support along the way. Visit our website at schurtzandties.com Social Media: Youtube: ⁠⁠⁠⁠⁠@SchurtzTies⁠⁠⁠⁠⁠ Instagram: ⁠⁠⁠⁠⁠SchurtzTies⁠⁠⁠⁠⁠ Show Sponsors:Schurtz and Ties is a proud partner with ⁠⁠⁠⁠⁠⁠⁠TeachBetter.com⁠⁠⁠⁠⁠⁠⁠: “The Teach Better Podcast Network is dedicated to supporting the entire school ecosystem through in-depth conversations around topics you care about. Covering a variety of areas in education, each podcast aims to support educators in creating and maintaining a progressive, student-focused classroom.” We’d love to hear your thoughts or ideas for future episodes: ⁠⁠⁠⁠⁠⁠⁠schurtzandties@gmail.com⁠⁠⁠⁠⁠⁠⁠ #DoGreatThings | #KeepKnocking