The Shocking Truth About Modern Education Gaps | Renee Vardouniotis DSH #890

Summary

Digital Social Hour: The Shocking Truth About Modern Education Gaps | Renee Vardouniotis DSH #890

Host: Sean Kelly
Guest: Renee Vardouniotis, Founder of Mighty Minds Academy
Release Date: November 15, 2024

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1. Introduction to Renee Vardouniotis and Mighty Minds Academy

Sean Kelly (Host): Welcomes Renee Vardouniotis, the founder of Mighty Minds Academy, to the show. Renee introduces her platform as an online educational resource designed for children, teens, and even adults who wish to participate. She emphasizes that Mighty Minds is inspired by principles from the book Thinking Real Rich and the Thinking to Results program with Bob Proctor.

Renee Vardouniotis (Guest):
"Mighty Minds Academy is an online platform for children and teens and young adults and adults if they really want to participate. And it's loosely based on the concepts that were in the book Thinking Real Rich, as well as the Thinking to Results program that I was in with Bob Proctor." [00:40]

---

2. Purpose and Role of Mighty Minds Academy

Renee explains that Mighty Minds aims to bridge the gap between traditional school curricula and essential real-life skills. She believes that by teaching powerful mindset concepts, the platform can help reduce anxiety, depression, and confusion among youth.

Renee Vardouniotis:
"We could probably diminish a lot of the anxiety and depression and confusion that our kids are having. So I develop these programs that they're online, and I work with children and teens on their mindset." [01:27]

Sean probes whether Mighty Minds serves as a supplement or a replacement to traditional schooling. Renee clarifies that while she would prefer it to replace traditional education, currently it functions as a supplement, enhancing what children learn in school with vital personal development skills.

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3. Critique of the Current Education System

The conversation delves into Renee’s critique of the existing education system. She highlights the drawbacks of large class sizes, standardized testing, and a one-size-fits-all approach that doesn't cater to individual learning styles.

Renee Vardouniotis:
"A lot of schools are now diversifying a little bit with different learning styles, but it's not enough. It's not enough." [03:36]

Sean shares personal experiences of feeling disconnected from the school curriculum, emphasizing the lack of passion and purpose in traditional subjects.

---

4. Mental Health and Education Gaps

Renee connects the gaps in modern education to the rising mental health issues among students. She argues that the failure to teach self-awareness and personal growth contributes significantly to anxiety, depression, and other mental health challenges.

Renee Vardouniotis:
"I feel like the reason why there’s been spikes in the mental health world and with mental illness, depression, anxiety, suicide, is all correlated with the fact that people aren't thinking the right thoughts 100%." [02:23]

Sean relates to this sentiment, mentioning how alternative learning platforms like Shark Tank and YouTube University provided him with purpose that traditional schooling lacked.

---

5. The Role of Technology and AI in Education

Renee discusses the stagnant nature of educational institutions in comparison to the rapid evolution of technology. She points out that classrooms have not significantly changed in the past century, despite advancements in technology and society.

Renee Vardouniotis:
"If you look at a classroom from 100 years ago and you look at a classroom now, they look very much the same... it should be used for something in different ways." [08:17]

The conversation touches on the integration of technology in classrooms, such as the use of laptops and iPads, but Renee argues that technology should be leveraged more effectively to teach skills like coding and real-world applications.

Sean Kelly:
"I would just tell her to ask Siri or Alexa, because why not?" [10:43]

Both guests agree on the potential of AI to revolutionize education, though concerns about its current restrictions in schools are voiced.

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6. Speech Pathology and Mindset Training

Renee shares her professional background as a speech-language pathologist, explaining how she integrates mindset training into her practice. She recounts working with students who have a range of communication disorders, from severe disabilities to high-functioning autism.

Renee Vardouniotis:
"When I started working with him, I said, you know, Ethan, let's talk about how you're feeling. What are you thinking? Because our thoughts affect our feelings affect our actions, which affect our results." [16:05]

She emphasizes the importance of addressing the mental and emotional aspects of speech disorders, leading to significant improvements in her students.

---

7. Autism and Modern Interventions

The discussion delves into autism, with Renee highlighting the spectrum nature of the disorder and the importance of early and appropriate interventions. She explains how modern therapies can help individuals with autism develop essential life skills.

Renee Vardouniotis:
"Intensive occupational therapy, sometimes physical therapy, social skills or social groups where they're practicing their conversational skills, understanding how to follow directions..." [21:07]

Sean shares a personal connection, mentioning his father’s severe autism and the challenges faced due to late diagnosis and lack of proper interventions.

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8. Emotional Intelligence and Life Skills

Renee underscores the lack of emphasis on emotional intelligence and other life skills in traditional education. She advocates for personalized learning that fosters self-love, goal setting, and emotional resilience.

Renee Vardouniotis:
"Emotional intelligence is something that's not taught in schools. We are, schools are very IQ based." [22:28]

She believes that teaching these skills early can lead to more fulfilled and mentally healthy individuals.

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9. School Facilities: Gym and Nutrition

The conversation shifts to the state of physical education and school nutrition. Renee and Sean lament the outdated gym programs and poor quality of school lunches, advocating for a revamp to promote better physical health and nutrition among students.

Renee Vardouniotis:
"I had great memories living there and being a student because my friends were working, so I had no money... We have the cushions that you can sit on that you can kind of like wiggle. Wiggle. They have rocking chairs." [29:06]

Sean reminisces about the lackluster gym experiences and emphasizes the need for more engaging and health-conscious physical education programs.

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10. Future Directions and Closing Thoughts

Renee elaborates on her vision for Mighty Minds Academy, aiming to create a comprehensive resource that addresses various aspects of personal development. She emphasizes the importance of parents modeling positive behaviors and investing in self-growth to effectively support their children.

Renee Vardouniotis:
"If we could avoid learning complicated math problems that probably won't serve us when we leave school, instead, why don't we plug it into something to find the answer? That's how I feel." [11:24]

Sean expresses strong support for Renee’s mission, highlighting the necessity of such initiatives in complementing the existing education system.

Renee Vardouniotis:
"It's our responsibility, really, to pass on the best version of us that we can to our kids. It's really important." [33:19]

The episode concludes with both hosts encouraging listeners to engage with Mighty Minds Academy to foster a healthier, more effective educational landscape.

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Notable Quotes:

• "We are not going to tackle the education curriculum. It's too big of a mountain to move right now. But we can supplement it." — Renee Vardouniotis [32:30]

• "Our kids are watching us. They're not listening to us. They're watching us. So if they're watching our every move and we're not showing them that we love ourselves, not showing them that we set goals and we take incremental steps to reaching them, not showing them that we're intentional about our thought process, that we respond, not react, that's what they're going to model." — Renee Vardouniotis [32:30]

• "Belief, thoughts, planting positivity and direction into someone's mind can change everything. And it's with everything, really." — Renee Vardouniotis [15:15]

---

Resources:

• Mighty Minds Academy: [Link to be provided in the podcast description]

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This episode of Digital Social Hour offers a compelling critique of the current education system and presents Mighty Minds Academy as a transformative platform addressing critical gaps. Renee Vardouniotis shares insightful perspectives on integrating mindset training with traditional education, the pivotal role of technology, and the necessity of emotional and personal development in fostering a healthier, more resilient generation.

Transcript

[A]

I was learning so many concepts that I knew were really powerful as an adult that I understood should be really taught to our kids, probably, you know, diminish a lot of the anxiety and depression and confusion that our kids are having. So I develop these programs that they're online, and I work with children and teens on their mindset.

[B]

All right, guys. Founder of Mighty Minds Academy, Renee V. Here today from Philly. Thanks for flying in.

[A]

Yes. Awesome. I'm so happy to be here.

[B]

Absolutely. Tell everyone about Mighty Minds and what the goal is there.

[A]

Okay, so Mighty Minds Academy is an online platform for children and teens and young adults and adults if they really want to participate. And it's loosely based on the concepts that were in the book Thinking Real Rich, as well as the Thinking to Results program that I was in with Bob Proctor. I was learning so many concepts that I knew were really powerful as an adult that I understood should be really taught to our kids because we could probably, you know, diminish a lot of the anxiety and depression and confusion that our kids are having. So I develop these programs that they're online, and I work with children and teens on their mindset.

[B]

Nice. So is it a supplemental thing to school, or is it a replacement?

[A]

Yes. I mean, I would like it to be a replacement, but it's not. It's definitely a supplement, a bridge between what our kids are learning in school, the curriculum and real life skills really is what it is. Nice learning more about yourself, because in school, school, we're learning about everybody else. We're not learning about ourselves. And a lot of times people are coming out of this, you know, intensive academic, you know, how many years we're in academics and not really knowing what they want to do, where they want to go, who they want to be.

[B]

No idea at all.

[A]

No idea. And I. In my opinion, I feel like the. The reason why there. The. There's been spikes in the mental health. Mental health world and with mental illness, depression, anxiety, suicide, is all correlated with the fact that people aren't thinking the right thoughts 100%.

[B]

Yeah, it's definitely related. I think Shark Tank and YouTube University really saved me because what I was learning in school, there's no purpose or passion with any of those topics.

[A]

No. And I remember back then being like, why am I learning this?

[B]

Yeah.

[A]

What is.

[B]

Even as a kid, you're thinking, as.

[A]

A kid, kid, why am I learning this? What is the. What is the relevance to my life to learn what a parallelogram is? You know, it's. It's. And it extends from there that it's not just that there's a lot of useful material that we learn, but I feel like it's a lot of just we're being scored on. Learn, memorizing, regurgitation, memorizing, regurgitation and whatever grades you get. Then you kind of base who you are and what your capabilities are on that score. And it's just not a good sign of, of anyone's potential.

[B]

Absolutely. I also don't like how they teach at the same pace as your peers.

[A]

Because everyone learns different and, and in the same fashion. Right. I mean some people are audi. They need visual. Some people learn better auditorily, Some people need kinesthetic. And a lot of schools are now, in my experience, really diversifying a little bit with that. But it's not enough. It's not enough.

[B]

There were no options when I was in school. Like you were put in the class and that's it.

[A]

Yes. Thank goodness we all turned out okay.

[B]

Some of us did. No, I look at because I'm about to have my 10 year reunion. I'm actually very curious where everyone's at. So we'll see. Did you go to yours?

[A]

It's funny, I did not go to mine because I, I felt like I already knew what everyone was doing because social media was around. I was seeing people's weddings and they're having babies and I said usually the reunion is to see what everyone's doing. But I already felt like I knew what everyone was doing.

[B]

Were you in a small school or smallish?

[A]

I think I graduated in a class of maybe 300 kids.

[B]

Yeah, mine had 820, so.

[A]

So that's big.

[B]

Yeah.

[A]

Yes. That's what my children are experiencing. Big. My daughter's going into middle school, so there's 26 sections of fifth grade.

[B]

Geez.

[A]

Yeah. Yes.

[B]

That's crazy. The class size is another thing too.

[A]

Yes.

[B]

Mine was pretty big. No one on one attention pretty much.

[A]

Even for children that needed it.

[B]

So those kids with the special needs got put in separate classes. But no, if you were in just a regular academic class, like it was a 40 minute class with 30 kids. So you didn't really get much attention.

[A]

Yeah. It puts you in a box, doesn't it?

[B]

Yeah.

[A]

And it's, it's unfair. And it, that's also what drums up a lot of confusion is why am I not.

[B]

This episode is brought to you by BetterHelp. Give online therapy a [e-mail] DSH and get on your way, becoming your best self. My fiance Arielle plays A big role in my mental health, helping me realize my true potential. Everyone's trying their best around you, so take time to appreciate someone close to you. I've tried therapy in the past and it helped me go through some tough times. When I was in college dealing with mental health I was on prescription medication. I actually had agoraphobia when I was in college and therapy helped me figure out some answers to how to fix that problem. For two months I couldn't even leave my house or I would have a full on panic attack. So I love companies like BetterHelp that can get therapy in front of the masses. But therapy definitely helped me get better and I definitely appreciate companies like BetterHelp because it's completely online and it's conveniently suited to fit your schedule and accommodate life surprises. Fill out a brief questionnaire to match with a licensed therapist today with the freedom to switch therapists anytime for no additional charge. Visit betterhelp.comDSH to get 10% off your first month. That's better. Help hp.comDSH check them out now.

[A]

Able to do what Johnny's doing.

[B]

Cuz I felt a lot of shame just asking questions like I felt like raising my hand. I felt so anxious cuz I didn't want to be like a loser or whatever, you know.

[A]

Yeah. And you don't want everyone looking at you.

[B]

Yeah.

[A]

You know, or making fun of you. Kids can be really mean.

[B]

Oh yeah, Yeah. I was mean too. But yeah, everyone was mean to me. It was kind of like a cyclical thing.

[A]

Yes. And where does that stem from?

[B]

Parents?

[A]

Lack of self. Love.

[B]

Yeah.

[A]

You know, I mean we only project on others what we feel inside.

[B]

Absolutely.

[A]

So if we're not happy with ourselves, we're always looking to nitpick someone else.

[B]

Yeah. So with your kids, are they in public school, both of them?

[A]

They are.

[B]

Okay. How are they feeling about that?

[A]

I think that. I think they're good with it. I. We are in a really good school district is the reason why when I moved from New York to Pennsylvania we were pretty intentional about where my kids were going to school. I don't love what they're learning. I don't find significance in a lot of it or how it's going to help them. But that's why I feel so, so happy that I'm the one that's going to be able to bridge that gap for them. And I'm already seeing a lot of positive outcomes from my work with my children and it's not even very, you know, scripted with them. It's just, it's just a behavior, it's a lifestyle that I've adopted since I've learned all these concepts that I now see them understanding and, and showing me that they are learning from me without me even teaching them. And that's really important that parents understand that.

[B]

Yeah, that's powerful. Yeah. To be able to learn real world skills as a teenager, that's huge.

[A]

Yes.

[B]

Because we got taught nothing about taxes or real estate or investing.

[A]

None of that saving money. No, I mean, we, I think we were taught to write a check, you know, and that was that then. But what we're noticing is that with the evolution of tech and just all of the, these amazing inventions in the world, our schools are not keeping up with that. They're not evolving. So I think I saw somewhere where you, you know, you look at cars from the 9th, you know, 100 years ago, they look so different than the cars now.

[B]

Right.

[A]

You know, because it's evolved and technology's changed things. And then you look at even our phones, you know, going from, I don't know, you're probably too young for this, but the phone on the wall with the, you know, you had to dot the robot dial and. And now we're carrying computers in our pockets. It's an evolution. But if you look at a classroom from 100 years ago and you look at a classroom now, they look very much the same.

[B]

Right. Only thing that's changed is a chalkboard to whiteboard.

[A]

I'd say yes, and the whiteboard's wonderful. And now my children both have laptops and iPads that the school provides, which.

[B]

Wow.

[A]

Yes, it's wonderful. But it also reminds you that even though they're learning that that curriculum, they're not. Even though they're using technology with that curriculum, I personally feel that it should be used for something in different ways. Teaching them how to. And they are starting to do it now a little bit, teaching them how to code and things like that. But it's not enough yet, you know, to keep up with society and the way how fast everything's moving.

[B]

Right. What do you think a school's banning phones and laptops? Cause that's how I make a living. A lot of people I know make a living off those devices.

[A]

Yes. Well, my district that my kids are in, they don't ban them. They're just not allowed to have them out for obvious reasons. It's distraction and, you know, they don't want you calling during the day. And, you know, they're there to learn. But I haven't had any of that by me. I don't know where that's happening.

[B]

But, yeah, a lot of public schools.

[A]

So I think. I don't think that's a good idea, because that is how our kids are being raised. You know, I came from a school where I didn't have any of that, so. But I didn't need any of it because it wasn't. It didn't exist really, at the time. But now our children need to learn how to use technology for. For the better of their lives. And pretty much born with, you know, knowing how to use a cell phone. And I. I'm. I'm pretty much strongly opinionated on this, where I feel like it should be something that's utilized because it's the way life is headed. So, you know, when my daughter's doing her homework and she does have struggles in school and she has an iep, so when she's sitting there doing these complicated math concepts that I don't even know how to do, I tell her to ask Siri or Alexa, because why not?

[B]

Yeah.

[A]

Right. Remember when you were in school and they. You had a calculator and they said, you're not gonna always have a calculator with you?

[B]

A TI84.

[A]

Yes.

[B]

Yes.

[A]

I just had to order one of those for my daughter.

[B]

Really?

[A]

A ti. Something. But yeah. Yes, we will have Cat. We have them in our pockets, right?

[B]

Yeah, they always.

[A]

We have them on our wrists. We have them everywhere. And let's devote our time to learn better and more impactful concepts than what the curriculum states that they want us to learn.

[B]

Yep.

[A]

So if we could avoid learning complicated math problems that probably won't serve us when we leave school. Instead, why don't we plug it into something to find the answer? That's how I feel.

[B]

I agree. Yeah. Soon it'll be in our heads with neuralink. Like, you won't even need a calculator.

[A]

Yes. And it's just an evolution, and the schools are kind of lagging behind in that.

[B]

Agreed. And a lot of them also banned AI, which to me is crazy. I use it almost every day.

[A]

So do I. It's brilliant.

[B]

It's incredible.

[A]

If you use it the right way. Some people are plugging things in, and then it's spitting out answers, and they're just copying and pasting without making it sound like themselves, number one. Or using words that they would use or making it sound more humanized. But the way it's worded and the way it comes up with, you know, concepts and Words in such a better way. Because sometimes you just get a block, you know, and how do I say this better? And you just plug it in and there it is.

[B]

Yeah, I disagreed with that one. I mean, I get it because kids were cheating on tests, but, like, it could help the teachers, too, with grading tests. You could just put a screenshot. It'll tell you how many answers you got right and wrong.

[A]

Right.

[B]

Because teachers spend hours grading.

[A]

Oh, they do tests that. Of information that kids are never going to use.

[B]

Right.

[A]

It's. It just boggles my mind.

[B]

Like, think about the sat. Imagine if I could just grade all that.

[A]

Oh, yes. Well, the SAT is not even required anymore for college.

[B]

Oh, really?

[A]

No.

[B]

What? That was a huge deal when we were huge students.

[A]

Huge. And I was not a good test taker. I was a straight A student. I could not take a standardized test for the life of me, So I had to go through SAT courses and all of this stuff. And then for grad school, I had to take the gre, so I had to take that a couple times.

[B]

Geez.

[A]

And I ended up going to NYU because I didn't take GRE scores.

[B]

Wow.

[A]

It's all the only place I could get in.

[B]

That's crazy. Well, NYU is pretty good though, right?

[A]

Yes. NYU is, you know, elite. It's where I learned, you know, how to be a speech pathologist. And just the experience of living in Manhattan was unparalleled. Unparalleled. It was so much fun.

[B]

Yeah. Manhattan's always a blast.

[A]

Yes. Especially when you're in your early 20s.

[B]

Oh, yeah. The young energy there is just infectious. Even when I fly there now, I get out the plane and you could just see people hustling everywhere. It's a cool vibe.

[A]

It just. Every time I visit, I will go just for, you know, go to dinner or something, and I instantly am, like, transported back to when I was there.

[B]

Yeah.

[A]

And it's just such a good feeling. Absolutely good feeling. I had great memories living there and being a student because my friends were working, so I. I had no money. You know, I was the poor grad student. And we would go out and they would, you know, we would go to happy hours. There's just always something to do. And it's so. It's just a. It's just a vibrant, vibrant city.

[B]

Yeah. So what exactly is a speech pathologist?

[A]

So a speech language pathologist is pretty much the field is of. I mean, it's overall communication disorders. So whether someone has a stutter or they have a speech sound disorder, or they have social language challenges, which a lot of the children with special needs do. And it's really learning about how to communicate in the best way. So whether it's learning new vocabulary or understanding vocabulary, categorizing things, I mean, it really runs the gamut of goals that you could have for a student. And I've worked with really, really disabled children who couldn't speak, couldn't walk, all the way up to really high functioning autism, where they're really just wanting to learn how to make eye contact and learning how to read people's nonverbal cues and perspective taking and things like that. So I've kind of combined my mindset training with that. So I started utilizing what I was learning and digging into results with my students, and I was seeing profound changes in that.

[B]

Wow.

[A]

Yes.

[B]

So even someone with autism. Yes, that's fascinating.

[A]

Yes, it was wonderful. Because really all it goes back to is belief, right? Belief, thoughts, planting positivity and, and direction into someone's mind can change everything. And it's with everything, really. I mean, any kind of sport you play or if you play an instrument, anything like that, if you think, if you think you can or you think you can't, you're right. So basically, when I see students, some of them hit plateaus and I didn't understand why. And when I really thought about it, after I was being trained in all these amazing concepts, I said, well, you know, I think they are not believing in them, that they are able and capable to do this. And I don't know where that's stemming from, but I know I can help them fix that.

[B]

So is it a confidence thing? A lot of the times, yes. Wow. So it's not really like a genetic.

[A]

So genetic, Yes. I think it's circumstantial, you know, if it's confidence or not, but I think if a lot of children aren't feeling inside that they're worthy of. Of speaking the best way that they possibly can, or maybe they had a trauma that caused them to have a speech disorder, which I had a student that that's exactly what happened. And once I started working with him, he had a severe stutter and he was completely fluent before his little brother was born.

[B]

Wow.

[A]

Yes. So trauma can rear its head in different ways. And this little boy could not get his words out. And his mom said he used to be fluent. I was like, oh my gosh, I have to learn more about this. So interesting. What flipped for him and it was trauma.

[B]

So he had a public speaking event and just got traumatized or something.

[A]

So. No, he was traumatized by the birth of his younger brother.

[B]

Oh. What?

[A]

Yes.

[B]

He, like, witnessed it or something?

[A]

No, he wasn't. He just. The baby comes home. He's an only child till first grade.

[B]

Oh, wow.

[A]

Yes. Back in college, he developed a severe stutter.

[B]

Damn.

[A]

So when I started working with him, I said, you know, Ethan, let's talk about how you're feeling. What are you thinking? Because our thoughts affect our feelings affect our actions, which affect our results. And I felt. I discovered that I was addressing the actions. Right. The therapeutic. You know, what I learned in school, and this is how we treat disfluencies without really addressing how he was, what he was thinking, and his capabilities and how he was feeling about his brother being born. So he. Not that he didn't love his brother, but it was a shock to his system, and it manifested in a severe stutter.

[B]

Dang. If I find someone with a stutter, I'll send them your way.

[A]

Sure. Well, it's all about learning. Learning to intentionally put thoughts in your mind of belief and worthiness. And once you do that, most parents don't realize that, you know, so his mom couldn't really help him.

[B]

Right.

[A]

So. But once I started working with him, just talking about his thoughts and his capability, and then I started doing the fluency techniques with him, he remediated his stutter in four months.

[B]

Whoa. Yeah. I would have never thought it was a mindset thing. So that's. That's good to know, actually.

[A]

Yes, it can be. It's not. It's a. Generally, it can be. A lot of times, you know, you'll find kids who stutter when they're excited. You know, it's emotional. So it's really whatever's going through their mind or thoughts is what's affecting them.

[B]

What about lisps?

[A]

What about lisps?

[B]

Like, are those fixable? Because. Oh, yeah, they sound really annoying.

[A]

Yes, they do. So when you're growing up, when. When you're developing and learning your speech, you. By default, we. We have. You know, you see kids, they have their pacifier. They suck their thumb. There's a lot of, like, oral fixations that go on. So what that sometimes does is push your teeth out and pushes your tongue forward. So that manifests in a frontal lisp, which is very fixable because it's just a placement issue. But if you hear a child going. When they're saying their sounds, that means the air is going out the side of their mouth. And that's not typical. And that's really hard to remediate.

[B]

Wow.

[A]

So. But it is about the technique. Where is the air? You know, a lot of visual type stuff. Showing them where the air comes out is how you remediate that. And some people just never. It doesn't bother them or they just never fix it because maybe they weren't guided in the right way to fix it and it just becomes a part of who they are.

[B]

This is fascinating. Yeah. My dad had severe autism, so this has always been a challenge for him.

[A]

Get out of town speaking.

[B]

Yeah.

[A]

Wow.

[B]

He was too direct with people.

[A]

Yes. They're very blunt.

[B]

Very. Oh, man.

[A]

And concrete.

[B]

We've been in some uncomfortable situations.

[A]

Yes.

[B]

Yeah.

[A]

Wow.

[B]

Yeah, it was rough. And I'm pretty blunt, too. But he's. He's another level.

[A]

Oh, my goodness.

[B]

Yeah. I didn't even know something like this existed. I would have recommended it to him.

[A]

You know, so he. So he grew up with severe autism and didn't have any interventions?

[B]

Well, he didn't get diagnosed till 60. Yeah. So, like, I knew he was different, like my whole life, but I never knew what to label it or whatever, you know.

[A]

Yes, yes. And a lot of people don't. And that's why I think there's a rise in autism numbers. Because years ago, they didn't know what it was.

[B]

Right.

[A]

So they would label it as mentally retarded or, you know, just low IQ or socially inept or schizophrenic. I mean, the labels that were thrown at people with autism years ago weren't fair.

[B]

Right.

[A]

But they didn't have another name for it. They didn't understand, why is this person so different? And why are there so many ranges? Right. It's called a spectrum disorder for a reason, because you could have really, really severely autistic children or adults that, you know, really can't function by themselves, and then you have ones that could have children.

[B]

Yep. You're seeing it really commonly in kids now, I heard. Yes, the data is pretty concerning.

[A]

It is very concerning. But it's great. We have interventions that. That are. That can help them. And children with autism can really come out on the other side, you know, as typically developing as possible with the right intervention.

[B]

Really? What would that look like?

[A]

Intensive occupational therapy, sometimes physical therapy, social skills of social groups where they're practicing their conversational skills, understanding how to follow directions, things like that, and being able to perspective take is huge. Because that we need. That's a life skill. Right. So those children that are trained to do these things, you know, can kind of turn into what looks more typically developing?

[B]

Yeah. The social skills. That was important for me because I have it too. And being around people, learning how to talk, I think that played a role.

[A]

Absolutely, absolutely. Is who you surround yourself with. So if you surrounded yourself with others that were, you know, maybe not socially appropriate or things like that, you might have modeled their behavior just because, you know, your environment's everything.

[B]

Yeah.

[A]

So if you're in, if you're in an environment where you're not being stimulated in, in a appropriate way, then you could go the, the wrong way, if that makes sense.

[B]

Yeah. You also help people improve their emotional intelligence. Yes, that's a much needed skill with guys.

[A]

Yes, some girls do. But yes, emotional intelligence is something that's not taught in schools. We are, schools are very IQ based.

[B]

Right. I wouldn't even call that iq. What they teach.

[A]

I don't. I don't either. But we judge. So, so it's funny, I mean, backtrack. We judge our kids based on their iq.

[B]

Oh, you judge your kids?

[A]

Not me, just society.

[B]

Oh, okay. Yeah.

[A]

So, right, so if you take this test and you score, you know, whatever above normal IQ, which is like 130 or something like that, then you're put in like a gifted classroom. Right, Right. Or you're habit. There's modifications in your regular classroom for you, which is great. But that the children who are falling below that, I think it labels them as lower iq and then that becomes who they are.

[B]

Yeah, the standard classes. Right.

[A]

That becomes who they are. They. They're not, they're not making the mark.

[B]

Right.

[A]

So when they're not making the mark, what happens? They go into special ed. But the numbers in special ed are skyrocketing. So it's really interesting to see that if you have a classroom of kids that are learning from one teacher, at one point in the day, about 15 of those kids leave the classroom to go get taught in another classroom, more specialized math, more specialized ela, which is English Language arts. And they get specialized attention based on what? They didn't do well on a test, a formalized test. So it's kind of a big, like, bear to tackle because, you know, the kids need help. But why do so many of them need help? Why? It's not because they're not capable. It's because a number is telling them that they're not right. And it's just not a good representation of their capabilities and what they're able to do.

[B]

What do you think the alternative would be then?

[A]

A whole overhaul of the curriculum.

[B]

Like, are there Any topics you think they should keep or do you want.

[A]

To just remove everything? Reading. I hated reading, so I hated math.

[B]

Oh, really?

[A]

Yes.

[B]

I thought it was decent up until geometry. Yeah, I was good at algebra, but geometry and what was after that started with a P, I think.

[A]

I don't even remember.

[B]

Yeah, that was pre calc.

[A]

Again, nothing to do with my life. So learning all of that and struggling to, to get good grades and that was hard.

[B]

Yeah.

[A]

You know, but reading, you know, just being a communication specialist. Reading was always easy for me. English was always easy for me. I'm like a grammar. I don't want to say the word, but a grammar. Not. Yeah, I'm like, I'm like, I could pick up on, you know, errors even, even in my students. And you can really tell who, whose parents speak to them with proper grammar and who don't.

[B]

Oh, 100%. You could see it in the kid.

[A]

Yes.

[B]

Yeah.

[A]

And it's very hard to kind of reverse that because you're half hour of speech therapy. Teaching you about your grammar skills is not going to lend to a lifetime of having great grammar if you're not hearing it from the adults in your life.

[B]

Agreed. Yeah. I thought reading was, was valuable, but the books, I didn't agree with some of them. I think it should be more personalized.

[A]

Absolutely everything should be personalized.

[B]

Yeah. Like imagine if you could read about books you cared about. People would love it.

[A]

Then you're not dreading it, you're looking forward to it. And that's part of growth and learning is appreciating why you're doing it and being motivated to do it instead of being told you have to do it or this is the book you have to read. No one wants to do that.

[B]

No. Oh, man. Some of those books were brutal. Shout out to Spark Notes.

[A]

Brutal. Yeah. And what was Cliff's Notes?

[B]

Cliff Notes, that was a good one. Yes. If Spark Notes didn't have it, I would go to Cliff Notes.

[A]

Why else? What else would you need?

[B]

Yeah, but now they have AI, so it's probably even better.

[A]

I know. I mean, we're gonna, we're going to see a lot of changes. I think with that implementation of AI, it's just incredible. You can just ask what a book's about and spit it out to you, and then you just say, okay, this is what the book's about.

[B]

Yup. There we go.

[A]

Yeah. Oh my gosh. I can't believe that you relate so well to what I'm talking about.

[B]

No, I do, but my teacher would make the test. So she knew about Spark Notes and Cliff Notes. So all the questions on the test wouldn't be related to the Spark Notes. She was one of those Karens.

[A]

Yeah, she was a Karen.

[B]

She was definitely Karen. Yeah. She called me plagiarizing once too.

[A]

What happened?

[B]

I got detention.

[A]

That was it. That was good.

[B]

Yeah. No, I got like. I thought I changed enough words, but I didn't.

[A]

You didn't?

[B]

And she caught like few sentences.

[A]

So what do you think is the point of all of that? Like so dumb, you know, like the point of. Of writing papers?

[B]

No point. In Rucker's University, we had to write a five page essay every, I think week or something crazy every couple weeks.

[A]

Brutal.

[B]

I don't even remember what I wrote about. Like I didn't care about it.

[A]

Neither do I. And all of that lends to the fact that our kids are still going through the school system the same one we went through.

[B]

Right.

[A]

And times are changing. They need to learn more about who they are and what makes them tick. Because if they don't, that that's what manifests into anxiety, depression, like a life of unhappiness because we don't realize our worth.

[B]

Yeah. I feel bad for the teachers too because they must be so bored of teaching the same exact thing every day.

[A]

So I don't know if they are.

[B]

You don't think so? No, they looked bored when I was in school. I don't know.

[A]

Yeah, well, I think when I was in school, I didn't. I wasn't inspired by many of my teachers.

[B]

Same. None of them stood out to me as unique characters.

[A]

Like not one. And it's sad to me because my mom's a first grade teacher and she has kids even now, valedictorians going to Harvard. And they write her letter saying how much she impacted them.

[B]

Wow.

[A]

And I don't, I can't name one.

[B]

Yeah. There was really none I could think of that were so different. They seem to be just in the system.

[A]

Right. And I find that a lot in the school systems now. I work part time now in schools. I worked for 23 years in the public school system system. And I think they, the teachers really value their craft and they, it does excite them to teach what they're teaching. But what happens is they, they kind of get pigeonholed into. That's all they do when really there have been some teachers I've worked with that have been a little outside of the box thinkers and noticed that little Johnny couldn't stop moving. So called the OT in and said, you know, let's give him a bicycle at the, at a seat or let's. Standing desk. Yes, all of that's happening now.

[B]

Okay.

[A]

My son needed that.

[B]

I needed that bad.

[A]

My son would not stop moving.

[B]

Same.

[A]

You know, in kindergarten, his teacher thought he had adhd. She said, can he sit and do a puzzle? I said, he does thousand piece puzzles. He's good, you know, but because in school he was just constantly moving and what he. All he needed was a fidget and the fidget spinner. A fidget. Something to touch. Sometimes they have sticky stuff underneath your desk you can touch. Yeah, they have the, the cushions that you can sit on that you can kind of like wiggle. Wiggle, wiggle. They have rocking chairs.

[B]

Wow.

[A]

Balls. You can bounce on all the. It's. That's. That was really something that, that made my heart so happy to see because we're not all meant to sit in a stiff seat all day.

[B]

Definitely not. Oh, man, those seats were brutal.

[A]

Brutal. Especially if they were attached to the desk.

[B]

Oh, I hated those. I was too tall for those.

[A]

You couldn't even move.

[B]

No, you were stuck.

[A]

Yes, you're. That's it. You could not move. I mean, it's almost like punishment.

[B]

No, it literally is for eight hours. Yes, eight hours a day. And gym class was a joke.

[A]

Yes.

[B]

They need to revamp the gym.

[A]

I think so too. It's. They're getting better. I think if you go into schools now, it's a little more evolved. But yes, I agree with you. And I think it also matter matters who the teacher is. Right. So if you have a really innovative teacher, you're going to have a great gym experience.

[B]

No, my gym teacher was £400.

[A]

That's not motivating, is it?

[B]

Definitely not.

[A]

No.

[B]

We didn't do much.

[A]

No. Did. Were you. Did you like sports or anything?

[B]

Loved sports. But gym class, no one cared. So, like we would just stand around for 40 minutes, you know, so it sucked. And then lunch. Oh, my gosh. I look back at what we used to eat and it's disgusting.

[A]

I packed. I never bought.

[B]

Oh, you were one of those.

[A]

I was one of those. My son now buys because he prefers to have hot, like something hot to eat. And they've really revamped that a little bit too. I think Michelle Obama had a really, you know, good idea with that and, you know, just making our kids aware of what they're ingesting and, and, you know, balancing what they're eating. So they have gotten better with that.

[B]

Okay. I'll have to go to my old high school and see if they change because, oh, my gosh, what they gave us was criminal slop. Criminal, yes.

[A]

Jail food.

[B]

Literally jail food. It was probably almost the same quality, if I had to guess. It was so bad.

[A]

Awful.

[B]

What else are you working on? What's next for you?

[A]

So Mighty Minds Academy is really my baby. It's been a labor of love and just creation to really break down important concepts for our youth that they can. They can ingest and apply to their lives. So I have topics, you know, that range for. Range from even what is mindset? Because that word is a buzzword and no one really knows what it is, to, you know, techniques for. For loving yourself and understanding your worth to emotional intelligence to goal setting, which is a big one, because all of these concepts are the basis of a fulfilled life. And I think the sooner we can. Everyone can hop on the bandwagon with this, the sooner that we're going to see a shift in mental health and understanding. You know, we're not going to tackle the education curriculum. It's too big of a mountain to move right now. But we can supplement it.

[B]

Absolutely.

[A]

And make sure our kids, or even adults, to be honest, are learning about who they are. Because we are, our kids, role models. They're watching us. They're not listening to us. They're watching us. So if they're watching our every move and we're not showing them that we love ourselves, not showing them that we set goals and we take incremental steps to reaching them, not showing them that we're intentional about our thought process, that we. That we respond, not react. Right. That's what they're going to model, and that is how they are going. It's going to be passed down through generations. So it's time that we break that mold of. Of not understanding who we are as adults, because we are. It's our responsibility, really, to pass on the best version of us that we can to our kids.

[B]

Right.

[A]

It's really important.

[B]

Absolutely. It definitely is. I share the same vision with you. We'll link Mighty Minds below. Thank you, people interested in joining.

[A]

Thank you. And I love hopping on calls with people just to talk about, you know, because everyone's struggling, Sean. Everybody. I mean, there is. If you're not struggling in this area, you're struggling in this area. So, you know. But what is important is that we invest in ourselves and learn about who we are in order to help our kids with the same thing.

[B]

Absolutely.

[A]

Because we can't give out what we don't have.

[B]

Yep, Perfect. We'll link it below. Thanks for watching. Thanks for coming on, Renee.

[A]

Thank you.

[B]

You guys, next time.