SEL in EDU
SELinEDU Podcast is stories and insights from outstanding teachers, administrators, leaders, and students on all things Social Emotional Learning in education. These 30-40-minute podcasts are perfect for a commute, a nice cup of joe, or a self-care walk.
SEL in EDU
069: Cultivating Habits for Resiliency with Dr. Lindsay Prendergast and Piper Lee
In a world where education constantly evolves, cultivating resilience among educators is more crucial than ever. This podcast episode, featuring Dr. Lindsay Prendergast and Piper Lee, dives deep into the essence of resilience within the educational landscape. The episode is an insightful journey through strategies that help educators thrive amid change, offering practical tools drawn from their book, "Habits of Resilient Educators: Strategies for Thriving During Times of Anxiety, Doubt, and Constant Change."
With experience drawn from over 3,000 instructional rounds, they reveal how key habits can help educators become more resilient, equipping them with practical strategies to navigate post-pandemic challenges.
We explore the power of effective communication, growth mindset, emotional regulation, and collaboration in building educator resilience. By sharing stories from educators implementing these approaches, Lindsay and Piper highlight the shared experience of gaining hope and the strength of collective effort. Our conversation underscores the importance of prioritization, focusing on what educators can control, and maintaining perseverance amidst overwhelming tasks and decision-making hurdles.
EPISODE RESOURCES:
Connect with Lindsay and Piper via
- their website and order their book!
- Instagram: Lindsay Prendergast and Piper Lee
- LinkedIn: Lindsay Prendergast and Piper Lee
Welcome to SEL in EDU, the podcast where we explore how educators bring social, emotional learning to life by sharing stories, strategies and sparks of inspiration. I'm your host, Dr Krista Lay, owner of Resonance Education. Thank you for joining us on this SEL journey on this SEL journey.
Speaker 2:I'm Mike Brilla, host of the Inspired Teacher Podcast, a part of the Education Podcast Network. Just like the show you're listening to now, Shows on the network are individually owned and opinions expressed may not reflect others. Find other interesting education podcasts at edupodcastnetworkcom.
Speaker 1:I would like to introduce Dr Lindsay Prendergast and Piper Lee. They have collectively worked in education for over four decades. Today, when they are not immersed in coaching district and school leaders around powerful practices to elevate hours, brainstorming and ideating ways to help teachers and leaders do their best work for students. Over the past three years, piper and Lindsay have conducted hundreds of hours of instructional rounds with educators at all levels. Their newest book, habits of Resilient Educators Strategies for Thriving During Times of Anxiety, doubt and Constant Change, is the synthesis of these observations and a message of hope for those remaining in the classroom. Welcome, lindsay and Piper. I'm so happy to have you on today.
Speaker 3:Good morning, so excited to be here with you.
Speaker 4:Same Krista. Always fun to chat with you and really appreciate the opportunity to share this work and.
Speaker 1:I appreciate you being up. For me it's 11 o'clock in the morning, but I know you were in totally different time zones, so I'd love for you to share where you're coming in from.
Speaker 3:Yes, I am actually living in Oahu these days and so it is bright and early. I believe we are 6am recording. I had to get up at five to make sure I got enough coffee in so I could make some sense here.
Speaker 4:So I'm bringing the aloha spirit to everyone, and I'm streaming in today from Moab, utah, home of Arches National Park, so I'm looking out at deserts and canyons outside my window. It's actually only nine in the morning, though, here. I really have no excuse for not having had a bucket of coffee yet, so I have but ready to go.
Speaker 1:I'm super envious because you're describing, I'm imagining, like looking out at these amazing parks and the oceans, and I'm looking out at my street corner in New Jersey, where there's no leaves on the trees and where it's actually pretty cold. I'm going to channel your weather energy for the rest of the day. I wanted to start off asking you and I know this sounds silly, but I would love to hear what led you to say, hey, we'd like to write this book. What were you seeing? What were you hearing? And please know I say that with understanding that anxiety, doubt and constant change is such a given in our profession, but we're all coming from different perspectives and so what were you seeing in your rounds that led to? We need to share this.
Speaker 4:That's a great starting question, honestly, krista, because Piper and I we share this a lot when we talk about the book, because, of course, as educators, you often think, huh, I wonder if my ideas are worth sharing, I wonder if that's something that would pick up with anybody else or whatnot, and you think, nah, I'm just one person or whatnot.
Speaker 4:But really this is not necessarily built on me and Piper's expertise. I would say it's actually built on the observations of what we saw actual educators doing and saying and practicing that enabled them to thrive in environments that were just immersed in chaos, anxiety, stress and the years following the pandemic and we know the stories out there are very real for everybody that the pandemic itself was a struggle, but the attention to pay to saying, coming out of it, we thought, oh, we'll just get right back to normal. We didn't for a while and I would say we really still aren't there. So Piper and I had that opportunity in this particular job. We were on three years coaching district leaders, school leaders and teachers in one of the largest districts in the country, literally spending our day walking classrooms, and every day we would come back from work and call each other and say, oh my gosh, what did you see? This and this, and just debrief and process it all and we just started to notice patterns.
Speaker 3:Yeah, I would say collectively. We, like you said, we've had over four decades of experience together and I think back to my early years and the book that led me was Harry Wong's the First Six Weeks of School, and so there were some really great strategies and I just really spoke to me. And so there were some really great strategies and it just really spoke to me and I think even as a young educator, I always wanted to write a book and when the opportunity arose for the two of us it just really made sense. But I have to say I'm not sure there's anything like brand new in there. Educators will be like oh, that's a brand new idea.
Speaker 1:We spent, we spent time, lindsay and I, doing over what we clocked over 3,000 instructional rounds and observations and PLCs, and so really what we documented were just trends of those teachers, educators, the things that were going well and looking for those positive outlier habits that were contributing to resilience so we know that the podcast is called sel and edu and there are certain terms that people really latch on to and we were talking about this before we hit record and it's like respect and resilience and all these skill sets we want to see in students, but there isn't an actual skill, according to Castle, that says develop resiliency.
Speaker 1:And I started thinking about this a couple of years ago and I'm like, because it involves so many of them, I wanted to pull out some, and I don't even think it touches on all of the skills, but thinking about having a growth mindset and managing emotions, exhibiting self-motivation and being able to resolve conflicts and being curious and open-minded, and I think sometimes, when we talk about these skills, oh, we'll just be curious, be open-minded, be resilient, and I'm like that's not enough, I need more. And I think that from hearing your conference session and knowing you and reading through the book, you're able to give practical advice and practical patterns that you're seeing that break it down. So I'd love to hear what were you noticing among these positive outliers that you weren't seeing in other places?
Speaker 4:I think I'll call attention to some of the positive psychology roots within the book that really are the research side of things, and I know we have a great friend in common, Krista Felix-Urasse who is an expert in this area, but that's the research side to it of those mindsets, practices, behaviors that culminate in an person experiencing resilience.
Speaker 4:I so love that you called out something that we often touch on, which is that people will just say put your nose down to the grindstone, just be resilient, just work harder kind of attitude, and it's leaving people with the belief that, first of all, it's their fault that they're not resilient and that it's not a systemic issue that they're experiencing these challenges and it's the idea that it's a surface fix you can go to yoga class and you'll be fine. No, we're surrounded by influences on our mental health and our wellbeing every day. It doesn't matter what field you're in. Education is one example. But so what we saw?
Speaker 4:Practices that are really the nine actual habits, not 10 in the book, and we say 10th habit is not necessarily a habit.
Speaker 4:It's resilience is the outcome of the practice of all of these habits and many behaviors and many ways of thinking that really enable you to then, when you are faced with a significant challenge, adversity, tragedy, anxiety, small or large, that you're able to look around and say you know what I'm going to focus on things I can control, for example, efficacy.
Speaker 4:Right, I'm going to focus on the positive optimism that's an aspect of positive psychology that we know supports people experiencing resilience in difficult times. I'm going to, for example, practice this piece around collaboration that we talk about in one of the specific habits within the book, and it's there's no order in which to read the chapters because they are all interplaying on one another and that's very much merits of going in chapter eight. You might go back to chapter one, which is about purpose. We know a sense of purpose really leads people to experience resilience in difficult times, but so those are those kind of collective trends. We saw patterns of behavior in the educators we were working with, but also then, coupled with the research that also supports that, those are actually behaviors, practices and mindsets that lead you to experience resilience.
Speaker 1:When you think about the chapters that you've written, can you identify the chapter that most resonates with?
Speaker 3:you. I'll start with that one. It's funny because I think it's become my favorite chapter, but it was one of the last chapters we wrote and I just kept looking at it like, oh, I don't know, I don't know, and it is navigating negative negativity and there's just so much to unpack there. The news is often all negative. You go into a teacher's lounge and the focus often is about all the negative things that are going on, and even when we look at data, often we look at the negative instead of calling out those positive outliers. What is going well and it's that focus on the positive psychology and making sure that you're creating environments that are not allowing that loud negative voice to be the dominating voice. You can go any way.
Speaker 3:The chapters are structured so that there's a scenario that people will relate to, and so I do believe in that scenario.
Speaker 3:We probably call out a teacher lounge that we were in, because when you're in schools, you happen to be in teacher lounges a lot and we just heard so much negative, although we saw great things going on right.
Speaker 3:And then it's followed by research in the chapters and then we have strategies to support creating that positive outlier, those positive environments. It was really challenging to write because it's oh, I shouldn't talk about the negative stuff that's going on, and Lindsay and I really did work hard those three years to not get sucked into that negative thought pattern ourselves and that we really wanted to look for what's going well, and so it wasn't a hard chapter to write, but it was a very vital chapter. Whenever we do workshops, it's very interesting that one over and over again, that gets just incredible feedback and people want to talk about that one. So it's about how to talk about it and there needs to be some guardrails about how we talk about that and some norms. But it's really important that we talk about how do we not get sucked into the negativity and create that positive, psychologically positive space for everyone to thrive.
Speaker 1:I love that, because there are going to be negative things and, as Lindsay mentioned, positive psychology is not that thing. Oh, everything's fantastic and great, and it's acknowledging that, yes, and validating, but then how do we move and not get stuck in that muck? And so I think that's a really vital chapter as well. Lindsay, what are you thinking.
Speaker 4:I just I want to add to that too is just to call out some of the work that Piper led in our project specifically around that idea of collaboration tied to this idea of negativity. We were seeing in schools this enormous sense of urgency and pressure to respond to the interrupted learning pandemic right and just hammering educators with you must perform and you must fix this. Imagine the sense of shame being experienced by those educators in those rooms and not knowing how to navigate that. And it's the idea again of the focusing on the positives. Yeah, what positive really.
Speaker 4:You're nuts, right, but dropping people into experiences where they were asked to collaborate effectively, without going back and doing the work around how to navigate negativity is where Piper leaned into this piece in the collaborative setting in her schools and worked on skills that really unpack emotion and people would say, oh, emotion, that's sensitive. Nope, it was powerful and really revealing around the fact that everybody suddenly realized we are all going through this, but we can't talk about student learning until we understand how to talk to each other. So I'll leave that there because I want to twist it and talk about the habit I really am obsessed with and you might laugh, but just having been in our session recently on prioritization, that was one that just was a lot of fun for me to write, because if you ever get to meet me in person, you'll probably see me with a notepad with a to-do list on it. It's like my obsession. So organizing things into a way that I can structure my time is something I'm not at all good at, but I like to do, and so, thinking about educators and this experience of initiative overload, we see that pattern every time we ask the question of what is the most common symptom you're experiencing right now initiative overload, is it? We see other experts out there now writing books on de-implementation, for example, but the examining the root causes of why educators feel powerless in their setting, for example, was something that was really fun to explore and that involved conversations with the educators we were working with, and I think about that the frame of mind that people are feeling voiceless and overwhelmed, they have no positional authority, for example, or they're immersed in a hustle culture.
Speaker 4:Educators tend to be inherently people who want to serve and they want to serve everyone and they want to serve them well, so they are at risk for being placed in what we call the intersection of sainthood and mundanity is one of our quotes at the start of the book is that society says you are a saint, you are an educator.
Speaker 4:Look at you, give your life in full sacrifice for the good of these children.
Speaker 4:Oh, guess what? Meanwhile you're a mother or a father and you have other expectations that you need to meet and things to take care of and a car to fix and a dog to feed and a normal daily life that society would say. You're human. Also what you have limitations, and you can't meet all these like lofty angelic expectations that we have of you and then they feel shame and so to learn that piece of unpacking those emotions again associated with it, then shifting around to understanding like you are receiving this experience but there are things you can focus on and control puts educators back in a position of confidence and again efficacy around that. So you can see the kind of the loop there of the social emotional experience educators have connected to more practical, skill-based strategies that we put into the book so that they can shift their experience essentially and I just want to reiterate again why I'm so drawn to both of you and the work that you're doing is that you do acknowledge the complexity of all of it.
Speaker 1:Piper, like the teachers I work with will be like students don't know how to collaborate or communicate. What actions have you taken to provide them with some guidance and opportunities to practice communicating and collaborating? And even when we're in emotionality of things, like you were saying, Lindsay, we don't always do that really well, and so these are all interconnected pieces, which shows through in your book, because you can jump from place to place depending upon what you need most. And so, speaking of that, where would you recommend somebody start? A place where they're feeling really good or a place that maybe they could use some extra support?
Speaker 3:Yeah. So I think the thing is that is so individualized. Our desire would be that number one, you wouldn't actually read this book in isolation, that you would grab your team or an instructional coach and that you would collectively look at the habits and pick out one hey, let's, this is the one that our team really needs to start with, and so it the biggest thing we want to communicate is. It's not like you would start at the first one. Now, if you're like I don't know where to start, go ahead and start with the first one. It's a great starting with your purpose and your why is a great habit to start with. However, you don't have to start there, and so that really is an individualized plan. Right that we would want people to have their own decision over. So it's really dependent on where people are at.
Speaker 4:It's very personal and it could also be collective in a sense of this is a book that plays well to PLC reading or book studies and things like that. So for groups to weigh in and vote on the trends they're seeing and what they want to work on.
Speaker 1:So let me put you both on the spot. Are you available to Zoom in when people are doing these book readings and book studies collaboratively?
Speaker 4:We love to do that. Yes, in fact, we tell people that, and then we were like they didn't invite us. They're busy? No, but we have. We've done that several times in districts where they've picked it up as a study and we just come in as a kind of an author Q&A, so it's a lot of fun.
Speaker 1:So, as you talked about different strengths that you were seeing and joys and habits, could you each share one that has just really stuck in your head, where you're like man, that specific action, thought, interaction that took place was just phenomenal and really gave you some solid foundation for your book.
Speaker 3:The first thing I'll say is each habit was really inspired by things. We saw teachers, we met educators in the field and, even though we're focusing as well on the after the pandemic, we both were in the field doing a lot of coaching, leadership work and we'd both been teachers decades before, and so these habits are not just post-pandemic, like we had a teacher shortage and we were looking for who are those teachers? What are those habits that are creating lifelong educators? So I think the one thing I will.
Speaker 3:For me, it really was around navigating that negativity. There was a principal that I had collaborated with for three years and we would go in and watch a team that was actually really challenged with their communication with one another and even with their communication with her, and we just kept coming back to okay, we need to figure out collaboration and communication and set up some norms, and so once we went past the norms of be there on time, be prepared, those are good norms. But once she helped to support them, dive into more SEL norms of like body language, verbal and nonverbal, the way we communicate, verbal and nonverbal, the way we communicate Even we she and I worked really hard about just watching and supporting making sure all voices are seen, valued and heard, and so I feel like that experience of rumbling with not actually a great collaborative team, but watching over time as this leader enabled the educators to become the people that they really wanted to be that really inspired me to really lean into this particular habit.
Speaker 1:That fills my heart because I think about some programs that people use around SEL that are very procedural, like we're going to show up on time, and that you took them to that next step. That just is more social and emotional and difficult, but definitely contributes on a higher level to the way we interact and respond to each other.
Speaker 4:And Krista I'm going to go a little more holistic here. I think, on reflecting on what we've built the book upon, really were the observations and experiences that we saw. But now that we've had it out a year and have been out in the world sharing it, we gather the feedback from the essential strangers that are reading it and that are putting it into practice, and a really universal trend that just makes me walk out of the room and going okay, it was worth. It is the pattern of reflection from the educators that respond to saying what was one of their biggest takeaways from the learning session or the book is two things One, I'm not alone, and two, I can do this Right. This field is tough, but for them to have hope after reading the book, that's all we got. That's all we need. Mic drop.
Speaker 1:You're right, that's a mic drop that we can keep moving forward and together. Yeah, so if you thought about a creative or a simple approach that you have used routinely in your own life to become resilient and to persevere, what would you say is an essential habit that you have?
Speaker 4:So I'm going to lean in on prioritization again.
Speaker 4:Don't laugh, but it's from the scope of, I would say, or the perspective of thinking about, the mindset that we know contributes to resilience, which is focusing on things I can control.
Speaker 4:Like you, like Piper, like anyone listening to this right now, you probably have 3,000 things on the to-do list of your own right and it's easy to become overwhelmed and feel like none of it's ever going to get accomplished and we get decision analysis paralysis, for example.
Speaker 4:But I have learned through the writing of the book and built upon experiences I've had in the past, to focus on things I can control and to look around, and we took, we put this work into our trainings a lot too about the triage mindset of a emergency room doctor, right, focusing on being in ready mode is there's a lot of things I can't do right now, but this I can and it helps me to start a day and think about that list is only going to get about that much smaller, and that's okay. Life will go on right. I'll still be productive, I'll still be effective, I'll still be helpful, I'll still feel good about what I do, and then I'll work on the next piece tomorrow, and so it's just simultaneously focusing on what you can control and releasing yourself from the association of negative emotion with things you can't.
Speaker 1:And I think, like you mentioned earlier, the shame that we sometimes put on ourselves, that goes along with that A hundred percent.
Speaker 3:I'm going to go super basic with the habit of procedures and routines, because sometimes I have a lot of life going on right, like I'm not just an educator author. I also am a mom to four adult kids two daughter-in-laws, three grandpups and two of my own and so there is often a lot of chaos surrounding me. I also am I'm going to call it a right brainer. I'm very creative, and so that comes with both strength and some challenges.
Speaker 3:So I know that if I don't stay super organized and I don't have some very clear procedures and routines, life's going to spin out of control, even to the point of Lindsay and I travel a lot for speaking engagements and like my keys have to go in a certain Ziploc of my backpack or it just gets crazy, right, and even I think about the two of us staying in a hotel room it's a little chaotic but it's controlled chaos, right, I still, in those spaces, know where certain things need to go so that we can get the speaking engagements that we have to go.
Speaker 3:So that we can get the speaking engagements that we have, because what happens when you have students or when Lindsay and I are together? We are so like just creative and talking and we don't necessarily pay attention to all those details that need to take place. And it's the same in the classroom, right Like you got 30 kids potentially coming at you with all of their needs, and if you don't have really clear procedures and routines, it can spin out of control very quickly. And so for me, that habit has been one that when I start to feel overwhelmed, I step back and go where are your procedures and routines at? What's out of line? What do you need? To step back and make sure you get back in order, and that really helps to calm those C's down.
Speaker 1:I'm smiling because both of you are sharing things that I struggle with and I've always been. I'm not setting New Year's resolutions because I never keep them. I know this about myself and I struggle with the. I need procedures and routines to be effective, yet I struggle being put into that box. What if I don't feel like doing that? But as I'm getting older, I'm understanding the value of the prioritization and the creating clear and consistent routines and procedures to be my best self. The book has helped me, not even in the classroom, but thinking through. What habits do I want to continue to evolve in and deepen so that I can show up as my best self in any role, like you said, piper, whether it's mom, partner or working as a facilitator. What you've created transcends being in the classroom and is just good practices for life.
Speaker 4:I just have to add, krista, that you just made my heart sing, because this is what we say when we talk about the book that you might read the titles of the chapters and think, eh, it's just another book on teaching practices. But it's not, because those procedures and routines are often referred to, of course, from the pedagogical standpoint which they serve, of course, a fundamental purpose in, but the book is attending to it from the standpoint again of how your own procedures or routines create your own mental well-being and feeling secure and confident that you can do more cognitively demanding things like teach, for example. So I'm so glad to hear you say that, because that's exactly the intent.
Speaker 1:And, as we're talking here, I've been thinking a lot about SELing adult children, right. And so, piper, I know with your children too, it's different, but you still have that connection, right. I think about my boys and I'm like holy cow. They're so much more resilient and mature and just have a better sense of self than I ever did, and I want to ensure like they're coming home in two days, and I want to sit down and talk about what are your habits and routines that help you be a fat? And have you thought about these things? And I'm 47 and I'm just trying to get my shit together and I'm like, should I say shit? I'm like I can say shit. I do this. This is my podcast, but how can I still help, model for them and give them access to resources to help them be their best selves? And so I see me reading through these chapters again and sharing out different pieces with them. So I appreciate you and the time that you put into this.
Speaker 3:It's funny that you talk about that, Krista, because one of my kiddos is a nurse, and just yesterday we were talking about some of the habits that are needed, that are not just this is not necessarily just for educators, and I keep teasing her.
Speaker 3:I'm like, are you ready to write the habits for nurses yet with me? Because this is it's really across both fields. Whether you're talking about procedures and routines, or you're talking about prioritizing, or you're talking about navigating negativity, it is they're really the life skills that are needed professionally to allow each of us to be the best version of ourselves, or why did we come into these professions? And they're also the things that sometimes trip us up and make us want to quit. But the truth is, if you quit being an educator and go be a nurse, you're actually going to run into these same challenges, and so we really have to step back and address what is resilience. How can I be resilient in the field that I set out with my heart and soul as a young person and remain there so that I can really build that pedagogy and success that I really wanted to years ago?
Speaker 1:Another mic drop. So I have two more questions for you. One, how can people get ahold of you Social media email website and where can they go to get the book?
Speaker 4:So Corwin is our publisher, along with Learning Forward and NWEA. Your best bet might just be to go to Corwincom, Corwin Publishing. We do have our own website. You can also order the book through us and that website is edhabitscom, and that's where you'll find more specific information on engaging with us for a book study or a keynote or a workshop, et cetera, and things like that. And then we're both pretty active on social media, particularly on LinkedIn. You can find us under our author names there Lindsay Prendergast, and Piper is under Piper Lee Sherman.
Speaker 1:Thank you. And our last question music has just been something that fills my soul and that I listen to every day. And different genres, different types of music, different songs. What music has been on repeat on your playlist?
Speaker 4:or one that just lifts you up heart and soul and fills you with joy. This is a great question because when we first launched the book, piper was actually thinking let's make a playlist for the book and we just haven't gotten to it. But I'm looking at Piper, anything jump out at you right away. I'm going to say right away. My first is always Imagine Dragons.
Speaker 3:There's just like very few songs they sing that won't get you like ready to go tackle the world, and yeah so I actually have a new one and I'm it's Natalie Lane and it's called grateful, and it currently is my wake up song. The message of it is there's like helping others and there's things that we can be grateful for, even in hard times. One of the lines in the beginning is knowing when people smile, but that there's actually a pain in the smile and but even in that space, what can we be grateful for? And it's just. It's really a very powerful song for me, and music also speaks to me. There's another one that I've listened to over the years, called Blessings, by Laura Story. Lyrics really speak to me. I am a musician, have a baby grand piano and play as well, and so I think music is a great way for me to just express, and I think that's we have to find those things that help us express our emotions as well.
Speaker 1:Yeah, Thank you, and as we're talking, I'm like, oh, I could create a season four playlist with everybody's recommendations. So, lindsay, I'm going to press on you just a little bit and could you recall an Imagine Dragons song or two, because I do have a number that I like to listen to.
Speaker 4:And now you're calling on me to remember things. Thunder is like my go-to honestly.
Speaker 1:Thank you both so much for your time. I cannot recommend your book enough that I would love to see everybody go out and get a copy. Have those group PLC collaborations across grade level, vertical, horizontal, across buildings, with leadership. Reach out to Lindsay and Piper because they are two of the best people I've known and I'm so happy I got a chance to see you both in person. And, piper, I got to meet you in person, which is amazing and just. I can't wait to see what's coming out next because I know you have plans, big plans.
Speaker 3:So we do Matter of fact this morning.
Speaker 4:we need to finish up some plans, don't we Lindsay? Habits of Resilient Leaders is publishing in May of 2025, followed by Habits of Resilient Leaders next fall excuse me, habits of Resilient Learners next fall, and culminating in Leading a Resilient School in spring of 2026.
Speaker 3:I am so excited about our second book coming out here in May. Two of the habits right out the gate are boundaries for leaders setting boundaries. And then the second one is in the book how to Fill your Bucket and that's that old children's book, but it's really about filling our own bucket and we really dive into how do we do that so that we can be the best leaders that we can be. So that I'm super proud I know Lindsay's super proud of the work that we did in our second book. The reviews have been incredible, so I'm just excited to get that in people's hands as well.
Speaker 1:So I'm so excited for you both and can't wait to follow you on your journey. So thank you again.
Speaker 4:Truly. Thank you Truly.
Speaker 1:Thank you. Thank you for joining us on this episode of SEL in EDU. At Resonance Education, we equip educators with the knowledge, skills and resources to design learning experiences that foster students' academic, social and emotional growth.
