You can listen wherever you get your podcasts or check out the fully edited transcript of our interview at the bottom of this post.

In this episode of The Peaceful Parenting Podcast, I interview Kahlila Robinson and Sarah Gerstenzang about self-regulation, co-regulation, repair, and what realistic emotional expectations look like for children ages five to eight. We discuss why parent self-regulation matters so much, how to support kids through big feelings, and practical strategies families can use together.

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We talk about:

* 00:00 — Meet Kahlila Robinson and Sarah Gerstenzang

* 03:00 — The book and self-regulation. What self-regulation is and why it starts with parents

* 06:00 — What’s realistic for kids (ages 5–8) and why big emotions are normal at this age

* 11:00 — Co-regulation: What it is and how parents support it

* 15:00 — Supporting kids through big feelings: Why feelings shouldn’t be rushed or shut down

* 20:00 — Revisiting hard moments and why conversations after the fact matter

* 23:00 — Repair: How and why to repair after conflict

* 29:00 — Practical tools and simple regulation strategies

* 35:00 — When strategies don’t work: Why practice and flexibility matter

* 38:00 — Where to find the guests

* 39:00 — Final reflections: Advice to their younger parenting selves

Resources mentioned in this episode:

* The Self-Regulation Workbook for Ages 5-8

* Kahlila’s website and IG @kahlilarobinson

* Sarah G’s website

* Yoto Screen Free Audio Book Player

* The Peaceful Parenting Membership

* Evelyn & Bobbie bras

* Strong-Willed Kids Workshop

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* Website

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* Newsletter

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xx Sarah and Corey

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Welcome back to another episode of the Peaceful Parenting Podcast. Today’s guests are Kahlila Robinson and Sarah Gerstenzang, who wrote The Self-Regulation Handbook for Kids ages five through eight. Although their book is aimed at parents of kids these ages, the truth is that so much of what we discussed applies to parents of kids of all ages, toddlers to teens.

A lot of the themes we discuss today will be familiar to you as listeners because you’ve heard me talk a lot about self-regulation, co-regulation, and repair. Listen into our conversation to learn why these are important for us as parents and why they are so crucial for teaching kids self-regulation no matter what age they are.

Let’s meet Kahlila and Sarah.

Sarah R: Hi, Kahlila. Hi, Sarah. Welcome to the podcast.

Kahlila: Thank you so much, Sarah. Thank you for having us.

Sarah R: Yeah. We’re going to be talking about your book, The Self-Regulation Workbook for Children Ages Five to Eight. But before we dive in, maybe if you could each introduce yourselves and tell us a little bit about who you are and what you do.

Kahlila: Sure. I’m Kahlila Robinson. I’m a licensed clinical psychologist based in New York City. I have a private practice where I see kids, families, and adults. I’m also a mom myself of two kids, and I’m very happy to be here talking about the book and sharing more about our process and some of the highlights from the book.

Sarah G.: Yeah. Thank you. So I’m Sarah Gerstenzang. I’m a licensed clinical social worker here in Brooklyn, New York. I also have a private practice, which focuses on adoptive families and complex developmental trauma. I’m also the board chair of the Adoptive and Foster Family Coalition of New York, and the parent of three children, two by birth and one who we adopted through foster care.

Sarah R: Welcome. Yesterday, when I was doing my preparation for this podcast, I came across an online copy of your book, Another Mother: Co-Parenting with the Foster Care System, and I started reading it, and I kept having to go, stop, stop, go back to the—it seems to—I kept it open on my laptop. I’m really looking forward to getting back to it. It seems really interesting. I grew up with some foster kids in my house when I was really young.

Okay, so back to the book that we are here to talk about. Maybe just tell us a little bit about your book and, just while we’re all on the same page, what’s your definition of self-regulation?

Kahlila: Our book is written for parents of kids age five through eight. So it’s called The Self-Regulation Workbook for Children, but it’s a slight misnomer. It’s more directly written for parents and focuses on the importance of parents being able to self-regulate so that they can be calm on behalf of their kids, and really teaching parents strategies for how to do that through really stormy times with their kids.

Because what we’ve seen, time and time again, is when parents are able to remain calm, for the most part, it benefits the child. It provides a model for the child. It supports a child’s own self-regulation. So there’s a lot in there in terms of parent guidance on how to support themselves when their child is having a hard time or when they’re having a hard time. And then there’s also a lot of strategies in the book for kids and parents to use together to support self-regulation in both of them.

So that’s the overview of the book.

Sarah R: Yeah, it’s a really helpful book. I notice that just in my practice of coaching parents, parents always come with this idea of, in short, “fix my kid,” right? So we kind of talk about that as the inroad, but then after a session or two, parents always say to me, “This isn’t even about my kid. This is about me.” And I think that’s—yeah. Nobody, though, wants to come into it thinking that. They always want to come into it thinking, “Fix my kid.”

Kahlila: Yeah.

Sarah G.: It’s kind of confusing for them also, because most parents parent the way that they’ve been parented, and they can’t really take that bird’s-eye view and see, often, how they are impacting their own child’s sense of safety and calm and capacity to be in charge of their own emotions. So yeah, it’s confusing.

Sarah R: So self-regulation—just give us a definition, what you think of as self-regulation, so we’re all on the same page.

Kahlila: Yeah.

Sarah G.: Throwing yourself.

Kahlila: Yes. In short, yeah. It’s the ability to identify feelings that you have within yourself in terms of how they come through. They could come through physically, they can come through as thoughts and as emotions. So, being able to identify those feelings and then find ways to contain them within yourself so that they don’t end up spilling out and creating more disruptive experiences for yourself or others. So: identifying, managing, and containing your own emotions.

Sarah R: Yeah. And that’s hard for kids, though. I guess that’s, you know—hence the book, right? It’s hard for kids, and it’s hard for adults too sometimes. I think that’s why you spent so much time on different—we’re going to get to that—but strategies for parents to use themselves for their own emotional self-regulation.

Before we talk about sort of what we’re working toward, what do you think typical self-regulation in kids looks like? Because what I find is that the parents I work with have higher expectations than kids are capable of, you know, sort of—we’ll talk about the under-eight set—in terms of what is a realistic expectation for how kids can manage their feelings?

Kahlila: Yeah. I think there can be a slight range, right, in terms of variability, as human beings. Five- through eight-year-olds are going to be expressing emotion. A lot of times it’s a full-body experience for them, right? So they’re sad, they’re mad—they’re going to feel the charge in their system, in their full physical system. It could come out in ways that are more physical than it would be for an adult. They actually feel the emotion physically in a way that I think is more powerful than adults.

They also, like we were saying earlier, don’t necessarily have that perspective on what’s a big deal, what’s not a big deal, what can be fixed, what can’t be fixed, how to solve certain problems. Things can feel much more overwhelming to kids because they don’t have that experience and perspective on how to solve problems, why certain things are certain ways, much less of an understanding around things like time and how things function and all of that. So a lot less information on how things run. And because of that, they can have bigger, stronger reactions to things than adults.

Sarah G.: And I would add to that, actually, that most children live in environments that are not very natural anymore. Kids five to eight—humans were meant to spend many, many hours, most of the day, outside in a natural environment, which is calming: walking, exercising, playing, learning from adults just by watching. So, number one, that would help their regulation. And if they did become dysregulated, I don’t know if you’ve ever been outside with a 6-year-old screaming, but it’s not nearly so terrible as it is with one in the grocery store.

So, yeah, I think that also contributes to the misalignment of expectations and capacity.

Sarah R: That makes sense. And I think it’s a tricky age too because, in my experience, both as a parent and a coach, I remember with all three of my kids, I think the hardest time for my husband with them was when they were around six. It was because they were so capable in so many other ways. They could learn how to play chess, they could talk to you about the stars, they could—you know, in some ways, intellectually, they’ve made a big leap and they seem so mature in some ways, but they also could have a meltdown where they’re a crying mess on the floor because they wanted to press the elevator button and you pressed it instead, right?

So there’s, I find, especially in this five- to eight-year-old set, a real asynchronicity between how developed they are in some areas and how emotional regulation is still super tricky for them in other areas. And I find that hard for parents. It does raise their expectations for how regulated it’s possible for their child to be in those difficult moments.

Sarah G.: Especially when HALT—hungry, angry, lonely, and tired—comes into play. I remember getting so annoyed at my husband. I had one child who’s super vulnerable to being hungry, and I’d be like, “What? You forgot the snack?” So they don’t have the capacity to overcome those things yet.

Sarah R: Yeah, and I love how you brought that acronym in, and you talked about the “L” as being—the “L” for an adult might be lonely, but for kids as seeking connection or feeling a lack of connection. I think that is really important to think about.

We’ve already talked a little bit about parental self-regulation. I want to just touch on that again, and also co-regulation. So self-regulation—when we can manage our own big feelings—can you talk about what co-regulation is? Listeners to this podcast hear me talk about it all the time, but because you do talk about that a lot in your book, if you could just talk about what co-regulation is, and also why parental self-regulation and co-regulation are so important in the context of kids’ self-regulation.

Kahlila: Yeah. So co-regulation happens in infancy, right? When we are an infant and we are hungry or sleepy or need soothing of some kind, ideally a calm, available, consistent parent will meet that need for us, and we have a way of calming our body down. So that’s when we first learn that a high-arousal, really active, really uncomfortable bodily state can actually shift. It can actually shift to something calmer. We figure that out. We learn that over time as infants, and that’s our first experience of co-regulation. It comes from outside of us, and then we learn that’s something that our bodies and minds can actually do.

Sarah R: So that’s like soothing a baby. That movement, holding them, making those calming noises. That’s something we do, I mean, a lot of us do that intuitively with babies. Maybe that’s not fair to say, but we’re—it’s easier for us, I think, to do it with an upset baby, a lot of the time, than it is with an upset five- to eight-year-old. Why do you think that is?

Kahlila: I think it has a lot to do with what you just said, Sarah, about the asynchronous development, which is typical, right? We’re supposed to be asynchronous at five through eight, but I think it’s that false sense of, like, “They’ve got it.” They have these capacities. They are in school. They’re on a sports team. They’re learning how to read. They’re making friends. They’re doing all these things that you’re amazed by and that show this type of emotional maturity and growth and development. So maybe there’s a false security there around, “Well, they can do it themselves.” And so it can be frustrating, right?

Sarah G.: Also, they can talk and babies can’t talk. There’s a great documentary called The Dark Matter of Love about some kids who are coming in from an orphanage into a family. Early in the film, there’s a lot of chaos, the kids acting out, but the dad can’t understand because they’re speaking in Russian. And you stay so calm—these kids are shouting—and they have the translation at the bottom of the film.

And I think when you have a five- to eight-year-old, they seem bratty sometimes because of what they’re saying and the way they’re saying it.

Sarah R: Mm-hmm.

Sarah G.: Whereas a baby—we’re biologically programmed, I think, to have that—it makes the back of your neck feel uncomfortable when you hear a shrieking infant, right? “Somebody pick that baby up.” But with a five-, six-, seven-, or eight-year-old, it’s more like, “What’s that kid sounding so bratty?” Obviously they need stuff too. They need to be co-regulated, but—

Sarah R: Yeah.

Sarah G.: That’s part of our natural need to, as Kahlila was saying—it’s totally natural—our need to get these kids in order so they can be functional adults someday. But they also need to learn.

Sarah R: I think that’s one of the reasons why every day I teach, “Kids are doing the best they can.” And I think it’s hard—it’s easy to remember that with a baby, but it’s harder to remember that with a five- to eight-year-old.

So what does co-regulation look like for a five- to eight-year-old with a parent? What would you do to co-regulate with a kiddo? Because that’s how they also learn self-regulation, right? Through co-regulating with us.

Kahlila: Yeah. So in our book, we talk about co-regulation starting with the ability to self-regulate as a parent. So if you notice yourself getting activated in relation to your kid, that’s fine. That happens. An awareness of that is really helpful—like, “I notice myself getting kind of frustrated right now,” or just a tightening of my chest right now, or a furrowed brow. Just being able to have some awareness of where you’re at, what your baseline is, is a good place to start so that then you can take care of yourself a little bit and keep yourself contained.

That can be saying something to yourself like, “Okay, here we go. This is not a big deal. This is something we can do.” Or, “My only goal right now is to keep calm myself. Let me see if I can do that.” Or, “This is temporary. We’ll get through this.” So a little bit of self-talk you can do with yourself if you notice yourself getting a little bit heated and wanting to co-regulate.

If you need something a little more than that in terms of self-regulation as a parent, you could do a little bit of deep breathing. If you practice breathing when you’re not upset, when you’re calm, it can be really helpful in those moments that are more intense. It can be a strategy that’s actually really effective if you take a couple nice deep breaths in.

And if you have more time and you can do something else to calm yourself down in the moment, you can do many, many other things. Sarah talks a lot about strategies to use in the kitchen, right? Like washing dishes. If you have a window in your kitchen, or a window somewhere, staring outside—something sensory-based. Smelling something calm. We like to talk about sticking your head in the freezer, getting that blast of cool air, chewing on a piece of ice. Anything that you can do if you notice yourself getting a little too agitated to then engage with your child.

Because if you’re trying to calm your child—think of a conversation you have with an adult when you’re upset, right? If you’re upset and you’re talking to an adult that’s annoyed with you for being upset, or that is upset themselves, that doesn’t tend to help calm you down. So you want to use that same model and idea for yourself: see if you can calm yourself down, make yourself feel as present and emotionally contained as possible on behalf of your child. So that’s kind of step one.

After that—Sarah, do you want to add in anything about co-regulating?

Sarah G.: Yeah. So step two would be really a variation on what we do with infants. It could be patting on the back: “Hey, what’s going on?” Or, “You need a minute? Do you want to go get your stuffy? Do you want to…” Just kind of calm down—what’s going on? But using that same body, as Kahlila said. You need to be in a calm place. No child’s going to calm down with their parent very agitated.

Then I think just using your words. I make a lot of eye contact with my child who had the hardest time—I actually had two kids who had a very hard time regulating—so I’d say, “Look at me. Look at me.” And I’d start deep breathing and look in their eyes. I wasn’t angry, just like, “Let’s calm down together.” Around those ages, that was super effective for them.

Sarah R: I love that. “Look at me” as a grounding technique, not as a “pay attention to me while I’m talking to you” sort of “look at me.”

Sarah G.: Yeah, no. It was like, “Let’s get back together here.”

Sarah R: Yeah.

Kahlila: I think you also want to frame it a little bit—maybe we’ll talk more about this—the idea of co-regulation is to prevent as much as you can and contain a more disruptive, explosive thing. But it’s okay for the child to feel upset about something, right? It’s not like you want to say, “Stop, let me co-regulate this child so they can stop being upset because this is so annoying to me.” Maybe this is a very legitimate, healthy emotional expression that they’re having, and you’re just there to contain it and guide them and help them ride that wave of emotion.

So I think that’s the other thing that gets a little tricky sometimes for parents. Co-regulation is not necessarily about stopping the child from feeling what they’re feeling and stopping the emotional expression. It’s more about containing it and supporting it so that it can actually flow out of the child, right? If there’s a legitimate hurt or upset feeling that the child’s feeling, you don’t want to co-regulate so that it goes away. You want to co-regulate so the child can actually have their full wave of feeling without it being super disruptive or overwhelming.

Sarah R: Yeah, that’s a great point. Sorry, Sarah, did you want to say something?

Sarah G.: I was just going to say what our point is—what I remember saying to my kids many times—is, “I want to hear what you have to say, but I can’t do that right now because of this.” There’s too much emotion going on.

Exactly what Kahlila is saying. And I think we can use our words to co-regulate too. “Wow, you’re so angry right now, and I’m really sorry you’re so angry. I want to hear what you have to say. Let’s take a few minutes.” So acknowledging what they’re feeling—your words really do matter. “I want to hear what you have to say, but I can’t in this situation that we’re in.”

Sarah R: Yeah, in Peaceful Parenting we call it welcoming feelings. You talk in the book about how that’s a really important part of kids learning self-regulation. Maybe you just mentioned it, but can you expand on that a little bit?

Kahlila: Yeah. I think it’s very important to understand that in order for kids to learn self-regulation, they actually have to feel the full extent of their feelings. Kids age five through eight pretty much don’t have a chance—they don’t have a choice—but to feel their feelings fully, for the most part. And as parents, we can unintentionally sometimes cut them off from the full extent and breadth of their feeling because it’s annoying or disruptive or we don’t want to deal with it.

In that way, they don’t necessarily get to learn how to fully contain it and understand it themselves. If they’re getting prematurely kind of cut off by a parent saying, “Stop,” or even just a parent that’s trying to use distraction—sometimes distraction is effective, but sometimes a parent that’s just like, “Look over here. Stop feeling what you’re feeling”—then it cuts off a little bit of learning for the child to say, “Oh, this is how deep the feeling goes. This is how long it lasts. Okay, this is what it starts to feel like when it starts to go down.”

They get more of an internal knowing and understanding around what the intensity of the feeling feels like. So if you cut that off prematurely, then they don’t get the full extent of that kind of learning.

Sarah R: Yeah. I think sometimes we don’t have the bandwidth for it as parents necessarily every single time they’re upset, but I always talk about thinking of that as an intention. Your intention is to always welcome the feelings, but sometimes you do have to distract because you’ve got to get out the door for work and you don’t have 15 minutes—or 45, or whatever—to sit with them while they go through the feelings. So I think it’s just, over time, our intention is to welcome feelings whenever possible.

Sarah G.: And I think one thing we talk about in the book that I think is just crucial is revisiting. I always say to parents, Saturday morning’s a perfect time. You have pancake breakfast, whatever, if you can. Then you say, “Hey, on Wednesday, when you got so upset and we did get to school, but I was wondering—why were you so angry?” And just revisiting that time so you can understand what happened and then make different plans.

I think that matters. It’s great if you can do it in the moment. That’s often very challenging. I have the same thought as you, Sarah. Time these days for parents is really, really rough. The pressures on them. But to actually go back and touch on that moment, that really matters.

Sarah R: I love what you say about—you don’t have to address it in the moment. You can address it later. I often tell parents, you don’t have to address it in the moment, and often it’s not even as effective because kids are not in their learning brains or their thinking brains, and they can’t learn when you’re trying to address whatever the situation is.

Another thing you talk about is repair, and that goes on the heels of what we were saying—addressing something that’s happened that’s difficult for you or for them or for both of you. Can you just talk a little bit about repair? Whether you’ve kind of messed up or you’ve had some conflict with your kids, why is it important? And what are some best practices around repair?

Kahlila: Yeah. I think this is probably one of the most essential places to go as a parent. It’s such an important parenting tool, actually.

And I think it can be foreign to a lot of parents, the idea of repairing with your child, because that wasn’t how you were raised. You didn’t have a mom or dad come to you after yelling or losing their temper and say, “Hey, you know what? I think I lost my cool.” So it’s kind of like, how do I do this? This doesn’t seem right, to apologize to your kid. There’s all this discomfort that parents can have around it.

But I think it’s so powerful, and one of the reasons it’s so powerful is because we really have to acknowledge that our children are some of our most important attachment relationships, right? There’s a huge importance to how we are feeling about ourselves depending on how our relationship is going with our kids. So repairing is not only healthy and good for the relationship and for the child, but it’s also healthy and important and good for the parent to feel like, “I’ve done the best I could in repairing a situation with a child.”

So we’ve all been there. We’ve lost our cool, overreacted, done something that we regret with our kids. And so when we talk about repair, the first thing that we suggest is just taking some moments of reflection for yourself and repairing with yourself. So that means whatever the shame or the guilt or embarrassment or sadness that you have around what happened, be with that. Be gentle with yourself. See if you can self-soothe a little bit. Parenting is a really hard job. I do the best that I can. Even good parents make mistakes. So really, again, that self-regulation around calming yourself down, trying to contain your emotions before you engage with your child.

So the first repair is really with yourself.

Then you want to be the, in terms of secure attachment, bigger, wiser model of things emotionally for your child. So you go to your child and you talk about it as simply and directly as you can. “Hey, I apologize for yelling. I actually think I overreacted. And I’m sorry that my voice got so loud.” And that’s pretty much it.

Then you see how receptive your child is to that. If they’re open to a hug or a high five, that’s another way to affirm the repair. And then you see what it’s like to move on. But you try to handle it pretty directly.

Again, in terms of the timing of things, it’s nice if you can handle it kind of the same day that it happened, shortly after the event happened. If that’s too hard for some reason, I think there’s no wrong time. There’s never too late to say, “Hey, I’ve been thinking about what happened to us last week, last month. It’s been on my mind, and I want to let you know that I apologize.”

Sarah G.: Yeah. And I think then on the other side of that is that children make mistakes as well, right? And that we can give them—some kids are very natural, “Oh, I’m sorry, Mommy,” and explain whatever happened. But at this age, it’s also unusual for them to do that. And so what one can do is give them an opportunity.

If they spilled, “Get the sponge.” Or say they had a big fit and the juice went everywhere—“Let’s get this cleaned up. You can help me by wiping up the floor.” Because we don’t want them to be stuck in that shame state of, “I’ve made this big mistake and my parent’s mad at me.” Even if you’re not yelling, you can be silently really angry. So you can just give them an opportunity to repair. If they’ve hurt another child, “Take this ice pack and go…” You can apologize by bringing over the ice pack, or drawing a picture, or something. I think it’s really helpful too to help them do it. It’s not like we just wait until they’re old enough to do it.

Sarah R: Mm-hmm. I always say repair helps the kid—when you invite them to make a repair, it helps them feel like a good person again.

And it’s an invitation because we’ve all heard that, “Say you’re sorry,” and then the kid’s just like, “Sorry,” and runs away. That’s not actually a repair. I always say, ask them, “What do you think you could do to help your brother feel better?” Which somehow is easier for kids, I think, than “Apologize” or “Tell them you’re sorry.”

But I love that you highlighted that it makes the person doing the repair feel better too.

And I just want to go back to what Kahlila said about doing your own repair with yourself first, because I think it’s really important that a parent making repair doesn’t turn into asking the child for forgiveness. That’s really what we have to do for ourselves first, because it’s not their job to say, “It’s okay, Mommy,” or whatever.

Someone in my life, who shall remain nameless, still has a hard time with doing repair because his mother did the “I’m seeking forgiveness” kind of repairs, and he just feels they’re empty because of that.

Kahlila: Yeah, yeah.

Sarah R: So you talk about tools. A lot of your book is really practical. You share a lot of self-regulation strategies for both parents and kids. So maybe you’ve mentioned a few already, but what’s your favorite strategy for parents from the book—one that you haven’t mentioned yet?

Kahlila: Yeah. I think my favorite strategy for parents—and this is kind of in the first half of the book, not in the strategies part, but you can think of it as a strategy—is actually playing with your kids most days when you can. It doesn’t have to be for a long time, but kids five through eight love to play, and it brings them so much joy and feels so good to them. I think it can be very regulating for kids, and I think it can be really supportive of the relationship.

Even with my older child, yesterday we had a day where it was parent-teacher conferences, he had a half day from school, and afterwards we did errands and it was kind of more relaxed and we had more time to hang out and chat. We just had an easier time with each other and enjoyed each other’s company. The evening routine was really smooth, and there was a lot of goodness between us and connection. The rapport was made even more solid between us.

I see that happen all the time when parents are able to devote even five minutes of undivided, no-screen, no-phone attention with their kid—playing with them, talking with them. It really builds this ease to the connection such that giving directives or following the routine just makes things smoother. So for me, an effective strategy is having a bit of play and fun connection time with your kid once a day, even if it’s only for five minutes. It really lubricates the whole system and makes things easier. It makes kids more motivated to keep that good feeling with you. So that’s one of my favorites.

Sarah R: Your book is really practical, and you do have strategies that parents can teach kids—things they can use in the moment. So what’s your favorite strategy? We’ll just call one out for the podcast here.

Sarah G.: Yeah, I would say, actually, taking a walk. Doing it with your child when—it’s a great way to regulate. Often once you’re calmer, you’re walking, you can repair. And it’s also something kids can really do themselves as they get older. It’s so simple. If things are really chaotic, it’s just like, let’s just start walking. Let’s walk around the—

Sarah R: I love that.

Sarah G.: Walk. Love that.

Sarah R: And that calls back to your “getting outside.” Everything feels better outside.

Sarah G.: Yes, exactly. And it’s funny—I just saw an article in the newspaper this morning about how now, having the phones that we have compared to not very long ago, landlines, people are actually spending so much more time on the phone. So if you can turn off that phone and take a walk—it’s really interrupting the parent-child relationship in a lot of ways. So we have to be very conscientious about doing that. So: a walk with no phone, I should say.

Sarah R: Yeah. I’m so glad that we didn’t have phones when my kids were little because I think about those hours and hours spent at the playground where, frankly, it can get a little bit boring sometimes. And there was nothing to do but interact with the other people or watch your kids. There were no phones to pull out and see what’s going on on Facebook or whatever.

Kahlila: Yeah. Can I have one more?

Sarah R: Oh, sorry. Yes.

Kahlila: Maybe for, you know, it’s a little harder for five-year-olds, but more for seven- or eight-year-olds: the idea of the child asking for a compromise when they are frustrated about something. You’re setting a limit and they’re not happy with the limit, and their response is frustration or anger.

To really help kids practice this as a strategy—it’s like a parent-child strategy—they can feel a lot more empowered when they say, “Okay, well this is the limit, but may I have a compromise?” And you can have a conversation with your parent that often gets you more into the thinking and speaking part of your brain versus the emotional part of your brain. You’re engaging and you’re trying to collaborate with your parent. That in itself calms things down a little bit. Again, it can be empowering for kids to say, “Wait a minute, I have a right to speak here and see if I can ask for a compromise here and work with my mom or dad and talk it through.”

So I really like that one too.

And then it’s not exactly a strategy, but we have this section in our book where we have, I think, about eight kids talking about a time that was hard for them and how they dealt with it emotionally. Kids seeing other kids deal with big emotions and learning from how other kids do it is actually really helpful too. I’ve seen kids really want to absorb that and use it for themselves when they see another kid using a breathing exercise or pretending to blow bubbles or doing something. A lot of kids are learning calming strategies at their school, and so a parent could also say, “Well, what have you been learning at school that helps with you feeling calm at school?” and have the child teach the parent what that strategy is—another nice way of integrating self-regulation practices for kids.

Sarah R: Yeah. I love that you brought up those calming strategies, like the ones that they’ve often learned at school these days, which is great—like blowing on a cup of hot chocolate, or pretending you’re doing that to do the deep breathing.

I love that your book is really more focused on the parents and what the parents can do in terms of self-regulation and co-regulation, because what I hear over and over from parents is, “Yeah, my kid can tell me five calm-down strategies that they’ve learned at school, but in the heat of the moment, they’re not interested in using it.”

So are there things that you suggest for parents when you have a kid who is resistant to those strategies that they know, maybe when they’re calm, they know they can use, but then when they’re upset they are refusing?

Sarah G.: Practice. They need to practice ahead of time. Then the parents have to catch them doing it, even a small amount. Like, “Oh, I saw you started the breathing, but then I guess you got so overwhelmed. That was amazing.” And so—but also, you know, the stop, drop, and roll that they do in schools for fire—you need to do the same thing with these strategies.

Sarah R: Mm-hmm.

Sarah G.: Practice ahead of time. Talk about, “This is going to be a really hard day for you. You’re so tired and we have these events, and what are you going to do when you’re feeling so overwhelmed? What do you think is going to work for you?” So forth.

Sarah R: Yeah, so prep ahead of time. And even afterwards, like, “Oh, that was so tough. You know, maybe next time we can try to do that calming strategy X that you learned at school when you’re feeling that way.” I think that probably reinforces some of the patterns too, just even talking about it later.

Kahlila: Yeah. And if you feel like there’s something that’s not working for your child and it—don’t use it, right? Think outside of the box. Try new things. Do some trial and error. Every kid is unique, and something that may work for one child may not work for another. So discover that over the years and kind of accept the reality of what works for your child and what doesn’t.

Some children may want a very tight bear hug. Other children might want to chew on a piece of gum or something like that, or take a walk. So be attuned to what is happening for your child and believe them when they say, “This doesn’t help.”

Sarah R: Yeah. Love that.

Thank you so much. This is really—I think your book is really great, and we’ll put a link to it in the show notes. Any place you want to send our listeners before we let you go? Any best place to learn more about you and what you do?

Kahlila: I have a website. It’s kahlilarobinsonphd.com. So that’s my website. I have an Instagram account with the same name, Kahlila Robinson PhD. So you can find a little bit more about me and my practice there. We’d be excited to get feedback from people on the book and see how they’re using it and what’s been helpful. So we are so open to hearing back from people.

Sarah R: Awesome. What about you, Sarah?

Sarah G.: Yeah, so anyone can find me at sarahgerstenzang.com. And I echo Kahlila’s request. If people find something useful in the workbook, we just love to—we’re proud of the work, and we’d love to know how it feels to actually use it.

Sarah R: Wonderful. We’ll put those links in the show notes.

Before I let you go, there’s a question that I ask every guest at the end of the podcast. So maybe, Kahlila, you go first, and then I’ll ask you to answer the same question, Sarah. Which is: if you could give some advice to your younger parent self—go back in time and give yourself advice—what advice would you give yourself?

Kahlila: I would probably say: enjoy it more. There’s something about the intensity and the demands of scheduling and routines and pressure and all that kind of stuff. See if you can not sweat the small stuff as much and be a little bit more relaxed about things and enjoy it more.

Sarah R: I love that. That’s so important.

Sarah G.: So we used to have very long dinner hours, and I was just thinking as we were talking about repair today: I should have done more repairs after some of those dinners didn’t go—sort of erupted. We had a nephew living with us for a while, so had four teenagers at a table. Anyway, lots of it was fabulous and wonderful, but also sometimes things happen. So yeah, I think, “Oh, I should have done more repairs after those dinners.”

Sarah R: Well, take your own advice. It’s never too late.

Kahlila: That’s right. That’s right.

Sarah R: Let me know.

Sarah G.: I’ve apologized for everything. Don’t worry.

Sarah R: Oh, good, good.

Well, thank you both so much for coming on. It was a pleasure to meet you, and thanks for all the support you’re giving parents out in the world.

Kahlila: Thank you so much, Sarah. Thank you for having us. It was so nice to be here today.

Sarah R: Thank you.

Sarah G.: I really—

Kahlila: Appreciate it.

Reimagine Peaceful Parenting with Sarah Rosensweet Substack is a reader-supported publication. To support my work, consider becoming a free or paid subscriber.

Strong-willed kids can be some of the most challenging — and the most incredible — kids to parent.

In this bonus mini-episode, Sarah and Corey talk about what makes strong-willed kids unique, why they can feel so hard to parent in everyday moments, and why their determination, honesty, and sense of justice are traits to be celebrated.

They also discuss how small shifts in how we communicate with strong-willed kids can dramatically reduce power struggles while preserving connection.

If you’re parenting a child who pushes back, refuses to be bossed around, and stands firmly in their beliefs, this conversation will help you see their strengths and learn how to work with their temperament instead of constantly fighting against it.

Sarah also shares details about her upcoming workshop on parenting strong-willed kids.

You can find the workshop at https://reimaginepeacefulparenting.com/workshop

00:00 — Strong-willed kids: a blessing and a challengeWhy Sarah and Corey both love working with strong-willed kids.

01:00 — What makes strong-willed kids specialTheir sense of justice, independence, and willingness to question authority.

02:00 — Why strong-willed kids can make everyday parenting harderWhen kids won’t “just put their coat on.”

03:00 — A real-life example of strong-willed determinationSarah’s story about her niece tying her shoes while holding a fidget spinner.

05:00 — The nervous system reaction to being told what to doWhy strong-willed people resist being bossed around.

06:00 — The surprising realization Sarah’s son had at age 13Why he thought one parent was “better.”

07:00 — Power struggles and how to avoid themWhy connection matters so much with strong-willed kids.

08:00 — Workshop announcementParenting Strong-Willed Kids: Tools to Reduce Power Struggles Without Crushing Their Spirit.

Sarah: Hi, Corey.

Corey: Hey, Sarah.

Sarah: Let’s talk about strong-willed kids. Are your kids strong-willed?

Corey: Absolutely.

Sarah: Yeah, both. What about you?

Corey: Both of them. And yes—the apple doesn’t fall far from the tree. I am extremely strong-willed.

Sarah: Me too. And my kids— all three of my kids are strong-willed. And me and my husband. You should see us play board games together.

It did make it harder to parent them. And I also love how I am, and I love how my kids were and are. What do you love about strong-willed kids?

Corey: I love so much about strong-willed kids. I actually think some of my favorite clients to work with are those who have strong-willed kids.

Sarah: For sure.

Corey: Because these kids are just… what I love about them is they’re going to change the world. They’re not going to just go along with the crowd. They’re not going to just do things because you said so. They’re going to really think deeply about things. They have this deep sense of right and wrong.

Sarah: Justice. Yeah.

Corey: Yes—justice guiding who they are and what they want to do in the world.

Sarah: Yeah. What I love about strong-willed kids is that they speak their truth. You know how they feel. They’re not afraid to speak their truth about what they like and what they don’t like.

Corey: Yeah. You always know where you stand with them. There’s no guesswork involved with a strong-willed kid.

Sarah: Yeah. And they’re so willing to stand up for what they believe in—even if it comes at a cost to them.

I love how they won’t be bossed around. Because they’re little and they’re still learning, sometimes they don’t realize it’s at their own expense.

Corey: Yes.

Sarah: I think it’s something to be admired. And also, as a parent, it makes it tough sometimes to work with them.

Corey: Absolutely. There have been so many times where I look at my kids, or I’m talking to clients, and we’re just like, “Why can’t they just go put their coat on now?”

We have these busy schedules we’re trying to get through, and sometimes when you have these little strong-willed kids, you feel like you can’t get through the schedule because they won’t just go do what you ask them to do.

Sarah: Yeah.

One time when I was teaching a workshop on strong-willed kids—and another one’s coming up; we’ll get to that—I looked up the dictionary definition of strong-willed. It was something like: tends to do what one wants, even if others advise against it.

And I love that.

It reminds me of something that happened recently. As you know, I was visiting my sister and my niece, who’s eight. I was helping get my niece ready for school. She was tying her shoes, and she had a fidget spinner in one hand while trying to tie them.

Of course, tying your shoes is already tricky when you’re still learning, and trying to do it with a fidget spinner makes it even harder.

I casually said, “Let me hold that.”

She said, “No.”

I started laughing, and she looked at me.

I said, “Have you ever heard the expression cut off your nose to spite your face?”

She said no.

I explained that it basically means making things harder for yourself just to prove a point. I told her, “I don’t care if you hold that fidget spinner while you tie your shoes, but it’s making life harder for you. I love that you don’t want to be bossed around, and I admit I kind of gave you an order to let me hold it. I love that you’re standing up for yourself and not letting anyone boss you around. But holding onto that fidget spinner while tying your shoes is making things harder for you.”

She didn’t say anything.

She finished tying her shoe with the fidget spinner still in her hand.

Then when she moved to the next shoe, she handed it to me and said, “Will you hold this?”

I said, “Sure.”

And she tied her shoe without the fidget spinner.

That’s such a good example of how strong-willed kids can be. If my husband tells me to do something I was already planning to do, I can feel my nervous system activate—like, He can’t tell me what to do.

But because I’m a grown-up with experience, I don’t shout “No!” when that happens.

So that little tweak can really make things easier for strong-willed kids—and for us.

Corey: Absolutely.

And we were saying off camera too—obviously you are also my boss, and you are the only person in my life who can tell me what to do, and I happily do it without that nervous system response.

So all those tweaks that you’ve taught me over the years—how you manage me—show that there really is a way to work with strong-willed people, whether it’s a little kid or a grown-up, to make them feel empowered when you’re working together.

Sarah: Totally.

My middle son is extremely strong-willed. He’s 21 now, but growing up he absolutely would cut off his nose to spite his face so he wouldn’t feel bossed around.

My husband tends to be a bit more traditional—still peaceful, but a little more direct and demanding.

One time when my son was about 13, he said, “Dad’s a better parent than you are.”

I said, “Really? Why do you say that?”

He said, “Because I always do what he tells me to do.”

I knew what he meant. My husband would say things like, “You have to do this,” and my son would comply.

So I asked him, “Have I ever asked you to do something that you didn’t do?”

He stopped and thought.

Then he said, “No.”

The difference was that he didn’t feel bossed around when I asked him to do something.

And he usually did follow my husband too because he felt connected to him—which is another really important thing with strong-willed kids: connection.

But it was funny watching his face as the realization landed. The ground shifted for him.

He realized, “I do what my mom asks too. I just don’t notice that she’s telling me what to do.”

I thought that was hilarious.

Corey: That shows you worked with him so effectively that he didn’t even notice directions were happening.

Sarah: Yeah, exactly.

Well, there are so many fun things to talk about with strong-willed kids. I love them so much.

But I also see parents every day—and I know you do too—who feel really stuck. They feel like they’re constantly battling and getting into power struggles.

That’s why I’m teaching a workshop on this.

It’s on Wednesday, March 18th at noon Eastern time. You can go to reimaginepeacefulparenting.com/workshop to sign up.

If you have a strong-willed kiddo, this workshop is for you.

If you’re in our membership, it’s included, so don’t sign up separately.

It’s a live workshop on Zoom where we’ll talk about how to work with strong-willed kids so you can get through the day without feeling like you’re constantly fighting with them—while still preserving connection and getting the things done that need to get done.

If you can’t make it live, you’ll get the replay and a cheat sheet afterward.

If you’re listening to this on the podcast, we’ll put the link in the show notes.

If you’re seeing this on Instagram, the link is in my bio.

I hope to see everyone there.

Thanks, Corey.

Corey: Thank you.

You can listen wherever you get your podcasts or check out the fully edited transcript of our interview at the bottom of this post.

I am so excited I was able to interview a parenting thought leader I greatly admire. Lenore did not disappoint! So much wisdom, and so much fun! I think you’ll love this podcast episode.In this episode of The Peaceful Parenting Podcast, I interview Lenore Skenazy, author of “Free-Range Kids,” which grew into the Free-Range Kids movement. Now she is president of Let Grow, the national nonprofit that is making it easy, normal, and legal to give kids back independence. We talk about screens, anxiety, free play, and why childhood independence matters more than ever.

👉 Also- just announced- I’m teaching a workshop next week: “Parenting Strong-Willed Kids: Tools to Reduce Power Struggles without Crushing Their Spirit.” All the details HERE.

Know someone who might appreciate this episode? Share it with them!

And if you love the podcast, FREE ways to help us out: 1- Rate and review the podcast in your podcast player app 2- “Like” this post by tapping the heart icon ♥️ 3- Share this with a friend. THANK YOU!

We talk about:

* 00:00 — Introduction to Lenore Skenazy

* 03:00 — The disappearance of unstructured childhood and why kids need risk, boredom, and problem-solving

* 06:00 — How independence builds confidence

* 08:00 — The social pressure parents feel

* 09:00 — How communities can bring back free play

* 15:00 — What kids learn through unsupervised play

* 19:00 — Why kids prefer real-world play to screens

* 24:00 — How fear reshaped parenting

* 29:00 — The rise of tracking and constant surveillance

* 34:00 — Independence and mental health

* 37:00 — The Let Grow Experience

* 41:00 — Kids are not actually addicted to screens

* 42:00 — Bringing back the teenage babysitter

* 46:00 — How giving kids independence reduces the pressure of intensive parenting

* 49:00 — The value of “kid world”

* 50:00 — Lenore’s advice to her younger parent self

Resources mentioned in this episode:

* Lenore’s Book Free Range Kids

* Two free independence-building programs for schools

* The free “Four Weeks to a Let Grow Kid” program

* Yoto Screen Free Audio Book Player

* The Peaceful Parenting Membership

* Evelyn & Bobbie bras

* Strong-Willed Kids Workshop

Connect with Sarah Rosensweet:

* Instagram

* Facebook Group

* YouTube

* Website

* Join us on Substack

* Newsletter

* Book a short consult or coaching session call

xx Sarah and Corey

Your peaceful parenting team- click here for a free short consult or a coaching session

Visit our website for free resources, podcast, coaching, membership and more!

>> Please support us!!! Please consider becoming a supporter to help support our free content, including The Peaceful Parenting Podcast, our free parenting support Facebook group, and our weekly parenting emails, “Weekend Reflections” and “Weekend Support” - plus our Flourish With Your Complex Child Summit (coming back in the summer for the 3rd year!) All of this free support for you takes a lot of time and energy from me and my team. If it has been helpful or meaningful for you, your support would help us to continue to provide support for free, for you and for others.

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Hey everyone. Welcome back to another episode of the Peaceful Parenting Podcast. Today’s guest is Lenore Skenazy. You might know her as the author of the book Free-Range Kids and the founder of the movement of the same name. Now she’s president of Let Grow, the national nonprofit she co-founded with Peter Gray, Daniel Shuchman, and Jonathan Haidt. Their mission: making it easy, normal, and legal to give kids back some old-fashioned independence.

Lenore says our kids are smarter, safer, and stronger than our culture gives them credit for. If you’re worried about the ubiquitousness of screens in your child’s life and/or about the rise of childhood anxiety, you’re going to want to have a listen to this episode. Lenore and I discussed the importance of unstructured, unsupervised time in childhood, why it disappeared, how to bring it back, and what happens when we do or don’t.

She was so much fun to speak with, and her message is one that all parents need to hear and that all kids want them to hear.

I just loved this conversation with Lenore, and I know you will too. Okay. Let’s meet Lenore.

Sarah: Hi, Lenore. Welcome to the podcast.

Lenore: Thank you, Sarah. I am happy to be here, wherever here is.

Sarah: Well, I’m so excited to talk to you. I’ve followed your work since you were called the Worst Mom in America, back in the beginning of your Free-Range Kids days. I’m so excited about your new project that you’ve been working on. So maybe, if you could just introduce yourself and tell us who you are and what you do.

Lenore: Sure. I am Lenore Skenazy. I live in New York City. I have two grown kids—growing, grown, whatever you want to say. When are they done? I don’t know. But I wrote the book Free-Range Kids, and I am now president of Let Grow, which is the nonprofit that’s promoting childhood independence.

Sarah: I love it. I was recently—this, I promise, is going to make sense when I get back to it—but I recently listened to the memoir of Patti Smith, the artist and musician, and she talked a lot about her childhood growing up in the fifties, and how unsupervised and unstructured it was, and all of that. She had really great memories of playing in the woods, and the games that she would make up with her brothers and all of the neighborhood kids and the things that they would do. And I really wondered: is that kind of childhood why she became such a creative person and, you know, a successful person in that way? And it made me feel sad for that kind of childhood that’s lost to kids today.

So why don’t kids have that sort of unstructured, unsupervised play, like maybe you and I even grew up with? Because I know I did, for sure.

Lenore: I did, for sure, too. And everybody did. Some people ended up being Patti Smith, and most of us didn’t. Nonetheless, I’m sorry to see it evaporating too.

One of my recent analogies is that the rainforest was sort of disappearing, but we didn’t notice until we looked at pictures from before and after, from 1970 till now, and it’s like, oh my God, that’s the earth’s lungs, and look how small they’ve gotten. And I feel that same way about unsupervised time in childhood. It’s this natural resource. It’s something that all kids thrive on having, and we just keep shrinking it and replacing it with organized and supervised activities that we think are better, that we think, oh, now they’re learning chess, or they’ve made it to the travel lacrosse team—that has to be good. You’re up in Canada: made it to the travel hockey team. That’s gotta be good. More time in the luge—that’s wonderful, right?

But in fact, what kids really need, and what their whole innards are programmed to expect, is all sorts of time when they’re making up their own games, when they’re dealing with some fears and some squabbles with their friends as they figure out, what are we gonna do today? And, you know, is that tree gonna be too hard to climb? Let me try.

Without those everyday experiences of a little bit of fear, a little bit of risk, some exhilaration that nobody is there to give you credit for or a trophy for or a grade for, there’s something called the internal locus of control.

Internal locus of control is when you feel you can handle things. Things will come at you and you’ll deal, because you are confident and competent enough. An external locus of control is when you feel others are both manipulating you and taking care of you, that your fate is in someone else’s hands.

We’ve sort of swapped the internal locus of control of Patti Smith’s childhood and our childhoods for this external locus of control where somebody’s saying, okay, it’s three o’clock, I’m gonna pick you up, and then we get you to dance, and then we got Kumon, and then there’s homework, and then there’s dinnertime, and 20 minutes exactly of reading, because that’s how you’re gonna turn into a kid who loves reading. “Okay, start. Stop. I really love that. Really fell into that book.”

What I’m trying to say is that Mother Nature expected kids to get all of this give and take and excitement and confusion, and when we take it out, kids end up drooping because it’s like they haven’t gotten something very necessary for their development, sort of like food, except it’s independence and it’s free play. And we keep looking around saying, oh, it must be COVID that’s making kids so depressed. It must be phones that are making kids so anxious. And I think it’s just the fact that they have this very strange childhood, unlike what the system expects. And when you’re missing something foundational, you droop.

Sarah: Our mutual friend Ned Johnson, who’s a co-author of The Self-Driven Child—

Lenore: Love it.

Sarah: They talk a lot in that book about how we want our kids to be self-driven, but that self-drive and autonomy are correlated, in that when autonomy goes down, so does self-drive.

Lenore: They are the same thing! It’s so funny because we say we want self-driven kids, and then we drive them. Literally drive them to the Kumon and the Jazzercise.

Sarah: Yeah. It’s—I mean, I want to come back to, when kids have time on their own, they learn that they can figure it out. But just on a funny note about that self-driven and driving them places, it’s really hard to raise your kids this way—with unstructured, unsupervised time—when nobody else is doing it.

I remember, I live in a big city, and from the age of 12, when my kids were—I thought 12 was a good age for them to start getting around the city by themselves. They did. And of course, it wasn’t just like, okay, all of a sudden you’re going on the subway by yourself, but we worked up to it. So by the time they were 12, they were capable.

But I got so much judgment from other parents. My middle son played baseball, and he would get himself to practices and get himself home. And there were parents who would insist on giving him rides because they were concerned about him going on the subway by himself. And then I kind of had to give myself little reassurances, like, it’s okay, it’s okay if they’re judging you for having your kids be out and about by themselves. But how do you—maybe I’m getting ahead of myself, because we could talk about some ideas first—but when you are doing this on your own, say you’re letting your kids do things that you think are age-appropriate, developmentally appropriate, and then other people aren’t, what are some ways that parents can kind of give themselves some self-talk? What should I have told myself back then?

Lenore: Okay, I’m not going to talk about self-talk. I’m going to talk about changing the culture that you’re in so that you’re not the only one sending your kid to the park. And then also what Let Grow, the nonprofit I run, suggests in terms of giving kids back an easy way to give kids back some of this free play that we’re talking about.

First of all, if you want your kid to be playing outside, it’s no fun for them to play outside—whether people think you’re the worst mom or not—if they go outside to the park and, let’s see, I can keep going down the slide. That’s a lot of fun. You know, you need somebody to play tag with. You need somebody to talk to. You need somebody to swing next to or to push you.

So how do you get that? You talk to some of the other parents in the neighborhood and you say, let’s set up Free Play Fridays, right? I know everybody’s really busy, but a Friday afternoon before the weekend begins—how about from three to five, we all let our kids just play at the park together?

And I’ve heard about this working in many communities, including one 12-year-old who was so bored—I don’t know how he found out about it; I guess his mom must have known me or something—who went and put postcards in all the neighbors’ mailboxes, and he ended up with like 20 or 25 kids playing on Friday afternoons because he said, hey, let’s all meet, and parents, you don’t have to come. It’s not impossible to renormalize the idea of free play in a neighborhood.

And if you can’t get a bunch of kids coming together at the park, another idea somebody once sent to Let Grow, which I love—she called it a friendship club or friendship camp because she did it during summer. And it was simply this: in your neighborhood, there are probably some families that also would like to see their kids playing more, especially during the summer perhaps. And so what she did is she sort of made a pact with three or four other families that, look, my kid can knock on your kid’s door, your kids can knock on my kid’s door, and if my kid’s available, then that’s it. They’ll play. I won’t supervise them. I’ll know that they’re there. They can play outside, inside.

And that way you’ve sort of made it like the fifties. So now there’s kids going around the neighborhood knocking on each other’s doors, and that way you don’t have to worry about planning a play date, and you don’t have to have a phone involved. It’s just going door to door and finding these three or four friends who’s around.

People have started swearing by the landlines that you can buy now, or these pseudo-landlines. There’s one called Tin Can. And so kids can call up each other and set up a play date without falling into a phone and then never coming out again.

So those are all ways that you can sort of make free play happen again in your neighborhood. But what Let Grow recommends on top of all those is trying to get—we have something we call a Let Grow Play Club, but we might change the name for middle and high school because play sounds so babyish. And really what we’re talking about is the—

Sarah: Hang club. Call it the Hang Club.

Lenore: The Hanging Club. I was thinking of calling it the third—I can’t remember if it’s called a third space or a third place—but like when Starbucks started, everyone was excited because now there’s a third place. It’s not work and it’s not home. We can go and hang out.

So this would be having schools stay open for mixed-age, no-phones free play.

Sarah: Mm-hmm.

Lenore: And it solves so many problems. First of all, if you send kids home to play, we just discussed that oftentimes they won’t end up at the park because there’s nobody else at the park. So they’ll be back in their room on a phone, or you’re paying a lot of money and spending a lot of time driving them someplace else to be on an organized team, league, whatever. But at school, all the kids are already there, right? So it’s just a question of them staying a little longer.

If you’re in a very dangerous, scary neighborhood, you’re not sending them to the park. You’re just saying, you know, how about from three to five, four days a week, there could be a play club where there’s an adult supervising, but like a lifeguard.

Sarah: Mm-hmm.

Lenore: Right? So they’re not organizing games. They’re not solving the problems, the arguments. They’re just watching and they’re there in case of a shark or some other emergency.

And then the kids—and then you leave some stuff out for the kids. And actually, you’ll see this particular idea recommended in The Anxious Generation by Jonathan Haidt, who’s one of my co-founders of Let Grow. And one of the coolest things I found out, because I was helping him on the chapter for schools, was if you’re having a Let Grow Play Club after school, you should always have some really big sandbags there for the kids to play with. And do you know why?

Sarah: No.

Lenore: Take a guess. What’s the good of a sandbag?

Sarah: Like, how big are the sandbags you’re talking about?

Lenore: Like the size of a pillow.

Sarah: Okay.

Lenore: Like a filled pillow.

Sarah: For bases.

Lenore: Yeah, that’s something you could definitely use for bases.

Sarah: For some, any kind of markers and games.

Lenore: Mm-hmm. Mm-hmm. And for building. And the sort of sneaky reason for having sandbags is that a kid can’t carry them by themself.

Sarah: Oh, it involves cooperation.

Lenore: It automatically creates cooperation, which is what playing in the woods does, which is what organizing a game of baseball does. And you want kids to have these easy ways of interacting and getting to know each other, the non-awkward ways.

Sarah: Right.

Lenore: And saying, hey, help me with this. Or like, look, we gotta bring this over here, it’s third base. Yeah, you’re doing something together and you’re automatically starting a relationship without any kind of like, “Will you be my friend?” Right. Or “I’m so lonely, Lily.” It’s not that.

And that’s what play has always done. Who are your friends? As Peter Gray, who’s another one of my Let Grow co-founders and a professor of psychology, says: when you’re a kid, a friend is defined as a kid you play with.

Sarah: Right.

Lenore: You know, “I’m going to Julie’s house.” What are we gonna do? “We’re gonna play.” Okay. I’ll see you at seven.

And so you want to have a bunch of stuff that—the technical term, I guess it’s not that technical, is loose parts.

Sarah: Mm-hmm.

Lenore: You want to have loose parts out there, and kids can bring them from home. And I’m talking remote-control cars and old suitcases and fabric and some rope or PVC pipe. Kids just figure out what to do with it. And so they’re being creative, and they’re explaining, “No, we’re gonna build it this way.” That’s communication. And then they’re cooperating.

“We’re gonna drag this bag over here.” And all the social-emotional skills that kids are getting now in worksheets on the rug during their social-emotional-skills-building time, you know, or little cards that say, “Remember, you’re not alone. Remember, people like you. You are good. You’re kind.” It’s like all this sort of fallacious confidence and connection happens automatically through play.

You play with the kids you like, and frankly, if you’re a total jerk and nobody wants to play with you, you start recognizing that and adjusting.

We’ve seen this in a play club. My favorite story about a play club was a kid who—everybody was jumping into a leaf pile. It was down in South Carolina. And they’d jump in the middle, and it’d be really fun, or they’d do a cartwheel into the middle, whatever, and then they’d leave and then it’d be the next kids. And they were organizing themselves.

And then one kid jumped into the middle of the leaf pile and would not budge. He was just there. And everyone’s like, “Hey, get out of the way. Hey, you’re in the way. Move already. Hey, it’s my turn.” And he was just like, “I can’t hear you.”

And so finally the kids said, “Well, let’s just jump around him. There’s enough leaves.” And so they started doing that, and then the kid—the middle-of-the-leaf-pile kid—walked off.

And what’s wonderful about this is that the kids saw a problem, tried a solution—move, move, move—that didn’t work, and then came up with another solution: ignore him.

And had there been an adult who was jumping in to save them, to save the leaf-pile day, first of all, the kid would’ve gotten all the attention, because the other kids would just be waiting while the teacher says, “Now, you know, Aiden, we don’t sit in the middle of a leaf pile. There are other children. You see them there.” And then the kids—that would’ve been completely nothing. They just would’ve been waiting for an adult, as always, to solve the problem.

And they wouldn’t have been creative and they wouldn’t have been working together to solve a problem. But instead they did. And so that’s why you need free play, so that all those skills come into play. And by the way, it’s fun and it’s what kids should be doing.

But if you have a school starting a play club, all our materials are free, and they basically explain the philosophy behind why loose-parts free play is good and why it’s great to have different ages together because, you know, the older kids sort of are nicer to the younger kids.

Peter Gray always says, if you have seven-year-olds trying to play a card game together, it’s a disaster. It cannot work. But if you have nine-year-olds with the seven-year-olds, the nine-year-olds are so cool that the seven-year-olds want to be like them. And then the nine-year-olds are saying, like, hold up your hand. We can see your cards. Don’t put the—you know, don’t put an ace down. And they take the ace and they put it back in the kid’s hand. You don’t throw the ace down until the end.

And so it sounds like maybe some yelling or whining or complaining, and yet it’s education. And the older kids are learning how to explain a game, and the younger kids are learning how to be the older kids. And we keep segregating kids by age so that it’s only seven-year-olds against seven-year-olds in baseball or soccer or hockey, and all you know is who’s the fastest and who’s the best.

Sarah: I love it. I was watching some of the videos on your website, and there was one, a free play after school video, and the loose parts in this video were cardboard.

Lenore: Mm-hmm.

Sarah: And it actually—it’s going to make me cry—it moved me to tears, watching these kids. And there was this one scene of all these little kids, the game was two kids hold up the cardboard and another kid runs through it. And there was this clip of them working out whose turn it was and who was going to go next. And then they’re just doing the activity, and all the other things they were doing with the cardboard. It was so—they were all so immersed and at times joyful, and it was just so great to see, like, so wonderful to see. I really think it’s so great what you are doing.

And I think, you know, a lot of Jonathan Haidt’s book was about screens, and everyone’s worried about screens, and I think you talk about this too: the reason it becomes this vicious cycle, like a chicken and egg, is kids don’t have anything to do, parents don’t have anything for them to do, so they are on screens. And then they’re on screens and then they don’t get out and play. So it sounds like part of the answer here is doing the—getting the play going first.

Lenore: Yeah. First of all, I love that video too. And what I love about that game they’re playing with the two kids holding a piece of cardboard, and they’re all arguing like, who’s gonna go first to punch the cardboard? Which doesn’t seem like the funnest game in the world, but they were so eager. It’s like, “You’ll go first, then I’ll go.” “No, no, he’ll go and then I’ll go and then you’ll go.” It is just such a beautiful thing to see. And it’s all the different ages, it’s all the different races, and it all seems to be boys because who’s stupid enough to—

Sarah: The girls don’t want to punch cardboard. My kid one time was telling me about her two friends who were boys who were doing this thing as they were riding their bikes down the street, and they were spitting up into the air ahead of themselves and then trying to ride through the spit. And she was like, “Only boys would do that.”

Lenore: That is just weird.

Sarah: It works. It’s so much less waste in a milk bag.

Lenore: It sounds really smart.

Sarah: So anyways—

Lenore: No, no, I did grow up here, but we also don’t have milk cartons. We have milk bags. That sounds really smart.

Sarah: It works. It’s so much less waste in a milk bag. Everybody in—at least in Eastern Canada—we have like a plastic pitcher that’s got an open top, and the milk comes in a big bag with three smaller, like liter-and-a-half bags in it. Just picture a bag of milk.

Lenore: A bag of bags.

Sarah: You put your bag of milk in the pitcher and you snip a little hole in the corner. And then you pour it from the pitcher in the bag, and it’s far less waste than four gallons.

Lenore: Be Canadians. What can I say? We’ve got it all.

Sarah: So anyways, no, no, I did grow up in the US though, and we did have the pictures on the milk cartons.

Lenore: Right. So those pictures on the milk cartons did a number on us because, first of all, they said, like, “Have you seen me?” or “Missing,” and they never had a little asterisk that says, “I was taken in a custodial dispute between my divorcing parents.”

Sarah: Right.

Lenore: Because that was the vast majority of the kids, or they were runaways. But it felt like, since nobody explained this, that these were all children who were kidnapped by strangers off the street while riding their bike or walking home.

That’s also the era we got cable television, which gave us the 24-hour news cycle, which had never been part of anybody’s life until then.

And then there was when Adam Walsh was taken—it was a horrible story—but his dad was John Walsh, and he started America’s Most Wanted, and he went around the country and in fact ended up testifying in front of Congress that 50,000 children are kidnapped and murdered every year, which was off by a factor of about 50,000. Because it’s extraordinarily rare.

And so it just started seeming like, you know, you open the door and you let your kid outside and you’ll never see them again. Ann Landers or Dear Abby—or one of the advice columnists of the era—said that you better take, you know, try to write down or take a picture of your child before they leave for school, so you know what they’re wearing, because you won’t be able to give the information.

There was just a lot of panic about something that is extraordinarily rare.

Sarah: Mm-hmm.

Lenore: And so it just became the norm to not let them out of our sight. And then a couple of other things happened in tandem with this. One is, of course, we’re in a litigious society, and so schools thinking like, well, what if something bad does happen, even though it probably won’t? We don’t want to be sued. Let’s just say that no kid can get off the bus, or that no kid can play on the monkey bars, or that we can’t have any swings.

And then you have experts, and experts are always trying to tell you something really scary that they’re an expert in, that if you don’t do this, you know, something terrible will happen. Parents magazine would come—like, you gotta give it to those editors at Parents magazine—they had to come up with something terrifying every month.

Sarah: Well, it sells, right? And headlines, you know, clicks today and headlines.

Lenore: Right. And then there’s a marketplace, and the marketplace is always trying to figure out something that can sell, and sell a lot. And the best thing you can do is sell parents a product that’s going to save their kid from something horrible.

I was just reading a study that was done about tracking devices, and I think at this point it was like 86% of parents track their kids. And, you know, some tell them that they’re being tracked and some don’t.

There’s the Gizmo watch. If you buy it for your kid, it’s a tracking device and a phone. And if they don’t pick up the phone, what happens?

Sarah: 911.

Lenore: No, that’d be really terrible. I mean, I can—

Sarah: I can picture it.

Lenore: I could picture it too, but right now what happens is that it turns into a bugging device.

Sarah: Oh gosh.

Lenore: So that you can listen to see, is your kid like, “No, get away from me, stranger”? Or—you know—but it also allows parents to hear, like, “I hate my sister,” or “I’m mad at my teacher,” or “I ate a candy bar.” I mean, it just gives kids no life outside of constant surveillance, which is what we used to do with prisoners on work release. They had this kind of monitoring, right? They had an ankle monitor and you could see if the guy was going to work and then coming right back home. And even the prisoners knew that this was better than prison. Beats prison, right? But it’s not freedom.

Sarah: Yeah.

Lenore: What does a lack of freedom do to kids? I think the biggest thing is that it tells them two things. One is that the world is so scary and bad that you better not just be out there on your own, and also that your parents don’t think you can handle being out there on your own.

And I’ve been trying to grapple with this for a while. I was talking to these teenagers, and it was about eight years ago at this point, because at that point not everybody was tracked yet. But one of the kids who was tracked said to me something really strange. He said, “I just wish that I”—he was over 16—“I wish I’d get pulled over for speeding.”

I was like, that’s a very strange wish. Why?

And he said, “Because I would have to deal with it myself.”

He was longing—I mean, I think there’s this human longing to see what you’re made of and to prove to yourself and to the world that you can handle something on your own.

And with the ability to always be tracked by your parents and always press a button and be connected to your parents, your parents are on call for you in a way that was never possible until just now.

And it’s nice to help. You know, you want to help your kids. So if they call—my kids to this day, they’re in their twenties—if they call, they’re having a problem, I will help. But the instantaneousness of it means that without trying to figure out an answer, solve something on their own, kids can reach you and then you solve it. So you don’t know what they’re capable of and they don’t know what they’re capable of.

And so then you answer the next time, and the next time, and the next time, and you track them. And nobody ever gets the peace of mind. You know, the tracking devices say they’ll provide peace of mind, but they provide the opposite because, yes, it’s nice to know they’re gonna be home in time for dinner, but you also don’t know that, like if they were on a trip or even walking home or riding their bike and their chain fell off their bike—it’s a point of pride if you make it home with a broken bike or if you fix the chain, and it’s not a point of pride if you call your dad and say, can you come help me?

The dad feels proud, but he thinks, oh, my little girl can’t do anything yet. And the little girl thinks, oh, my dad—I can’t do anything yet.

So I think it changes a lot about the parent-child relationship, and it changes the child’s relationship to themselves because it’s not just themself. It’s themself plus this squad.

Sarah: I think it also reduces community. The example that you just gave—I could picture if that happened to one of my kids and they couldn’t figure out how to put the chain back on, they might stop somebody and say, can you help me with this? Or, you know, go into a garage and ask for a screwdriver from the mechanic to put their—you know—and just their interconnectedness that we all have with each other. I think if there’s just a direct line between parent and child, we lose out on that sense of community.

Lenore: That is so true. And it reminds me of a piece I haven’t run yet about a mom whose kid was sort of radicalized online and ended up in a locked ward for a little while, and then came out and gradually got better through doing music and through having friends.

And then he called her one day and he said, “Mom, the greatest thing—” Oh no, he came home and he said, “The greatest thing just happened to me.” And she’s like, what? Because she’s so grateful that he’s doing much, much better now. He’s in high school.

And he said, “I got a flat tire on my bike.”

She’s like, okay, that sounds just great. What do you mean?

And he had done exactly what you just said. That’s why it reminded me. He had found a bike shop and he’d gone in there and asked for help, and they fixed it. And he got back on his bike, and they didn’t even charge him because he is a nice young man and they were helping, and everybody felt great.

But for him it was so important to solve a problem, a real-world problem, on his own, that he regarded it as one of the highlights of his life to date.

Sarah: Mm-hmm.

Lenore: And his mom, in talking to me about the dire darkness that he’d been in and climbing back out to light, felt that this was one of the things that was crucial.

And I know that we keep racing to help our kids, and we’re doing this out of love and wanting to help them, to provide for them. And it’s really hard to see that stepping back is also a gift.

Sarah: Mm-hmm.

Lenore: Right? You’re giving kids this gift of trust and independence and time when they can figure stuff out on their own. And I think it would go a long way to solving a lot of the anxiety crisis and the depression crisis that we see in young people because, of course, you feel depressed if you don’t think you can handle anything, and you’re anxious if you think, what’s gonna happen? I can’t handle it.

So with us being there all the time, out of the goodness of our hearts, we’re really preventing some growth from happening.

Sarah: Yeah. And you make a big—in your TED Talk and other things you’ve written—you make a big connection to that stuff and childhood anxiety, which you’ve mentioned a few times, but maybe you could speak directly to how you think that this is related to anxiety, which has certainly spiked in the last few years.

Lenore: Well, it’s not just me noticing that anxiety is going up. I know that right now the focus is all on the phones, but the anxiety was going up for decades, long before there were phones. And so our colleague Peter Gray, who’s the psychology professor at Boston College, did a piece in the Journal of Pediatrics that came out now three years ago, and it just showed that over the decades—not just since COVID, not just since the iPhone—over the decades, as children’s independence and free play have waned, their anxiety and depression have been going up. And by the way, their creativity has also been going down.

And it’s not just correlation, it’s causation, for all the reasons that we’ve just been discussing. It’s when you figure out what you like to do and you make it happen, and it doesn’t work, and then you work harder and you make it happen now—we all know that the triumph of like, oh my God, the cake didn’t rise, and now I made it and it did. That’s what kids need day after day after day.

And instead they’re getting lessons. They’re getting school, and then after school they get more school that just happens to be school about lacrosse or school about chess.

And so the antidote is more independence. And there are two things I’d like to say about that.

One is that Let Grow has a free program for schools that’s really easy. It takes like 15 minutes twice a month, and it’s called the Let Grow Experience. If you go to letgrow.org, you click on it, there it is. And what it is, is it’s a homework assignment that teachers give their kids—or that a counselor can give the kids, whoever it is at the school—once a month that says, go home and do something new on your own with your parents’ permission, but without your parents.

And each month there’s a slightly different tinge to it, like do something with a friend, or do something for your family, or do something out in the community. But the whole idea is for the kid to see that the world is their oyster. I can go to the store. I can bake the cake. I can climb the tree. And it’s for the parents to sit there shaking the whole time, yet their kid is getting the milk or whatever.

And then have this burst of joy when their kid comes through the door. They brought the milk. Oh, and look, they also brought cookies. I didn’t say to get cookies. Okay, they brought cookies. And recognizing that their kid is growing up and competent and isn’t a baby anymore, is capable of being a real person.

And that’s the joy that we keep taking out of parents’ lives by saying, you have to be with them every single second. Imagine if they came through the door: oh my God, you missed the home run. They get to tell you, it was a home run. You should have seen it. Everybody was cheering, and I thought I wasn’t gonna make it, and I did.

You know, you don’t have to be there for every triumph of your kid’s life. They can tell you about it too. And you just feel this joy of recognizing there’s a person separate from you who’s going forth in the world and making it happen.

Sarah: Mm-hmm.

Lenore: So we really recommend the Let Grow Experience.

And the other thing that I wanted to say originally about the importance of independence and being able to go around your neighborhood and be part of it is that we are all concerned about phones. And so over the summer, when we did that study about parents who think that their kids are going to be kidnapped, we also had the Harris Poll do a study of kids age eight to 12. And one of the questions they asked was: if you could play with your friends in any way, or you could hang out with your friends in any way, which way would you prefer? Either just free play, hanging out in the neighborhood, no adults, whatever, or in an organized activity—it could be knitting or hockey or chess—or online. And that could be playing video games or Snapchatting or just texting each other, whatever. Which would you prefer?

And I realize that this is audio, so I’m going to show you a graph, but I will also explain it. There’s a giant part of the graph that’s what kids most prefer, and that is just hanging out, free play.

Sarah: Mm-hmm. Mm-hmm.

Lenore: Second choice is organized activity, and trailing far behind is phones, screen time, phones.

And so we keep thinking that kids are addicted to their phones. But kids are addicted to each other, and when we don’t let them meet up one way or another in real life, they will go where they can. Okay, everybody’s at soccer or everybody’s online, but that’s not by choice.

We keep thinking that kids are online by desire, but it’s by default. And default is ours. Sorry, that’s the first time I tried out that pun.

Sarah: I like it.

Lenore: But I would say that the fault is ours—and not individually. Culturally, we’ve just decided that kids can’t be roaming around the neighborhood and can’t be trusted with some free time. We think that they’re gonna fall behind or they’re gonna be—and that’s why we began this discussion with, well, if you want your kids to be outside, what can you do? You gather together with other friends and you make a pact. You send them to the park. Or you ask your school to keep the school open for the Let Grow Play Club. And then there they are.

It’s just so fun to watch. You watch them and you just can’t believe how funny and creative and sometimes bored and sometimes mad, and then problem-solving, they are. Because the desire is to play, and they make it happen by hook or by crook.

Sarah: I have another idea for you that is—

Lenore: Oh, great. Let me hear.

Sarah: Bring back the teenage babysitter.

Lenore: Yes.

Sarah: When I was growing up, everyone—myself and all my friends and my sister—we all had summer babysitting jobs. Because I think part of the reason why parents overschedule their kids and they’re in camp all summer in these activities is because they need childcare. Right, right. And even—I didn’t need childcare in the summers when my kids were little because I was a stay-at-home mom, but there were no other kids for them to play with. So I would actually tell other parents, hey, don’t put your kid in camp this week, and I’ll take care of them.

But when I was a kid, the 14-, 15-, 16-year-olds would have their summer charges. And this could work for after school as well. And then we would get together with our friends at a park or the neighborhood pool or whatever who had the kids that they were babysitting for. And they would all play together.

And even if you don’t have your teenage babysitter get together with other kids that are being babysat, they still have—they can still play instead of being in the organized activities. And honestly, I work with enough parents who have teenagers who—the teenagers say there aren’t any jobs. There’s no way for me to make money. And they don’t have anything to do either.

And lots of teenagers love kids. My kids all loved babysitting. And that’s another thing too, though, is that a lot of parents are afraid to let their kids be babysat by teenagers because they think they’re not responsible, which is totally not true in most cases. So maybe in Let Grow you could talk about bringing back the teenage babysitters.

Lenore: First of all, I think you should write a blog post for us about that, but you should probably just get it in the Globe and Mail. I mean, that’s just a great idea because it gives teens a job.

And then I thought what you were gonna say is bring back the teen babysitter because unlike a professional nanny or a coach, who’s paid to really be assiduously watching every single second of them or teaching them a skill, a teen babysitter might be sitting on the couch eating Cheetos, which means that the kids do have to entertain themselves more.

Sarah: Yeah.

Lenore: Or a teenage babysitter might say, let’s go outside and we’ll play a game together, because they’re still of game-playing age, young enough they—

Sarah: Wanna play. Yeah.

Lenore: Yeah, yeah. No, I think that’s really great.

And one of the things Peter says about a Let Grow Play Club is that you don’t have to have a professional teacher at however many dollars an hour running that. You can hire a teen or a couple of teens from the local high school.

Sarah: Mm-hmm.

Lenore: And then, like you said, they’ve got a job, and then the kids have somebody who’s supervising them who’s not inclined to micromanage—

Sarah: Mm-hmm.

Lenore: Or teach.

Sarah: Mm-hmm.

Lenore: So that’s a great idea.

You know, I’ve spoken to parents who were teenage babysitters and would not hire a teenage babysitter now, and also wouldn’t even let their teen be a babysitter because of this wholesale undermining of our trust in what our kids are capable of.

And when you say like, they’re not responsible enough—well, of course, if they have no responsibility, how can they even prove that they’re responsible? Which is sort of why I’m worried about phones and tracking. It’s like, how do you prove that you’re responsible when somebody can always check to see? I mean—

Sarah: Yeah.

Lenore: That’s—how do you prove I didn’t go to the party? I said I wasn’t gonna go to the party. I wouldn’t go to the party. Maybe you didn’t go to the party because you knew I could track you. It’s like, well, how do I ever prove to you how capable I am and how mature and responsible I—it’s hard.

Sarah: Yeah. Yeah. This is such a great conversation. I love the work that you’re doing and that Let Grow is doing. And I love the title—in my mind I had a “let it” in there, and then today I was like, oh, it’s Let Grow, like let go.

Lenore: That’s exactly—that was our original name, was Let Go and Let Grow. And then our executive director’s husband said, why don’t you just shorten it? And so we did. And it’s a terrible name in some ways—people think it is “let it go” or “let it grow” or “let’s go,” and “let grow” is a weird phrase. But that is the whole point.

Sarah: I love it. I think it’s great, and I love the work that you’re doing. And I wish that—I hope this catches on.

It’s interesting. I got interviewed for a radio piece the other day, and there was an article, and the article was about trending searches. And whoever wrote it seemed to think that the trend and the trending searches were about parents looking for ways to get their kids off screens, of course. But all the trending searches were adult-organized activities.

Lenore: Yes.

Sarah: You know what I mean? And so I said to the radio person, I was like, you know, these are all great, and maybe these are a really wonderful bridge from screens to being outside or doing creative play or whatever. But really, adults just need to get out of kids’ way. And that’s the key here, is that we need to get out of kids’ way and just let them do what they’re naturally predisposed to do.

Lenore: And also it gives us back our lives.

I mean, speaking of trends, the birthrate is plummeting and parents are stressed and some giant percent say they’re just barely getting through every day. And of course that’s the case.

I was just—there was somebody on, I don’t know, Twitter or Instagram today saying, like, I can’t believe it. My kids are saying, “Where’s my Lego?” and “What can I eat?” and “What can I do?” And I’m like, those are all questions that could be answered by a kid and not by you.

Sarah: Mm-hmm.

Lenore: And then that would get them more engaged in life, and that would give you time to read a book or run away from home, which sounds like it’d be great for everyone.

The whole point of my TED Talk was “I did it myself” is so important for kids, and it gives parents back their world too. Not everything has to be you watching them do something that you can see.

Sarah: Yeah. It’s really the answer to making intensive parenting less intensive.

And honestly, for me, a lot of the reason why my kids had so much of this unsupervised time was because I’m a bit lazy. Like, I remember this one time—I was thinking about this in terms of, like, the kids sometimes they’ll make mistakes and they won’t get it exactly right. I was bringing my daughter and her friend somewhere—they were probably eight—after dance class, I think I’d picked them up, and they were hungry, so I said, let’s get you each a piece of pizza.

But living in a city, it’s hard to find a place to park to go into the pizza place. So I said, I’ll give you some money. I’m going to pull over here in the no-parking area, and you two go in and get yourself some pizza. And I’m sitting out there like, this is taking an awfully long time.

And they came back with a medium pizza, like a whole pizza.

Lenore: Oh, that’s so funny. Wow.

Sarah: And they had somehow, instead of ordering two slices, somehow they had ordered a whole pizza. And they were a little surprised too. But I just laughed and I thought, how cool that they were doing this thing themselves and it didn’t go quite right, but also it was an experience, and they learned from it.

Lenore: And a memory. A memory. What if instead you’d parked and run in and brought them two slices of pizza and they ate them in the back of the car while you drove home? That would be a day that you would never remember for the rest of your life. And instead, it’s the day that everybody came home with this giant pizza.

Sarah: It was really funny. But that was purely because I was trying to cut some corners myself. I wasn’t thinking, gee, let’s let them experience going into a store on their own.

Lenore: Right, right, right. I mean, that’s the beauty of being a human. Not every—you know, you’re not a servant. And everybody’s better off if—

My friend once explained this to me, and then, of course, I’ve taken it as my own mantra as if I came up with it, but Chris Byrne told me that in the olden days there were three worlds, right? There’s the kid world, which is the riding their bikes and eating candy and chasing squirrels, whatever. And then there’s the adult world, which is boring. I remembered from when my parents were at the table, it’s like they’re discussing politics, they’re discussing who’s having an operation. It felt like you get to 50 and all it is is operations and politics. And then there’s family world when you are together, you know, at family dinner or on a vacation or church or synagogue or whatever.

But now we mash them all together. And really, everybody likes it more when the kids—it’s like the kid table is more fun than the kids being at the adult table at Thanksgiving, right? So you separate them. It’s not that they’re never gonna spend time with grandma, it’s that they’re joking and becoming dearly close with their cousins, and you’re finding out who’s having an operation. So everybody wins.

Sarah: That’s right. That’s right.

Where’s—the two more quick questions before I let you go. Where’s the best place for folks to go and find out more about what you do? And we’ll put any links you mentioned in the show notes.

Lenore: Great. So go to letgrow.org. And if you’re a school or at a school, there’s a section for schools, and you can get our free programs there. If you’re a parent, we have the same programs just for home use, and those are all free. Everything’s free. So you could click on the parent thing if you want to change the law where you live so that you’re—you know what, don’t even go into the law. So just press schools or parents. And then we’re all over all the different social media.

Sarah: Wonderful. Okay. The last question is the question I ask all my guests, which is: if you could go back in time with a time machine, what advice would you give your younger parent self?

Lenore: Oh, my younger parent self. I think I gave myself the advice, which was let your son ride the subway alone, because that was the inciting incident that started Free-Range Kids, is that I let my nine-year-old ride the subway alone, and I wrote a newspaper column about it.

What I didn’t know then is that it would end up being a movement and my life’s work. But I would say, do it that weekend, because like a week later he was 10 and nobody would care. So hurry up. That’s great. You got five days left, Lenore. Get him on the subway.

Sarah: Thank you for doing that, because it’s been—it’s really an important countercultural voice that you have and that your organization has.

Lenore: Well, thank you, and thanks for having me. And I love the rat story, and I’m taking it as my own.

Sarah: Oh, good. Please do.

Lenore: Thanks!

Transitions — mornings, bedtime, leaving the house, stopping play — are some of the toughest moments for kids and parents. If these daily shifts often turn into power struggles, this live workshop is for you.

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You can listen wherever you get your podcasts or check out the fully edited transcript of our interview at the bottom of this post.

In this episode of The Peaceful Parenting Podcast, I interview Jessica Slice, a disability activist and the author of Unfit Parent, a Disabled Mother Challenges an Inaccessible World. We discuss the effect of Jessica’s disability on her life and parenting, and what non-disabled parents can learn from her about parenting.

Know someone who might appreciate this episode? Share it with them!

📣 And PSSST- New workshop next week- Transitions without Battles: Helping Your Child Move From One Thing to the Next without Meltdowns, Power Struggles, or Yelling- Get all the details here

We talk about:

* 00:00 — Intro + Jessica Slice and her book

* 00:02 — Jessica’s disability story and diagnoses

* 00:05 — Wheelchair, identity shift, and living as disabled

* 00:06 — The disability paradox explained

* 00:08 — Perfectionism, capitalism, and happiness

* 00:11 — Disability culture vs. hustle culture

* 00:13 — Becoming a parent unexpectedly (foster → newborn)

* 00:14 — Why early parenting can be easier for disabled parents

* 00:18 — Skill overlap: disability + parenting

* 00:20 — Myths about disabled parenting

* 00:26 — Fear of care, aging, and needing help

* 00:27 — Parenting and interdependence

* 00:29 — Community support and parenting

* 00:30 — Letting go of control and certainty

* 00:32 — Everyone needs help

* 00:34 — Advice to younger parent self

* 00:35 — Where to find Jessica

Resources mentioned in this episode:

* Yoto Screen Free Audio Book Player

* The Peaceful Parenting Membership

* Evelyn & Bobbie bras

* Jessica’s books

* Jessica’s Substack

* Jessica on A Slight Change of Plans

Connect with Sarah Rosensweet:

* Instagram

* Facebook Group

* YouTube

* Website

* Join us on Substack

* Newsletter

* Book a short consult or coaching session call

xx Sarah and Corey

Your peaceful parenting team-

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Podcast Transcript:

Sarah: Hey everyone. Welcome back to another episode of the Peaceful Parenting Podcast. Today’s guest is Jessica Slice. She is a mother, a writer, and a disability activist, and the author of Unfit Parent: A Disabled Mother Challenges an Inaccessible World. I love this book and I’ve been telling everyone about it. I highly recommend you pick up a copy. We will link to it in the show notes. Until then, have a listen to my interview with Jessica, where we talk about disability and parenting and what non-disabled parents can learn from her about parenting. Whether you are interested in learning more about disability culture, or want some new and somewhat startling answers to the question, “Why is parenting so hard?” I think you’ll have a lot to think about after listening to this episode. Let’s meet Jessica.

Sarah: Hi Jessica. Welcome to the podcast.

Jessica: Thanks so much for having me.

Sarah: I’m so glad to have you here. If you wouldn’t mind just starting out by introducing yourself and telling us a little bit about who you are and what you do.

Jessica: Of course. My name’s Jessica Slice, and I’m really happy to be here. I am an author and a speaker and just write in general about disability and perfectionism and our shared fragility. I live in Toronto with my two kids and my husband, and we have a dog named Honey Puppy, and I’m, yeah, really happy to be here.

Sarah: It’s so good to have you here. So your book about parenthood and disability—I was so surprised that I know so little about disability. So maybe you could tell us about your disability and then your journey to becoming a parent.

Jessica: Yeah, of course. So I became disabled at 28. And so I have this real before-and-after story, and I also feel like because I don’t have a congenital disability—or I didn’t have a disability until 28—that I have a perspective from that specific position. You know, I grew up having a body that was generally accepted, generally welcomed, that I didn’t have accommodation or accessibility issues.

But when I was 28, I was on a hike. I developed heat exhaustion, and I just became extremely sick. So the day before the hike, I was active. I went for a seven-mile run. I was on vacation, and then the day after the hike, it was hard to even walk down the hallway. I just had this range of debilitating symptoms: extreme dizziness, nausea, this sense of kind of like floating above myself, unexplained fevers. My legs were going numb.

And I saw doctors and, well, I assumed I just needed to recover from the heat exhaustion. But then I didn’t. And so I just started seeing doctors and no one knew what was wrong. They said maybe I was just stressed. And this went on, and I ended up not recovering ever. Like I still have many of those symptoms now.

But about two years into that, I finally saw someone who diagnosed me with postural orthostatic tachycardia syndrome, or POTS, which—at that time, it was 2013 that I got diagnosed—it was not very well known. It’s better known now because it comes along with long COVID in a lot of patients, and so more people are talking about it.

But then two years after that—or one year after that—my little sister developed the same symptoms that I had, and it seemed rare that two people would have this exact same sudden onset. And so our doctor at Duke sent us to a geneticist at Duke, and that geneticist diagnosed us with Ehlers-Danlos Syndrome, which is a genetic connective tissue disorder. And so that causes a lot of widespread pain, a lot of dislocations, some vascular issues—well, not as severe as certain types of EDS, but can cause POTS. And so I have, I sort of have two disabilities that are connected, and in a lot of people with EDS, they end up developing POTS.

And then in 2018—so for a long time, for those first seven years I was disabled—I just sort of shrunk my life to fit my body’s needs, which I, which was okay. But I, I just didn’t go anywhere where I would need to stand or walk or be upright.

And then seven years in, when my child—and I’ll, I’ll explain meeting her—but when she was one, I was like, I think I wanna go more places. And so then I got my first power wheelchair, and that made it so I could go on walks and go to stores and go to restaurants, or go to her ballet classes, or just be in the world a bit more.

And so, and it was around that time that I really started identifying as disabled and not just sick. Mm-hmm. And that was a real transformation for me. It was a switch from feeling like I had this body that worked and stopped working to having a body that had switched from one identity to a different identity. What a trip that—yeah.

Sarah: Yeah. Yeah. Because you had experienced life as both disabled and non-disabled, you have a particular insight into something that I, that you wrote about, which is the disability paradox. Mm-hmm. Can you talk about that? Because I think if somebody had been disabled their whole life, it might be harder for non-disabled people to believe that the disability paradox is true. But because you’ve been—no, I’m serious. Like, it is kind of funny, but because you’ve had both types—mm-hmm—of lives, can you explain what the disability paradox is and any—just any thoughts on what you think listeners should know about that?

Jessica: Yeah, I mean, God, I could talk about this all day. I’ll try not to be too long-winded about it. But the disability paradox is this philosophical phenomenon where disabled people are far more satisfied with our lives than people would expect. And in fact, when you measure satisfaction, disabled people are equal to or more satisfied than non-disabled people. But that really goes against sort of our collective assumptions, which is that the very worst thing is to be disabled.

You know, even from the time someone gets pregnant, you say, “Well, I don’t care if it’s a boy or girl, as long as it’s healthy.” And I don’t wanna, like, take away from how hard it is to have a sick child, but the irony is: being a disabled person doesn’t end up diminishing life satisfaction across the board.

There are disabled people who don’t like their lives. There are non-disabled people who don’t like their lives. There are parts of disability that bring suffering. There are parts of kind of every person’s life that brings suffering. And so it’s not that disability never has hard parts, but it’s that it’s overly reductive. It overly flattens a person to say that being disabled is worse than non-disabled.

In my experience, before I was disabled, I had this kind of overly shiny and successful life. I stumbled into a career in my twenties where I was making a ton of money. I was married to my high school sweetheart. I was out with friends every weekend. I sort of like, there were all these things you should try to achieve, and I was just like, I had done.

Sarah: And you were on a cruise in Santorini when you got sick. Like, I mean, that’s like a perfect example of how shiny your life was, right?

Jessica: Yeah, it was. And earlier that year I had been celebrated in Chicago for being one of the best realtors in the country. Like, I just had—It was like someone had, you know, set up these things that we’re told will make us happy, and I was checking them off. And I had this really deep sense of—it was dissatisfaction or suffering, or kind of like rottenness inside me. And it was because I felt like I never was getting to the place I needed to go. Like there was this level of perfection, this level of joy, enjoyment that I couldn’t quite access. Like every trip was not quite good enough. Every accomplishment was not quite enough. It was like I was so hard on myself.

And I think part of that was being so proximate to what the world says we should be. And then when I became disabled—I mean, there were many excruciating years. There were the two years looking for a diagnosis, when I was getting sicker and sicker and sicker. There was the falling apart of my first marriage. There was losing an income. You know, I went for years without reliable income, living on very little a month. I mean, there was real suffering there.

But what it also did: it took me off this track I had been on, and then I had to form something else there. And I was forced to be still with myself. I was forced to tell the truth to myself for the first time. I just had a lot of time like knocking around my own brain.

And for me, once—especially once I was able to have money to live on and have a life, have a diagnosis, you know, have a life that felt like I could survive it—once I was there, it was wild, but I found myself so much happier than I had been before.

And I think a lot of that was because I liked myself and knew myself for the first time. And I had just sort of jumped off the track. I had, like, leapt from—or been forced off, pushed off—the track from this thing that I was almost good enough at to whatever was true for just me in my life. And there was such honesty there that even the hard parts felt survivable. It was like I was knocking up against something—(I shouldn’t clap on the mic)—but I was knocking up against something solid in myself. And that felt like a way I could live.

And so the disability paradox makes sense to me. Not that everyone has to have this wild change that I did or totally change their mindset, or I don’t mean to overly silver-line what can be a very difficult experience. But I think the real thing is: we do a very, very, very bad job of predicting what will make us happy. And the thing that often ends up working is just honesty and getting to know ourselves and being stuck with our own stillness. And that sometimes disability—or often disability—fosters a truthfulness that can feel like getting free.

Sarah: I love that. In your book you talk a lot about—I mean, it would be so easy for me to go off on this tangent, but I’m not going to—about capitalism and our culture of individualism. And do you think that part of the disability paradox is that you step away when you’re disabled, you need to step away from that? You said you stepped off the track and I immediately thought of the rat race of getting more. Mm-hmm. Having more, producing more, and not needing anybody else—that is capitalism.

Jessica: Absolutely. I mean, if we believe that more money and more purchases and more perfection in ourselves will bring happiness, then we never get there and we end up just spending a lot of money, which feeds a system that wants us to spend a lot of money. But disability culture as a whole fosters community, fosters creativity, fosters, you know, like a “crip time,” like a slower different pace of life. It’s like there’s all these kind of anti-capitalist sentiments inherent in disability culture, which I think really pushes against that. And I think that’s a huge part of it. I mean, as you know, my book—I sort of like, I say that over and over and over again. I think it’s massive. Yeah.

Sarah: Yeah. Yeah. That’s a, it’s such an interesting—it’s a good segue, too, to talking about parenting. Because I think a lot of the things that make—and this is what your book is a lot about—a lot of the things that make parenting hard and not enjoyable also come from the same source of capitalist and individualist culture and society. Mm-hmm.

And in your book you have a chapter called “The First Week.” You were a foster parent and you unexpectedly got a newborn who is now—Mm-hmm—your child now. But you weren’t expecting a newborn, so you weren’t prepared for a newborn, and you had to kind of scramble and get everything together in that first week. Mm-hmm. It was a bit of a shock and surprise, I think, for you.

But even with that, you talked about how your first week was pretty relaxing and nesting and beautiful. And then as you started to talk to people—maybe you could take it up from here—you sort of talked to non-disabled people about their first week with their newborn and saw quite a contrast.

Jessica: Yeah. You know, I started that chapter not knowing what I would find. I thought there might be a difference between the struggles of the first week between disabled and non-disabled people. And I mean, a major caveat is that each person has their own unique experience. Painting with too wide a brush is never great.

But in my interviews, and what I have found since, is that in many cases disabled people have an easier time adjusting to parenthood than non-disabled people, at least at the beginning. And I think a lot of that is because the first week sort of brings to the surface realities that disability has already brought to the surface.

When you—particularly people who give birth—so if you give birth and you suddenly have a fragile body for the first time, and you’re taking care of a fragile baby, and like the baby’s fragility is just so evident—I don’t know if you felt this way, but with both of my kids, it’s like you’re watching them breathe like a maniac. Like they breathe so fast and slow and pause and they turn color—beat through the top of their head.

Sarah: Mm-hmm.

Jessica: Oh, yeah. Horrifying. And you’re just sort of confronted with these bodies and how fragile we all are. And you’re also confronted with how much we need other people.

And you know, one of my favorite disability scholars, Jennifer Fink, talks about how fear of disability is fear of needing care and/or fear of giving care. The first week is like: you need care. Particularly if you’ve given birth, you are giving constant care to this baby. And you’re sort of in—it’s like you are transported into this other world of fragility and interdependence and uncertainty.

And if you’re disabled, that’s sort of where you’ve already been living because of your own body and because of navigating the world. And if you’re not disabled, I think it can feel particularly jarring. And it can feel like, “How will I ever survive this? How can I ever get to the other side of this? Who am I now? Will I ever find solid ground again?”

And I think that disability is a protective factor there. I think it really helps you.

Whether those changes—I know with my daughter, she had some health issues at the beginning and I just had this sense like, “She’ll be fine.” We also didn’t know if she was going to be a—like how long she would be with us. It could have been weeks or months, and I sort of found myself okay with that. At first it was this weird sense of: all I need to do is love her and be here. And I know that sounds overly shiny.

And in the book I interview this woman who had volunteered to help us adjust. So I posted on the neighborhood listserv, said we needed supplies. This woman, Renee, replied and said, “I’m a doula in the neighborhood,” or a night nurse. “Can I come help you with your first night and help you get set up?” It’s—yeah—amazing.

And so she came and set up a bottle station, and she came in. And then my husband’s mom ended up paying for a couple nights a week of Renee to come and help us for those first few months, which I know not everyone gets. But you still have a lot of nights without help. Yeah.

But so she was there a lot during those early days. And so I interviewed her for the book and I was like, “Was it really as magical as I remember?” And I was sort of afraid she’d be like, “No, you were a disaster.” But she said, “No, I have never seen anything like it.” She said coming into your house was like just walking into—there was like—you were just like reading poems and so calm and happy and in love. And she said she really couldn’t wrap her mind around how different it was.

And that made me feel good that my recollection had been accurate.

Sarah: You weren’t rose-coloring it. You had a great quote on Maya Shanker’s podcast—which, what a great podcast to be on. That’s one of my favorite podcasts that I listen to.

Jessica: Oh, she’s the best. We’ve become friends since.

Sarah: Have you?

Jessica: She’s really—

Sarah: Oh, she seems lovely from listening to her podcast. We’ll put a link to the episode in the show notes for anyone who wants to listen to it. Great. But you said something on her podcast—so I’m gonna quote you back to you—that you said that you thought the first week, and parenting in general, was easier for—or could be. I know we’re making a lot of generalizations, but could be easier in general for disabled people because you said the bodies and minds of babies and kids are needy and unpredictable, and a disabled body and mind is also needy and unpredictable, and that you saw there was a practical overlap in skills. I thought that really distilled down the idea that you’re talking about just now.

Jessica: Yeah, exactly. Exactly. I think it’s kind of like we’ve just been practicing for this without realizing it.

Sarah: And I think that’s the thing that’s so hard: for parents, that needy and unpredictability is what makes the adjustment to parenting so hard for non-disabled people who aren’t used to—again, to the capitalist and individualistic structure—Mm-hmm. We think we can control everything. Mm-hmm. And perfectionism is another theme in your book too, right? Mm-hmm. Of like, we can control everything and we can make it all perfect. Mm-hmm. And if you’re disabled, you’ve probably had to let go of that idea of control and perfection.

Jessica: I get maybe one email a week from a person whose parent was disabled, or is disabled. And the one I got this week said, “Everyone thinks their mom is the best. But, Jessica, if I may, my mom was the best. She was patient, kind, and smart. She would happily read to me or listen to silly stories or let me sit on her lap for as long as I wanted.” And then she said, “As an adult and mother, I have always had the feeling that my mom was a better mother somehow because of her disability, but I have also always felt guilty even thinking that, like I was somehow celebrating her having MS—a disease that took her from us. The way you describe disabled parenting and its creativity, resourcefulness, and necessary rejection of capitalist hustle reads at some points to me like a love letter to my own mom.”

Sarah: Aw, that is so sweet. Incredible. So lovely. Yeah. That’s really lovely.

Jessica: And it feels—’cause there’s this feeling writing the book of like, “What if my kids hate having a disabled mom?” And I’m like, “No, it’s actually great having me as a mom.” And getting these emails from people saying, “No, this is what I experienced,” mm-hmm, that there’s something in the way disability forces a rejection of hustle culture for many of us that allows us to be the kind of present and slow and flexible parents—or at least that I could have never been before.

Sarah: Mm-hmm. There’s so much in your book too about the challenges with the medical system and Child Protective Services, that people who are disabled get their kids taken away at way higher rates than people who are not disabled, and have trouble accessing good medical care, reproductive services. You know, there’s a long list of things that are harder for disabled people. So I’m glad that there’s something that feels like you’ve got a boost in that, that you’ve—Yeah. It’s like a short circuit to things that I hope parents in our community slowly start to figure out in terms of the perfectionism, mm-hmm, and the slowing down. You were forced to do all of that.

Jessica: Yeah. Yeah. I do sometimes feel self-conscious when I see the way my peers parent—when I see them making these perfect little lunches and these divided-up lunch boxes, or doing elf on the shelf, or these kind of versions of parenting that I just—I don’t have the energy or capacity to have as part of our lives. And I can feel like, “Are my kids missing out from this type of parenting?” And maybe in some ways they are. You know, nothing simple.

But I know I would have done those things. The version of me in my twenties would have done those things, but she would’ve also been a lot less patient. She would’ve had a lot less time for just sort of wasting hours and being together. And I don’t know that there—I have an ability to be present with my kids that I wouldn’t have had before.

Sarah: Mm-hmm. Yeah. I think you—I heard you say on Maya Shanker’s podcast that you and your husband one weekend were like, “Oh my gosh, it was such a busy weekend,” but then you realized that you had only gone to the park and met some friends or something. But I think that’s amazing. Like, I think that kids would trade more time with their parents and more connection time, whatever that looked like, for all of the activities and all of the stuff. Like, I really do.

Jessica: Thanks. Yeah. We don’t do very much. Our kids are in no activities, and who knows what they’ll end up being mad about as adults.

Sarah: So what myths about disabled parenting do you want to dispel? You said a lot of non-disabled parents think that disabled parenting would be like—they’re just who they are, but without being able to see, was an example you said in your book, right? And so—I don’t know—maybe in that direction: what do you—yeah.

Jessica: Oh, that’s great. So yeah. And I found myself feeling this way. You know, when I interviewed blind parents for the book, I was imagining my life, but without vision. Mm-hmm. And when people imagine me as a wheelchair user, as a parent, they probably imagine their life, but just adding a wheelchair, and that’s not really how things work. We adapt based on who we are and our needs and our whole life is sort of built around that.

And so there’s a level of creativity. There’s a level of building from the ground up. I think people really underestimate our ability as humans to build and to create and to problem-solve in community. You know, I have a lot of close relationships with other disabled parents and we problem-solve together, and I think that—I think it’s more possible than people imagine.

I was watching a friend of mine, Jessica, do a reel recently where she went through her face cream nighttime routine, and she is a quadriplegic and so she has some use of her hands but can’t rotate in certain ways. And she was walking through which bottles she can open and that she puts them on her sink and then dips her thumb in and kind of puts it on her face and then—and it took a very long time.

And I also—I don’t have a very complex face routine. So in that way it was like, I was like, “I would never do that.” But I thought, “Oh my gosh, she must be so tired doing that every night.” And I found myself thinking about her routine through my body. But then I thought, “No, I’m doing the thing.” It’s not her routine through my body; it’s her routine through her body, which she lives in.

And we all just live in the bodies we have and get used to it. You know, like when you’re walking around your house, you’re not like, “This would be easier to clean up if I could fly,” or, “If I had wheels on my feet,” or whatever. We just live in our own bodies. And I think it’s a different way to think about disability.

Sarah: Mm-hmm. I’m so glad I read your book because I didn’t know how much I didn’t think about disability. Do you know what I mean? And that just reminded me when you said, “We live in our own bodies,” and it’s so useful to be able to see the world in a different way through somebody else’s eyes a little bit.

I was actually reading your book at a cafe yesterday and I got up to go to the bathroom and I realized that the bathroom had a handicap sign on the door, but it had a piece of furniture that was outside the doorway that was blocking the door. Yeah. So that somebody in a wheelchair wouldn’t have been able to get through the doorway.

Jessica: Mm-hmm.

Sarah: You know, I don’t know. It’s just stuff like that. It’s so good to—

Jessica: Oh my gosh, that’s constant. Yeah.

Sarah: Yeah.

Jessica: Or you go into a bathroom like that and there it’s where they store all the supplies for the restaurant, so you can’t actually put your wheelchair inside.

Sarah: Right. It’s too crowded. Yeah.

Jessica: Yeah. And the thing about disability is it’s coming for us all. The only way you live a life without disability is if you die tragically one day. Otherwise your body—all of our bodies—change at some point. Yeah. And we, and our needs and capacity shift. I mean, you know, even you—like, I would imagine at this point your needs, your capacities are different than they were 20 years ago. And I think our discomfort with that ends up hurting ourselves too, because we have such fear of aging, such fear of need, such fear of all the ways we change, and that’s just part of being a human with a body.

Sarah: Mm-hmm. Mm-hmm. And you talk about that fear of disability, and I think it’s the same with fear of aging, fear of care, right? Mm-hmm. Fear of needing care. Mm-hmm. And, mm-hmm, can you talk about the care aspect—talk a little bit about parenting and how you see non-disabled parenting as people are suffering because of that lack of care that we have?

Jessica: Yeah. Yeah. I mean, I think for all parents there’s this sense that you should be able to provide what your kids need without assistance, and that there is a distinction between people who give care and people who need care. And that a mom in particular is a person who gives care and doesn’t need it.

And I think what disability forces to the surface—particularly those who have some care needs like me—is: I give care and I need care, and that is part of my daily life. And needing care does not hinder my ability to be a valuable member of my family or a good mom. And I think it dispels that myth, I guess, that you have to be one or the other.

But I think if all parents could reject that binary of caregivers or care receivers, then it would mean that parenting didn’t feel as impossible, or didn’t have such an impossible standard, that weakness were allowed, or dependence were allowed, or interdependence.

And I think it would just change how we think about parenting in general because there’s this feeling, I believe, that particularly moms have to be all-powerful and limitless and perfect—and that it is a failure in the very definition of what it is to be a parent to start to need support and care.

Sarah: That’s so true. I live in a community of about 700 people and our houses are all very close together and we all know way more about each other than perhaps you might want your neighbors knowing about you. Mm-hmm. But at the same time, it is a community of care.

And I was reflecting on how my first week didn’t feel that hard, but I also had neighbors who organized dinners brought to us hot at six o’clock every night. And my in-laws lived down the street, and I had friends who lived nearby who could come over and help and hold the baby. What a difference it is to live in a community where people help each other.

We lived temporarily in Vancouver for a year, and the night before we were moving back, we realized that we had gotten—in trouble—with being packed and ready for the moving truck to come and called the one person that we knew who was in town and said, “Can you come over and help us? Like, we’re in trouble. The packing—we’re really behind.” And he said, “Oh, I’m sorry. I’m watching a movie. I can’t come.”

And I realized: back in our old community, I could have put something out on our E-group for our neighborhood, and I would’ve had 30 people—I kid you not—people who I don’t even really know very well who would’ve been like, “I’ll help you. I’ll help you.”

For me, I don’t think that my motherhood was as lonely or as difficult because I live in a community. And people generally don’t live in a community like that anymore.

Jessica: No. Oh, that’s an excellent point. I think disability forces interdependence. But I mean, the point I try to make with my book is you don’t have to be disabled to have these values of creativity and interdependence and rejection of hustle culture. And it sounds like those are some of your inherent values too.

And yeah. I mean, community eases so many of those burdens. And not seeing the need for your neighbors as evidence that you’re not suited for motherhood, but just that you’re a person with limits.

Sarah: Yeah. I would get, sometimes I would feel lonely and just go out with the baby in the baby carriage. Yeah. Find someone to talk to. Just—yeah. Yeah.

And I think that can be one of the answers too: how to make non-disabled parenting easier is to try to find and make community if possible. But are there any other things that you can think of that you think would be helpful?

Jessica: I think reckoning with your own fragility and the uncertainty of life is a huge part of it, I think. So much of parenting heartache comes from this feeling that there’s a way it should be with your kids, a way it should be with yourself. And then when you veer off of that, it feels intolerable.

And you know, there’s kind of the early parts of it. Like you don’t know what your kids’ educational needs will be, or their physical needs, or their sleep needs, or their anything needs, or their food sensitivity. You know, you don’t know any of that. But then that keeps going all the way to what is very hard to swallow, which is: we don’t know that our kids will be okay, and we don’t know that we will be okay. And that is terrible. And it is also true.

And I think so much of what we do in life and in parenthood is this desperate attempt to pretend that we’re not mortal and pretend that we’re not fragile. And to act like if we try hard enough, we can insulate our kids from suffering and from pain or from illness, or from, God forbid, death.

And I think there are ways we protect ourselves and protect our kids, but a lot of it is not protection. A lot of it is like this desperate attempt to close our eyes to what is true. And I think one of the most important—and one of the hardest—things I’ve done is confront that. Confront how little I control in my kids’ lives. Mm-hmm.

And there are ways we—and some of that’s just internal. Some of it’s poetry and journaling and just looking at it. And then some of it is actions we take.

Sarah: Just before we close, I was looking at my notes just to make sure that I asked you everything that I wanted to ask you. And I came across this really beautiful quote from your book that I had written down that I think really encapsulates something that we’ve just been talking about. And you said: “The problem isn’t that disabled people need too much help to parent safely. The problem is that society refuses to admit that everybody does.”

And I think that’s really beautiful to think: we all need help, and so many people are struggling because they think they should just be able to do it all themselves. And that we were not—we weren’t made to parent in isolation.

Jessica: No. And we weren’t made to solve our parenting problems with purchases. Mm-hmm. Or just working harder, or sleeping less, or optimizing our days or being more efficient. Like that—there is no there, there when you’re looking for the answer down that path.

Sarah: Yeah. And that’s what I mean—capitalism sells us that idea that if you have the—

Jessica: Yeah.

Sarah: You know, the perfect tool or stroller or whatever it is, then life is better and easier.

So thank you for your book. It’s a question that I ask all my guests, which is: if you could go back in time to your younger parent self, what would you tell yourself? What piece of advice would you give yourself back in those early days?

Jessica: It would be to get a wheelchair sooner. Yeah. Gosh, I missed that first year out in the world with her. Mm-hmm. And I wish I had had it sooner.

Sarah: What made you not get it sooner?

Jessica: I never considered it. Mm-hmm. Not once did I consider a wheelchair. I thought: whatever I could do with my own body was what I deserved to have access to.

Sarah: So—

Jessica: And I remember—yeah. And then I said to my husband at one point, “If only there was like a chair that I could be on that could recline and was cushioned and I could move around on it.” And he’s like, “I think that’s just literally a wheelchair.”

Sarah: I love that. Yeah. So, yeah. So you were still holding onto the “I can do it all.” Even with your disability, you’re still holding onto “I can just do it and grit through it and”—

Jessica: Well, no. So it wasn’t even—’cause I didn’t do any, like, I didn’t go places. Mm-hmm. I thought—not that I can do it all. I accepted my limitations, but then I made my life only as small as what I could handle with my own body. Right. I hadn’t considered that there are tools that would open up the world to me again.

Sarah: Well, I’m glad you got a wheelchair. And, me too, I’m glad you wrote your book. I really recommend it to everyone. And where’s the best place for people to go and find out more about you and what you do?

Jessica: My website is jessicaslice.com. I’m on Instagram and post when I can convince myself to. But I do write very regularly on my Substack, which you can find under my name, Jessica Slice, on Substack. And I write about parenting and about disability and about the poems I’m reading, and I really love that community there.

Sarah: Do you write poetry?

Jessica: No, I’ve never tried, but I read poetry every day and it’s a huge anchoring point in my day.

Sarah: Maybe when you have more—when you’re not in the thick of parenting small children—you should give it a try.

Jessica: Maybe. It sounds so daunting.

Sarah: Well, I mean, you’re a wonderful writer, so I wouldn’t be surprised if there were poems in there also.

Jessica: Thanks.

Sarah: Thank you, Jessica.

Jessica: Thank you.

You can listen wherever you get your podcasts or check out the fully edited transcript of our interview at the bottom of this post.

In this episode of The Peaceful Parenting Podcast, Corey and I talk about modeling the person you want your child to be—instead of trying to force them into having good character or good values. We discussed the difference between being a gardener or a carpenter parent, raising kind and helpful children, and how to trust the modeling process. We give lots of examples of what this has looked like for parents in our community as well as in our own homes.

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We talk about:

* 00:00 — Intro + main idea: be the person you want your child to be

* 00:02 — How kids naturally model what we do (funny real-life stories)

* 00:04 — When modeling goes wrong (rabbit poop + shovel story)

* 00:06 — Not everything kids do is learned from us (fight/flight/freeze)

* 00:08 — Gardener vs. carpenter parenting metaphor

* 00:10 — Why “don’t do anything for your child” is flawed advice

* 00:12 — Helping builds independence (adult example + kids stepping up)

* 00:17 — Hunt, Gather, Parent: let kids help when they’re little

* 00:19 — How to encourage helping without power struggles

* 00:23 — Family team vs. rigid chores

* 00:26 — Trust, faith, and “I’m sure you’ll do it next time”

* 00:29 — Respecting kids like people (adultism)

* 00:31 — Living values without preaching

* 00:36 — It’s the small moments that shape kids

* 00:38 — Don’t be a martyr: let some things go

* 00:40 — When this works (and when it doesn’t)

* 00:42 — Closing reflections on trust and nurturing

Resources mentioned in this episode:

* Yoto Screen Free Audio Book Player

* The Peaceful Parenting Membership

* Hunt, Gather, Parent podcast episode

* Evelyn & Bobbie bras

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xx Sarah and Corey

Your peaceful parenting team-

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Podcast Transcript:

Sarah: Hey, everyone. Welcome back to another episode of the Peaceful Parenting Podcast. I have Corey with me today. Hi, Corey.

Corey: Hey, Sarah.

Sarah: I’m so happy to be talking about what we’re going to be talking about today because it’s something that comes up a lot—both with our coaching clients and in our membership.

Today we’re talking about modeling the person you want your child to be—being the person you want your child to be—instead of trying to force them into having good character or good values.

Corey: This is one of my favorite topics because people don’t really think about it. There’s that phrase that’s so rampant: “Do as I say, not as I do.” And we’re actually saying: do the exact opposite of that.

Sarah: Yeah. And I think if people did this, that phrase wouldn’t have to exist. Because if you’re being the person you want your child to be, then you really can just say, “Do as I do.”

I guess that “Do what I say, not what I do” comes up when you’re not being the person you want your child to be. And it shows how powerful it is that kids naturally follow what we do, right?

Corey: Yes.

Sarah: Yeah. We both have some funny stories about this in action—times we didn’t necessarily think about it until we remembered or saw it reflected back. Do you want to share yours first? It’s so cute.

Corey: Yeah. When I was a little girl, my favorite game to play was asking my mom if we could play “Mummy and her friend.” We did this all the time. My mom said she had to do it over and over and over with me.

We’d both get a little coffee cup. I’d fill mine with water, and we’d pretend we were drinking tea or coffee. Then we would just sit and have a conversation—like I heard her having with her friend.

And I’d always be like, “So, how are your kids?”—and ask the exact things I would hear my mom asking her friend.

Sarah: That’s so cute. So you were pretending to be her?

Corey: Yes.

Sarah: That is so cute.

I remember once when Lee was little—he was probably around three—he had a block, like a play block, a colored wooden block. And he had it pinched between his shoulder and his ear, and he was doing circles around the kitchen.

I said, “What are you doing?” And he said, “I’m talking on the phone.”

And I realized: oh my gosh. I walk around with the cordless phone pinched between my shoulder and my ear, and I walk around while I’m talking on the phone. So for him, that was like: this is how you talk on the phone.

Corey: That’s such a funny reference, too. Now our kids would never—my kids would never do that, right?

Sarah: No, because they never saw you with a phone like that.

Corey: Right.

Sarah: That is so funny. It’s definitely a dated reference.

You also have a funny story, too, that’s sort of the opposite—less harmless things our kids copy us doing. Do you want to share your… I think it’s a rabbit poop story.

Corey: It is. We’re just going to put it out there: it’s a rabbit poop story. This is how we accidentally model things we probably don’t want our kids doing.

So, if you were listening this time last year, I got a new dog. She’s a lab, and her favorite thing is to eat everything—especially things she’s not supposed to eat, which I’m sure a lot of people can relate to.

Our area is rampant with rabbits, so we have this problem with rabbit droppings. And my vet has informed me that despite the fact that dogs love it, you need to not let them eat it.

So I’m always in the backyard—if you’re hearing this, it’s really silly—having to try and shovel these up so the dog’s not eating them.

Listeners, we’re looking into a longer-term solution so rabbits aren’t getting into our backyard, but this is where we’re at right now.

Whenever I noticed I’d be shoveling them up and I’d see her trying to eat something else I hadn’t shoveled yet, I’d say, “Leave it,” and then give her a treat to reward her.

One day, my little guy—little C—who loves taking part in dog training and is so great with animals, he saw our dog eating something she shouldn’t. He ran and got his little sand shovel and went up to her holding it—kind of waving it at her—like, “Leave it.”

And I was like, why are you shaking a shovel at the dog? Totally confused about what he was doing.

And he’s like, “Well, this is how you do it, Mommy.”

And I was like… oh. I shake a shovel at the dog. You just say, “Leave it,” and then you give her the treat—not the shovel.

Not an hour later, I’m shoveling again, she’s trying to eat something she shouldn’t, and I’m like, “Leave it, leave it.” I look at my hand and I’m holding the shovel up while saying it to her.

Sarah: Right?

Corey: And I was like, “Oh, this is why he thinks that.” Because every time I’m saying this to her, I’m holding a shovel mid-scoop—trying to get on top of the problem.

Sarah: That’s so funny. And when you told me that the first time, I got the impression you maybe weren’t being as gentle as you thought you were. Like you were frustrated with the dog, and little C was copying that.

Corey: Yeah. Probably that too, right? Because it’s a frustrating problem. Anyone who’s tried to shovel rabbit droppings knows it’s an impossible, ridiculous task.

So I definitely was a bit frustrated. He was picking up both on the frustration and on what I was physically doing.

And I also think this is a good example to show parents: don’t beat yourself up. Sometimes we’re not even aware of the things we’re doing until we see it reflected back at us.

Sarah: Totally.

And now that you mentioned beating yourself up: I have a lot of parents I work with who will say, “I heard my kid yelling and shouting, and I know they pick that up from me—my bad habits of yelling and shouting.”

I just want to say: there are some things kids do out of fight, flight, or freeze—like their nervous system has gotten activated—that they would do whether you shouted at them or not.

It’s not that everything—every hard thing—can be traced back to us.

Kids will get aggressive, and I’ve seen this: kids who are aggressive, who have not ever seen aggression. They’ve never seen anyone hitting; they’ve never been hit. But they will hit and kick and spit and scream because that’s the “fight” of fight, flight, or freeze.

So it’s not that they learned it somewhere.

And often parents will worry, “What are they being exposed to at school?” But that can just be a natural instinct to protect oneself when we get dysregulated.

Also, kids will think of the worst thing they can say—and it’s not necessarily that they’ve heard it.

I remember one time Asa got really mad at Lee. They were like three and six. And Asa said, “I’m going to chop your head off and bury you in the backyard.”

Oh my goodness—if I hadn’t known it wasn’t necessarily something he learned, I would’ve been really worried. But it was just a reflection of that fight, flight, or freeze instinct that he had.

So I guess it’s: yes, kids can learn things from us, and I’m not saying they can’t. Your example—with the dog, the rabbit poop, and the shovel—of course kids can pick up unsavory behavior from us.

But that doesn’t mean that every single hard thing they do, they learned from us. And also, they have good natures. There are things that come from them that are good as well, that they didn’t learn from us.

Corey: That’s right.

Sarah: I want to ground this conversation in a great metaphor from a book by Allison Gopnik. I think the title is The Gardener and the Carpenter: What the New Science of Child Development Tells Us About the Relationship Between Parents and Children.

To really embrace what we’re talking about—being the person you want your child to be—you have to believe in the gardener metaphor of parenting.

The gardener metaphor is: your child is like a seed that has within it everything it needs to grow into a beautiful plant. You provide the water, sunlight, proper soil, and then the plant does the work of growing on its own.

The carpenter metaphor is: you have to build your child—make your child into who they’re going to be.

This idea we’re talking about—be the person you want your child to be—that’s the soil and the light and the water your child needs to grow into a beautiful plant, or a beautiful human being.

It’s not that we’re doing things to them to turn them into good humans.

And honestly, most parents, when you ask them what they wish for their child, they want their kid to be a good person when they grow up.

I want to say to parents: it’s easier than you think. The most influential thing you can do to help your child grow up to be a good person is to be the person you want them to be.

This goes up against a lot of common parenting advice.

One phrase I wish did not exist—and I don’t know where it came from, but if anyone knows, let me know—is: “You should never do anything for your child that they can do for themselves.”

Such a terrible way to think about relationships.

Can you imagine if I said to your partner, “You should never do anything for Corey that she can do for herself”? It’s terrible.

I make my husband coffee in the morning—not because he can’t make it himself, but as an act of love. For him to come downstairs, getting ready for work, and have a nice hot coffee ready. Of course he can make his own coffee. But human relationships are built on doing things for each other.

Corey: Yes. I think that’s so profound.

I think about how I was just telling you before we started recording how we’ve been spending our weekends skiing. When I first started skiing with my husband—even though I’d grown up skiing—I’d never done it as much as him. He helped me so much. He did so much of the process for me so I didn’t have too much to think about.

Now that we do it all the time, he said to me the other day, “Look at how independent you’ve gotten with this. You can do so much of this yourself. You’re managing so much more on the hill.”

He was so proud of me, and I was thinking: imagine if he hadn’t done that for me. If he had been like, “Just figure it out. We’re on the ski hill. You’re an adult.”

I probably wouldn’t have enjoyed it very much. But he did lots of things for me that I could have done for myself, and that love and support helped nurture the shared love we had.

Sarah: Yeah.

And I think it’s tough because our culture is so individualistic. Hyper-individualistic—everyone should stand on their own two feet and do things without help and make it on their own. And that has really leaked into our parenting.

One of the major fears I hear from parents is that their kid won’t be independent.

So a lot of parents push kids to be independent—and what that ends up looking like is the opposite of what we’re talking about.

Part of the reason there’s pressure for individualism is because we see it as a way for kids to turn into “good people.”

But so many qualities of being a good person are about human interconnectedness: caring about other people, being kind, being helpful, being conscientious, thinking about what’s the right thing to do.

All of that comes from how we’re modeling it—the gardener metaphor.

But there’s always this tension: wanting your kid to be helpful, caring, kind, and thinking you have to make them be those things instead of letting that gardener process develop.

I’m on the other side of this because my kids are grownups, so I’ve seen it develop. One of the things I realized a couple years ago is this progression I saw with Maxine.

One time we were on our way out the door. My husband happened to be leaving for work at the same time we were leaving for the school bus. Maxine was probably around seven, and I was carrying her backpack for her.

My husband—who also has that individualism thing—said, “Why are you carrying her backpack? She’s seven. She can carry her own backpack.”

And I was like, “I know, but she likes me to carry it, and I don’t mind.”

And I really knew that someday she would want to carry her own backpack.

Sure enough, a couple years later, she’s carrying her own backpack, doesn’t ask me anymore. I didn’t think about it for a while.

Then one day we were coming from the grocery store and had to walk a little ways with heavy groceries. She insisted on carrying all the groceries and wouldn’t let me carry anything.

I was like, “I can carry some groceries, honey.” And she’s like, “No, Mom. I’ve got it.”

She’s carrying all the heavy groceries by herself. This full-circle moment: not only was she helping, she wanted to do it for me. She didn’t want me to have to carry the heavy groceries.

I just love that.

Corey: Yeah. And I love when we have these conversations because sometimes it feels like a leap of faith—you don’t see this modeled in society very much. It’s a leap of faith to be like, “I can do these things for my children, and one day they will…”

But it’s not as long as people think. I’m already seeing some of that blooming with my 10-year-old.

Sarah: Yeah.

And Sophie in our membership shared something on our Wednesday Wins. Her kids are around 10, eight or nine, and seven. She’s always followed this principle—modeling who you want your kid to be.

She said she always worried, “They’re never going to help.” And whenever you hear “never” and “always,” there’s anxiety coming in.

But she shared she had been sick and had to self-isolate. Her kids were making her food and bringing it to her. She would drive to the store, and they would go in and get the things needed.

She was amazed at how they stepped up and helped her without her having to make them. They just saw that their mom needed help and were like, “We’re there, Mom. What do you need?”

Corey: Oh—“What do you need?” That’s so sweet.

Sarah: I love that.

One more story: this fall, my kids are 20—Lee’s going to be 25 next week—21, and 18.

My husband and I were going away for the weekend, leaving Maxine home by herself. It was fall, and we have a lot of really big trees around our house, so there was major eavestroughs—gutters—cleaning to do, getting leaves off the roof and bagging all the leaves in the yard. A full-day job.

My husband had been like, “I have so much work to do. I don’t want to deal with that when I come home.”

So I asked the boys if they could come over and the three of them could do the leaf-and-gutter job. And they were like, “Absolutely.”

They surprised their dad. When we came home, they had done the entire thing. They spent a day doing all the leaves and gutter cleaning. None of them were like, “I don’t want to,” or “I’m busy.” They didn’t ask me to pay them—we didn’t pay them. They just were like, “Sure, we’ll help Dad. We know he has a lot of work right now.”

I just love that.

Corey: Oh, I love that. When they’re so little, they can’t really help take the burden off you. But knowing that one day they will—it’s such a nice thing to know.

Although this brings us to that good point about Hunt, Gather, Parent.

Sarah: Yeah. If people haven’t listened to that episode, we’ll link to it in the show notes.

Let’s talk about some things you can do to actively practice what we’re talking about—modeling who we want our kids to be.

One idea is really encapsulated by Michaeleen Doucleff, who wrote Hunt, Gather, Parent. She traveled in Mexico, spent time with Mayan people, and saw kids doing household stuff without being asked—helpful, cooking, cleaning, doing laundry, taking care of younger siblings in this beautiful way that was pretty unrecognizable by North American standards.

She went down and lived with them and studied what they did. She found it started with letting kids help when they were little.

The two- or three-year-old who wanted to help a parent make food or do things in the garden—rather than the parents doing it without the kid around, or giving them something fake to help with, or not letting them do it—those parents let kids do it.

Even if it took longer, even if the parent had to redo it later (not in front of them). They let their kids be imperfect helpers and enthusiastic helpers.

That’s an impulse we’ve all seen: kids want to help. And we often don’t let them because we say they’re too little or it takes too much time. And we end up thwarting that helping impulse.

Then when we really want them to help—when they’re actually capable—they’ve learned, “Helping isn’t my role,” because it got shut down earlier.

Corey: Exactly. And I really feel that for parents because schedules are so busy and we’re so rushed.

But you don’t have to do this all the time. It’s okay if there are sometimes where there’s a crunch. Pick times when it’s a little more relaxed—maybe on weekends or when you have a bit more space.

Sarah: Totally.

And while we’re talking about helping: this comes up a lot with parents I work with and in our membership. Parents will say, “I asked my kid to set the table and they said, ‘Why do I always have to do it?’”

This happened the other day with a client. I asked, “What was your child doing when you asked?” And she said, “He was snuggled up on the couch reading a book.”

And I was like: I can see how that’s frustrating—you could use help getting the table ready. But let’s zoom out.

Modeling might look like: “Okay, you’re tired. You’ve had a long day at school. You’re snuggled up reading. I’ll set the table right now.”

Being gracious. Even if they refuse sometimes, it’s okay to do it. But also, in that specific helping piece, we can look at the times when they help without being asked.

When I give parents the assignment to look for that, every parent says, “Oh, I won’t find any.” And then they come back and say, “Oh, I did find times.”

So when they do help—carry groceries, help a sibling—how can you make them feel good about it?

“Thank you. That saved so much time.” “I was going to help your brother but my hands were full—thank you.”

Pro-social behavior is reinforced when it feels good.

If you want them to help more, ask: “What would you like to do to help the family team?”

Not, “This is your job forever.” More like, “I’ve noticed setting the table isn’t a great time for you. What are some other things you could take on?” And if they don’t have ideas, brainstorm what’s developmentally appropriate.

Often there are things kids would like to do that you’ve just never thought of.

Corey: It’s true. It’s kind of like how adults divide jobs at home—often according to who likes what. But with kids we think, “I should just tell them what to do, and they should just do it.”

It makes sense to work with what they like.

Sarah: And also the flow of the family and schedule.

That’s why we never had chores in the strict sense. My kids helped out, but it was never “one person’s job” to do the dishwasher or take out the garbage.

Because inevitably I’d need the dishwasher emptied and that person wasn’t home, or they were doing homework. And if I said, “Can you do the dishwasher?” someone could say, “That’s not my job—that’s my brother’s job.”

So instead, if I needed something done, whoever was around: “Hey, can you take the garbage out?” I tried to keep it relatively equal, but it wasn’t a rigid assignment. And I think that helped create the family team idea.

Corey: Yes.

Sarah: And that “it’s someone’s job” thing is that individualism again.

You hear this: “Can you clean that up?” and if you haven’t been modeling cleaning up messes that aren’t your own, you might hear, “Well, I didn’t make that mess.”

But if you model: if they make a mess and you say, “Can you pick up your crayons?” and they’re like, “No,” then you can say, “Okay, sure, I’ll pick up the crayons for you,” and they have the experience of seeing someone clean up a mess that isn’t theirs.

They’re more likely to absorb: “Oh, yeah, I can help with messes that aren’t mine.”

Corey: I’ve really seen this play out in my house this winter. One child loves shoveling. The second there’s any snow, he’s like, “Time for me to shovel.” It doesn’t matter if it’s early morning or dark out—he’s out there shoveling.

And I’ve been blown away, because first of all, I do not like shoveling. It’s genuinely helpful.

But he’ll also be looking out for when the plow comes by—this doesn’t happen where you live on the island, but for lots of people: the plow makes a wall at the end of the driveway. Even if you already shoveled, you have a new wall.

He’ll keep looking: “Just watching out for the plow.” Like a little old man. The second it happens, he’s out there so everyone can leave the house as needed.

And he’s even admitted, “There are lots of jobs I don’t like, but I really love doing this. This is something I can do for everybody.”

Sarah: That’s so great. That’s a perfect example of letting them choose something that helps the family.

In terms of flexibility—doing things for them—how have you seen that play out? Because for me, when my kids were small, they did very little. We’d do “Let’s all tidy up,” but maybe they’d pick up three things and I’d pick up most of the things. We’d do a 10-minute tidy.

Mostly I did dishes, setting and clearing the table, all of that. But then I found that as they got older, they just started doing it.

And I never got into power struggles because, honestly, it was often easier to do it myself. Maybe that worked out because I didn’t have a grand vision—I just lived it, and then I saw them grow into doing a lot as they got older.

What about you? How are you seeing that balance between what you do for them and how you see them growing?

Corey: I’d say this is where you really have to have faith. Something that maybe wasn’t modeled for us.

This comes up with clients all the time: they get anxious—“They’re never going to clean up, they’re never going to be helpful, they’ll be entitled.” They get stuck in “never” because it’s not happening right away.

So when I tell people: invite them, and if they don’t want to do it, say something like, “You don’t want to do it this time. I’m sure you’ll do it next time.”

But mean it—not passive-aggressive. Not “I’m sure you’ll do it next time” as a threat. Actually mean: “I’m sure you’ll do it next time,” and then go about it with trust that they will eventually do it.

You’re holding space. You’re not being anxious about it.

Sarah: Yes—holding space, having faith.

Corey: And I think it’s giving ourselves—and the parents we work with—a permission slip.

You can tidy up for them without being angry about it. If you’re doing this like, “No one helps me,” that’s not going to work.

You have to truly trust the goodness of your children—that they’ll want to be like this.

Sarah: Yeah.

And I think some of it comes down to how we treat other adults.

If your partner normally does the dishes and says, “I’m exhausted from work,” hopefully there’s give-and-take. You pick up slack when they’re tired.

A lot of this is: how do you want to be treated? How do you treat other adults? And how can you work on treating kids the same way?

So often we don’t treat kids the way we treat adults. And sometimes that’s appropriate. But often it’s just a lack of respect.

I saw a comedy skit once where these moms were sitting around drinking wine, and at first it was normal, and then one goes to reach for the bottle and another slaps her hand: “You haven’t finished what you have in your glass. Finish what you have first.”

Someone interrupts, and the other says, “I was still speaking. Wait until I’m done speaking.”

And you’re like: oh my gosh, that’s what people do to kids all the time. If you see an adult do it to another adult, it’s funny—but it’s also jarring because it’s considered normal when people do it to kids.

Kids aren’t always seen as having the same rights or deserving the same respect as adults.

Corey: Yes. And I think Iris Chen talks about this. You did a podcast with her back in season one—adultism.

Sarah: Yes, adultism—like racism or sexism, but adultism: prioritizing adults’ needs and rights over children’s.

Corey: And that really stood out to me. If we treat them like the beautiful little people they are—not “just children,” but people—that goes a long way in what we’re talking about today.

Sarah: Yeah.

And the last big point is how this works with values.

Corey: We hear this a lot: parents get worried about values. They really value the environment and worry their kids aren’t living those values.

Like a parent who was upset their kids were buying candy made with palm oil because of how it’s harvested. “Why don’t my kids care?”

If we get preachy—“We can’t buy candy with palm oil,” “We only buy thrifted clothes”—it can turn into, “You’re trying to control me,” and then kids push the other way.

Versus if we live those values and give them room to play with them and figure out where they land, they tend to be more open—and more interested in the why.

A strange example from this weekend: I don’t really like those disposable hand warmers because you can only use them once. I prefer things we can use multiple times.

It was supposed to be really cold, so I was like, “Okay, I guess I’ll buy them.” I didn’t say anything weird about it. We used them.

At the end of the day, he had to throw them out, and he goes, “I don’t feel great about this. It was helpful, but I don’t know if it was helpful enough that we have to throw this in the garbage now.”

And I was like: that’s exactly how I feel. But I didn’t get preachy. He was able to think about it himself.

So even with values, we live them. If kids aren’t agreeing with our values, sometimes we have to give space and pull back. When someone’s pushing something on you, you often feel like not complying.

Sarah: Yeah. It becomes a power struggle.

And I do think there’s a difference between pushing and educating. You can give them information in an age-appropriate way, and you can say, “You can buy that with your own money, but I don’t want to support that, so I’m not going to.”

Not in a way that makes them feel terrible. Just: “These are my values.”

I’ve said this to my kids. Maxine was maybe 14 and said, “My phone’s broken. I need a new phone.”

I said, “What’s wrong?” She said, “My music library keeps going away and I have to download it.”

I started laughing and said, “That’s not enough to get a new phone.” I said, “My values are we use electronics until they’re broken. We don’t get a new phone because of a little glitch.”

You should see our minivan—it’s scraped up and old-looking. Maxine actually said we’re going somewhere with her boyfriend and his mom, and she said, “Can you please ask my boyfriend’s mother to drive?”

I said, “Why?” And she said, “Our car is so embarrassing.”

And I’m like, “It works great. We drive our cars into the ground.” That’s our family value.

And then last year, Maxine’s phone screen actually broke. She wanted a new phone, and I said, “My values—because of e-waste—are that I’d get it fixed if I were you. But I promise I won’t judge you if you want a new phone. Do what feels right for you.”

No guilt-tripping. And she chose to fix the screen instead of buying a new phone.

So these are examples—like your hand warmers—where we can give the information without being heavy. And they usually absorb our values over time.

Corey: Because it’s not just that moment—it’s hundreds of interactions.

And that’s actually empowering: you don’t need one big conversation. You get to show them these little things throughout life.

Sarah: Mm-hmm.

Corey: I mean, if we’re talking about phones, goodness gracious—how long have I needed a new phone?

Sarah: I know. I’ve been wanting you to get a new phone so you can post Reels for me.

Corey: They’re like, “Corey, maybe you’ve taken this too far.” But I don’t know—the modeling I’ve given my children is that you can make a dead phone last for two extra years.

Sarah: And I like your point: it’s all of these interactions over and over again.

The opposite of what we’re talking about is you can’t tell your kids not to be materialistic if you go out and buy things you don’t need. You can’t tell them people are more important than phones if you’re on your phone all the time.

You really have to think about it. That’s why that “Do as I say, not as I do” sometimes gets used—because it’s hard. It’s hard to be the person you want your kids to be.

And it keeps us honest: who do we want to be? Who do we want them to be?

Corey: I mean, it’s that moment when I stood there holding the shovel and I was like, “Ah. I see.”

So we can see this as a beautiful thing for our own growth, too, because we’re going to keep realizing how much it matters.

Caveat, though: I don’t want parents to listen and feel pressure—like every moment they’re being watched and they must be perfect.

Because this is also a chance to model messing up and making repairs. So don’t take this as: you have to be perfect.

Sarah: And the other thing: if you’re listening and you’re like, “Why do I have to do everything around here? Sarah and Corey are saying clean up your kids’ messes, carry things for them, do the chores…”

I’m not saying every parent should be a martyr and never get help.

Remember what I said: where can your kids help? What are they already doing? What could they choose?

And I think I also let a lot of stuff go. My parents once came to visit and said, “Sarah, we really admire how you choose to spend time with your kids instead of cleaning up your house.”

I was like, I think that was a backhanded compliment. And also them noticing it was kind of a mess.

It wasn’t terrible or dirty. It was just: I didn’t have a perfect house, and I did everything myself.

I did a lot myself, but I didn’t do all the things some people think they need to do.

Corey: That totally makes sense. You’re basically saying: what can you let go of, too?

Sarah: Yeah. For the sake of the relationship.

And I think the last thing I wanted us to talk about is: does this ever not work?

You and I were thinking about objections.

If you’re living this way—gracious, helpful, flexible, modeling who you want them to be—you’re putting deposits in the Goodwill Bank. Your connection increases. They care what you think because that Goodwill Bank is nice and beefy.

The only time you could say it wouldn’t work is if you didn’t have a good relationship. But if you’re doing all this, it builds relationship—so I don’t even think you can say, “This doesn’t work.”

Nobody’s perfect. There were plenty of times I asked my kids to do things and they were grumpy, or I had to ask 10 times. It wasn’t like, “Of course, Mom, let me empty the dishwasher.” They were normal kids. But in general, if you trust the process and maturation, your kids move in that direction.

Corey: I’d add one other thing: it wouldn’t work if this is all you’re doing, with nothing else.

Sometimes people think peaceful parenting is passive, and what we’re saying can sound passive: “Just be who you want them to be.”

But there are also times you need to do something. Like we said: if you’re being the person you want to be and they’re never helping, there’s also a conversation: “What do you like to do?” There are collaborative steps.

This is the big philosophy—embodying who you want them to be—but there are also practical supports and conversations that help them be successful.

Sarah: Totally.

And the last thing is: remember this happens over time. Trust the growth process and maturation and brain development.

Remember that when they’re little, their agenda is not your agenda. And as they get older, they start to see the benefits: “Oh yeah, it is nice when the living room’s tidied up.”

When they’re little, they don’t have the same agenda as you. That’s a lot of why you get, “No, you do it.”

And I actually can’t believe I didn’t say this earlier, but a lot of times when we’re doing things for kids, they feel it as nurturing.

So sometimes when they don’t want to help, it’s their way of saying, “I want to make sure you’re taking care of me.” Sometimes that can look like refusal or not wanting to do things themselves.

Corey: Yeah, absolutely.

Sarah: Thanks, Corey.

Corey: Thank you.

You can listen wherever you get your podcasts or check out the fully edited transcript of our interview at the bottom of this post.

In this episode of The Peaceful Parenting Podcast, I speak with Katie Kimball of Raising Healthy Families. We discussed getting kids in the kitchen and getting them to love cooking, raising teenagers and why they are wonderful, managing screens at different ages, and what kind of skills kids need to become independent, well-rounded and self-sufficient once they leave our homes.

Make sure to check out Katie’s course Teens Cook Real Food!

**If you’d like an ad-free version of the podcast, consider becoming a supporter on Substack! > > If you already ARE a supporter, the ad-free version is waiting for you in the Substack app or you can enter the private feed URL in the podcast player of your choice.

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We talk about:

* [00:00] Introduction to the episode and guest Katie Kimball; overview of topics (cooking, teens, life skills, screens)

* [00:01] Katie’s background: former teacher, mom of four, and how her work evolved into teaching kids and teens to cook

* [00:04] Why the teen years are actually great; what teens need developmentally (agency and autonomy)

* [00:08] Beneficial risk and safe failure; how building competence early reduces anxiety later

* [00:10] Getting kids into cooking: start small, build confidence, and let them cook food they enjoy

* [00:16] Cooking as a life skill: budgeting, independence, and preparing for adulthood

* [00:21] Screen time: focusing on quality (consumptive vs. creative vs. social) instead of just limits

* [00:25] Practical screen strategies used in Katie’s family

* [00:28] Motivating teens to cook: future-casting and real-life relevance (first apartment, food costs)

* [00:33] Teens Cook Real Food course: what it teaches and why Katie created it

* [00:37] Fun foods teens love making (pizza, tacos)

* [00:39] Where to find Katie and closing reflections

Resources mentioned in this episode:

* Teens Cook Real Food Course https://raisinghealthyfamilies.com/PeacefulParenting

* Evelyn & Bobbie bras: https://reimaginepeacefulparenting.com/bra

* Yoto Screen Free Audio Book Player https://reimaginepeacefulparenting.com/yoto

* The Peaceful Parenting Membership https://reimaginepeacefulparenting.com/membership

* How to Stop Fighting About Video Games with Scott Novis: Episode 201 https://reimaginepeacefulparenting.com/how-to-stop-fighting-about-video-games-with-scott-novis-episode-201/

Connect with Sarah Rosensweet:

* Instagram: https://www.instagram.com/sarahrosensweet/

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* YouTube: Peaceful Parenting with Sarah Rosensweet @peacefulparentingwithsarah4194

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Podcast Transcript:

Sarah: Hi everyone. Welcome back to another episode of the Peaceful Parenting Podcast. Today’s guest is Katie Kimball of Raising Healthy Families. She has been helping parents feed their kids and, more recently—in the past few years—teach their kids to cook. We had a great conversation about getting kids in the kitchen and getting them to love cooking, and also about raising teenagers and what kind of skills kids need to become independent. We also talked about screens, because any parent of a teenager who also supports other parents—I want to hear about what they do with getting kids to be less screen-focused and screen-dependent.

Katie had some great tips in all of these areas, including cooking, feeding our families, and screens. In some ways, we’re just talking about how do we raise kids who are independent, well-rounded, and have the skills they need to live independently—and those things all come into play.

I hope that you really enjoy this conversation with Katie as much as I did. Let’s meet Katie.

Hi, Katie. Welcome to the podcast.

Katie: Thank you so much, Sarah. I’m honored to talk to your audience.

Sarah: I’m so excited to talk to you about teenagers, raising teenagers, life skills, screens—there are so many things to dive into. You seem like a very multifaceted person with all these different interests. Tell us about who you are and what you do.

Katie: I do have a little bit of a squirrel brain, so I’m constantly doing something new in business. That means I can talk about a lot of things. I’ve been at the parenting game for 20 years and in the online business world for 17. I’m a teacher by trade and a teacher by heart, but I only taught in the classroom for about two years before I had my kids. I thought, “I can’t do both really, really well,” so I chose the family, left the classroom, and came home.

But my brain was always in teacher mode. As I was navigating the path and the journey of, “How do I feed these tiny humans?”—where every bite counts so much—I was really walking that real-food journey and spending a lot of time at the cutting board. My brain was always going, “How can I help other moms make this path easier?” I made so many mistakes. I burned so much food. There’s so much tension around how you balance your budget with your time, with the nutrition, and with all the conflicting information that’s flying at us.

So I felt like I wanted to stand in the middle of that chaos and tell moms, “Listen, there’s some stuff you can do that does it all—things that are healthy, save time, and save money.” That’s kind of where I started teaching online.

Then I shifted to kids’ cooking. For the last 10 years, I’ve been sort of the kids’ cooking cheerleader of the world, trying to get all kids in the kitchen and building confidence. It’s really been a journey since then. My kids currently are 20, 17, 14, and 11, so I’m in the thick of it.

Sarah: We have a very similar origin story: former teacher, then mom, and a brain that doesn’t want to stop working. I went with parent coaching, and you went with helping parents with food and cooking, so that’s exciting.

I can tell from what I’ve learned about you offline that you love teenagers—and I love teenagers too. We have people in the audience who have teenagers and also people who have littler kids. I think the people with littler kids are like, “I don’t want my kids to grow up. I’ve heard such bad things about teenagers.” What do you want people to know about teenagers? What are some things that you’ve learned as the mom of younger kids and then teens?

Katie: It’s such a devastating myth, Sarah, that teens are going to be the awful part of your parenting career—the time you’re not supposed to look forward to, the time you have to slog through, and it’s going to be so difficult.

It’s all difficult, right? Don’t let anyone tell you parenting’s easy—they’re lying. But it’s so worth it, and it’s so great. I love parenting teens. I love conversing with them at such a much higher level than talking to my 11-year-old, and I love watching what they can do. You see those glimpses of what they’ll be like when they’re a dad, or when they’re running around an office, or managing people. It’s incredible to be so close. It’s like the graduation of parenting. It’s exciting.

That’s what I would want to tell parents of kids younger than teens: look forward to it.

I do think there are some things you can do to prepare for adolescence and to make it smoother for everyone. I like to talk about what teens need. We want to parent from a place of what teens developmentally need, and they really need agency and autonomy at that stage. They’re developmentally wired to be pushing away—to be starting to make the break with their adults, with that generation that we are in. Sometimes that’s really painful as the grown-up. It almost feels like they’re trying to hurt us, but what they’re really doing is trying to push us away so it doesn’t hurt them so badly when they know they need to leave.

As parents, it helps to sit with the knowledge that this is not personal. They do not hate me. They’re attempting to figure out how to sever this relationship. So what can we do to allow them to do that so they don’t have to use a knife? If we can allow them to walk far enough away from us and still be a safe haven they can come home to, the relationship doesn’t have to be severed. It just gets more distant and longer apart.

When they want independence and autonomy, we need to make sure we give it to them. My tip for parents of younger kids is that, especially around ages 8, 10, 11—depending on maturity level—where can we start providing some agency? My team will say, “Katie, don’t say agency. It sounds like you’re talking about the FBI or some government letters.” But it’s the best word, because agency isn’t just choices—it’s choices plus control, plus competence to be able to make change in your own life, in your own environment.

We can’t have agency unless we give our kids skills to actually be able to do something. The choice between “Do you want the red cup or the blue cup?” is for toddlers. That’s not going to be enough once they’re in the stage where their mind is growing and they can critically think. We want to give our kids skills, responsibilities, choices, and some ownership over their lives. That starts in upper elementary school, and it gets bigger and bigger.

Sarah: I would argue it starts even earlier. Toddlers can make the red cup or blue cup choice, and as they keep going, you can give them more and more agency.

One of my favorite parenting people, Alfie Kohn, says that kids should have the power to make decisions that make us gulp a little bit.

Katie: Oh, I love that.

Sarah: I think that’s true. We come up against our own anxiety too: What if they make the wrong decision? But it’s incremental, so the decisions become bigger and bigger as they get older. That’s how they practice being able to make good decisions—through experience.

Katie: We know statistically that anxiety right now is spiking massively that first year out of high school—where young adults are heading into the world, either to university or for a first job. One theory—one I would get behind—is that everything of adulthood, all the responsibilities, are crashing on their shoulders at once, and they haven’t experienced that level of responsibility. Sometimes they haven’t had opportunities to fail safely, and they don’t know what to do.

Sometimes we think we’re pushing problems out of their way and that it’s helpful, but we’re really creating bigger problems down the road. So with that long-term perspective, I love that “gulp.” We’ve got to let them try and fail and hold back.

Sarah: Do you know Lenore Skenazy, who started the Free Range Kids movement? She has a TED Talk that came out recently where she talks about how she attributes the rise in anxiety to the fact that kids never have any unwatched time by adults. They never have room and space to figure out their own way to make things work. Of course, I don’t think anyone’s saying we should inappropriately not supervise our kids, but they need more freedom. If they don’t have freedom to figure things out on their own, that’s where the anxiety comes in.

Katie: For sure. When Lenore and I have interacted, she likes to call it “beneficial risk.” Climbing the tree is the classic example, but because I love to get kids and teens in the kitchen, we got to talk about the beneficial risk of using sharp knives and playing with fire—literally returning to our ancestral roots.

The way I see it, and the way I’ve seen it played out in my own home: I taught my now 20-year-old to use a chef’s knife at age 10. He built competency. He took risks. He discovered how he wanted to navigate in the kitchen. So when he was 15 and getting his driver’s permit, I felt pretty peaceful. I thought, “He’s so mature. I’ve seen him make good decisions. He’s practiced taking beneficial risks.”

I felt confident handing him the driver’s license. When it came time for him to get a cell phone—first a kid-safe phone and then a fully unlocked smartphone—I felt like we had been building up to it because of our work in the kitchen. I think he did better than his peers with taking appropriate risks driving a car and having a smartphone in his pocket, because he’d had practice.

Sarah: And that was in the kitchen for your family.

Katie: Yes.

Sarah: Cooking is one of my special interests. I love to cook. My kids love baking. They were never that interested in cooking, although they all can cook and they do cook for themselves. My 21-year-old who has his own apartment has started sending me pictures of the food that he makes. He made some baked chicken thighs with mushrooms the other day, and a green salad. He sent me a picture and I said to my daughter, “Do you want to see a picture of Asa’s chicken?” And she said, “Asa got a chicken?” She was picturing it running around. We all laughed so hard because I wouldn’t put it past him, honestly.

When my kids were younger, they weren’t that interested. Maybe I could have gotten them more interested in the cooking part, but I always felt like that was my thing. What tips do you have—for any ages—about how to get kids interested and involved? You said your son was using a chef’s knife at age 10. What are some ways to involve kids and get them interested in that skill?

Katie: Knives are a great start because they’re scary and they’re fun—especially for guys. You get to use something dangerous. My second son, John, asked to learn to use a chef’s knife, so he learned to use a sharp paring knife at age four and asked to level up to a chef’s knife at age seven.

For parents of kids who are still in that intrinsic motivation phase—“I want to help”—the good news is you don’t have to try. You just have to say yes. You just have to figure out what can my brain handle letting this little person do in the kitchen. If it’s “I’m going to teach them to measure a teaspoon of salt,” then do it. Don’t let cooking feel like this big to-do list item. It’s just one teaspoon of salt.

Can I teach them to crack an egg? Can I teach them to flip a pancake? Think of it as one little skill at a time. That’s what cooking is: building blocks. If it’s something like measuring, you don’t have to have them in your elbow room. You can send them to the table; they can have a little spill bowl. Then you can build their motivation by complimenting the meal: “This meal tastes perfect. I think it’s the oregano—who measured the oregano?” That’s how we treat little ones.

The medium-sized ones are a little tougher, and teens are tougher yet. For the medium-sized ones, the best way to get them involved is to create a chance for authentic praise that comes from outside the family—meaning it’s not you or your co-parent; it’s some other adult. If you’re going to a party or a potluck, or you’re having people over, figure out how to get that kid involved in one recipe. Then you say to the other adults, “Guess who made the guacamole?” That was our thing—our kids always made the guac when they were little. And other adults say, “What? Paul made the guacamole? That’s amazing. This is awesome.” The 10-year-old sees that and blooms with pride. It makes them more excited to come back in the kitchen, feel more of that, and build more competency.

Sarah: I love that. That’s an invitation, and then it makes them want to do more because it feels good. We talk about that in peaceful parenting too: a nice invitation and then it becomes a prosocial behavior you want to do more of.

I started cooking because I wanted to make food that I liked. I’m old enough that I took Home Ec in middle school, and it was my favorite class. I think about my Home Ec teacher, Mrs. Flanagan, my whole adult life because I learned more from her that I still use than from any other teacher. I remember figuring out how to make deep-fried egg rolls in grade seven because I loved egg rolls. You couldn’t just buy frozen egg rolls then. So I think food that kids like can be a good way in. Is that something you find too?

Katie: One hundred percent. If you’re cooking things they don’t like, you get the pushback: “Mom, I don’t like…” So it’s like, “Okay, I would love to eat your meal. What do you want to eat?” And it’s not, “Tell me what you want and I’ll cook it.” If you meal plan, you get to make all the choices.

My kids have been interviewed, and people often ask, “What’s your favorite thing about knowing how to cook?” My kids have gotten pretty good at saying, “We get to cook what we like.” It’s super motivating.

Sarah: When I was growing up, my sister and I each had to make dinner one night a week starting when I was in grade five and she was in grade three. We could make anything we wanted, including boxed Kraft Dinner. I can’t remember what else we made at that young age, but it was definitely, “You are cooking dinner, and you get to make whatever you want.”

Katie: Why didn’t you do that with your own kids, out of curiosity?

Sarah: It just seemed like it would take too much organization. I think we tried it a couple times. Organization is not my strong suit. Often dinner at our house—there were lots of nights where people had cereal or eggs or different things for dinner. I love to cook, but I like to cook when the urge hits me and I have a recipe I want to try. I’m not seven nights a week making a lovely dinner.

Also, dinner was often quite late at my house because things always take longer than I think. I’d start at six, thinking it would take an hour, and it would be 8:30 by the time dinner was ready. I remember one night my middle son was pouring himself cereal at 6:30. I said, “Why are you having cereal? Dinner’s almost ready.” He said, “Mom, it’s only 6:30.” He expected it later—that’s the time normal people eat dinner.

My kids have a lot of freedom, but nobody was particularly interested in cooking. And, to be honest, it felt a bit too early as a responsibility when my sister and I had to do it. Even though I’m glad now that I had those early experiences, it was wanting to make egg rolls that made me into a cook more than being assigned dinner in grade five.

Katie: That push and pull of how we were parented and how we apply it now is so hard.

Sarah: Yes.

Katie: I’m thinking of an encouraging story from one of the families who’s done our brand-new Teens Cook Real Food. The mom said it was kind of wild: here they were cooking all this real food and it felt intensive. Over the years she’d slid more into buying processed foods, and through the class, watching her teens go through it, she realized, “Oh my gosh, it’s actually not as hard as I remember. I have to coach myself.” They shifted into cooking with more real ingredients, and it wasn’t that hard—especially doing it together.

Sarah: It’s not that hard. And you hear in the news that people are eating a lot of fast food and processed food. I’m not anti-fast food or processed food, but you don’t want that to be the only thing you’re eating. It’s actually really easy to cook some chicken and rice and broccoli, but you have to know how. That’s why it’s so sad Home Ec has gone by the wayside. And honestly, a whole chicken, some rice, and broccoli is going to be way cheaper than McDonald’s for a family of four. Cooking like that is cheaper, not very hard, and healthier than eating a lot of fast food or processed food.

Katie: Conversations in the kitchen and learning to cook—it’s kind of the gateway life skill, because you end up with conversations about finances and budgeting and communication and thinking of others. So many life skills open up because you’re cooking.

You just brought up food budget—that could be a great half-hour conversation with a 16- or 17-year-old: “You won’t have infinite money in a couple years when you move out. You’ll have to think about where you spend that money.” It’s powerful for kids to start thinking about what it will be like in their first apartment and how they’ll spend their time and money.

Sarah: My oldest son is a musician, and he’s really rubbing his pennies together. He told me he makes a lot of soups and stews. He’ll make one and live off it for a couple days. He doesn’t follow a recipe—he makes it up. That’s great, because you can have a pretty budget-friendly grocery shop.

I also don’t want to diss anyone who’s trying to keep it all together and, for them, stopping by McDonald’s is the only viable option at this moment. No judgment if you’re listening and can’t imagine having the capacity to cook chicken and rice and broccoli. Maybe someday, or maybe one day a week on the weekend, if you have more time and energy.

Katie: The way I explain it to teens is that learning to cook and having the skills gives you freedom and choices. If you don’t have the skills at all, you’re shackled by convenience foods or fast food or DoorDash. But if you at least have the skills, you have many more choices. Teens want agency, autonomy, and freedom, so I speak that into their lives. Ideally, the younger you build the skills, the more time you have to practice, gain experience, and get better.

There’s no way your older son could have been making up soups out of his head the first month he ever touched chicken—maybe he’s a musician, so maybe he could apply the blues scale to cooking quickly—but most people can’t.

Sarah: As we’re speaking, I’m reflecting that my kids probably did get a lot of cooking instruction because we were together all the time. They would watch me and they’d do the standing on a chair and cutting things and stirring things. It just wasn’t super organized.

That’s why I’m so glad you have courses that can help people learn how to teach their children or have their kids learn on their own.

I promised we would talk about screens. I’m really curious. It sounds like your kids have a lot of life skills and pretty full lives. Something I get asked all the time is: with teens and screens, how do you avoid “my kid is on their phone or video games for six or seven hours a day”? What did you do in your family, and what thoughts might help other people?

Katie: Absolutely. Parenting is always hard. It’s an ongoing battle. I think I’m staying on the right side of the numbers, if there are numbers. I feel like I’m launching kids into the world who aren’t addicted to their phones. That’s a score, and it’s tough because I work on screens. I’m telling parents, “Buy products to put your kids on screen,” so it’s like, “Wait.”

I don’t look at screens as a dichotomy of good or bad, but as: how do we talk to our kids about the quality of their time on screens?

Back in 2020, when the world shut down, my oldest, Paul, was a freshman. His freshman year got cut short. He went weeks with zero contact with friends, and he fell into a ton of YouTube time and some video games. We thought, “This is an unprecedented time, but we can’t let bad habits completely take over.”

We sat down with him and said, “Listen, there are different kinds of screen time.” We qualified them as consumptive—everything is coming out of the screen at you—creative—you’re making something—and communicative—you’re socializing with other people.

We asked him what ways he uses screens. We made a chart on a piece of paper and had him categorize his screen time. Then we asked what he thought he wanted his percentage of screen time to be in those areas—without evaluating his actual time yet. He assigned those times, and then we had him pay attention to what reality was. Reality was 90 to 95% consumptive. It was an amazing lightbulb moment. He realized that to be an agent of his own screen time, he had to make intentional choices.

He started playing video games with a buddy through the headphones. That change completely changed his demeanor. That was a tough time.

So that’s the basis of our conversation: what kind of screen time are you having?

For my 11-year-old, he still has minute limits: he sets a timer and stops himself. But if he’s playing a game with someone, he gets double the time. That’s a quantitative way to show him it’s more valuable to be with someone than by yourself on a screen. A pretty simple rule.

We’ll also say things like, “People over screens.” If a buddy comes over and you’re playing a video game, your friend is at the door.

That’s also what I talk to parents about with our classes: this isn’t fully consumptive screen time. We highly edit things. We try to keep it engaging and fun so they’re on for a set number of minutes and then off, getting their fingers dirty and getting into the real world. We keep their brains and hands engaged beyond the screen. The only way I can get a chef into your home is through the screen—or you pay a thousand dollars.

We can see our screen time as really high quality if we make the right choices. It’s got to be roundabout 10, 11, 12: pulling kids into the conversation about how we think about this time.

Sarah: I love that. It sounds like you were giving your kids tools to look at their own screen time and how they felt about it, rather than you coming from on high and saying, “That’s enough. Get off.”

Katie: Trying.

Sarah: I approach it similarly, though not as organized. I did have limits for my daughter. My sons were older when screens became ubiquitous. For my daughter, we had a two-hour limit on her phone that didn’t include texting or anything social—just Instagram, YouTube, that kind of stuff. I think she appreciated it because she recognized it’s hard to turn it off.

We would also talk about, “What else are you doing today?” Have you gone outside? Have you moved your body? Have you done any reading? All the other things. And how much screen time do you think is reasonable? Variety is a favorite word around here.

Katie: Yes. So much so my 11-year-old will come to me and say, “I’ve played outside, I’ve read a book, my homework is done. Can I have some screen time?” He already knows what I’m going to ask. “Yes, Mom, I’ve had variety.” Then: “Okay, set a timer for 30 minutes.”

I have a 14-year-old freshman right now. He does not own a phone.

Sarah: Oh, wow. I love that.

Katie: In modern America, he knows the pathway to get a phone—and he doesn’t want one.

Sarah: That’s great. I hope we see that more and more. I worry about how much kids are on screens and how much less they’re talking to each other and doing things.

I had a guest on my podcast who’s a retired video game developer. His thing is how to not fight with your kid about video games. One thing he recommends is—even more than playing online with someone else—get them in the same room together. Then they can play more. He has different time rules if you’re playing in person with kids in your living room than if you’re playing alone or playing online with someone else.

Katie: Nice. Totally. My story was from COVID times.

Sarah: Yes, that wasn’t an option then. Someone I heard say the other day: “Can we just live in some unprecedented times, please?”

Katie: Yes, please.

Sarah: You mentioned the intrinsic motivation of somebody admiring their guacamole. What are your tips for kids—especially teens—who think they’re too busy or just super uninterested in cooking?

Katie: Teens are a tough species. Motivation is a dance. I really encourage parents to participate in future casting. Once they’re about 15, they’re old enough. Academically, they’re being future-casted all the time: “What are you going to be when you grow up?” They’re choosing courses based on university paths. But we need to future-cast about real life too.

Ask your 15-year-old: “Have you ever thought about what it’ll be like to be in your first apartment?” Maybe they haven’t. That helps reduce that first-year-out-of-home anxiety—to have imagined it. Then they might realize they have gaps. “Would you be interested in making sure you can cook some basic stuff for those first years? When you’re cooking at home, it’s my money you waste if you screw up.” That can be motivating. “I’m here to help.”

Sometimes it comes down to a dictate from above, which is not my favorite. Your sister and you were asked to cook at third and fifth grade. I agree that might be a little young for being assigned a full meal. We start around 12 in our house. But by high school, there’s really no reason—other than busy schedules. If they’re in a sport or extracurricular daily, that can be rough. So what could they do? Could they make a Sunday brunch? We come home from church every Sunday and my daughter—she’s 17, grade 12—she’s faster than I am now. She’ll have the eggs and sausage pretty much done. I’m like, “I’m going to go change out of my church clothes. Thanks.”

If we’re creative, there’s always some time and space. We have to eat three times a day. Sometimes it might be: “You’re old enough. It’s important as a member of this household to contribute. I’m willing to work with you on really busy weeks, but from now on, you need to cook on Saturday nights.” I don’t think that has to be a massive power struggle—especially with the future casting conversation. If you can get them to have a tiny bit of motivation—tiny bit of thinking of, “Why do I need this?”—and the idea of “If I cook, I get to make what I want,” and the budget.

Sarah: The budget too: if you’re living in your own apartment, how much do you think rent is? How much do you think you can eat for? It’s way more expensive to order out or get fast food than to cook your own food.

Katie: I feel so proud as a fellow mom of your son, Asa, for making soups and stuff. In Teens Cook Real Food, we teach how to make homemade bone broth by taking the carcass of a chicken. It’s a very traditional skill. On camera, I asked the girls who did it with me to help me figure out what their dollar-per-hour pay rate was for making that, compared to an equal quality you buy in the store. Bone broth at the quality we can make is very expensive—like $5 a cup.

They did the math and their hourly pay was over $70 an hour to make that bone broth. Then they have gallons of bone broth, and I call it the snowball effect: you have all this broth and you’re like, “I guess I’ll make soup.” Soup tends to be huge batches, you can freeze it, and it snowballs into many homemade, inexpensive, nourishing meals.

Sarah: I love that. You’ve mentioned your course a couple times—Teens Cook Real Food. I’m picturing that as your kids grew up, your teaching audience grew up too. Were there other reasons you wanted to teach teens how to cook?

Katie: Yes. We’ve had our kids’ cooking class for 10 years now. It just had its 10th birthday. The most often requested topic that’s not included in the kids’ class is meal planning and grocery shopping. It wasn’t something I felt like an eight-year-old needed.

For 10 years I had that seed of, “How can I incorporate those important skills of meal planning and grocery shopping?” Then my teens got older, and I thought, “I’ve told parents of teens that our kids’ cooking class will work for them, but it’s not enough. It wasn’t sufficient.”

It was so exciting to put this course together. Even just the thinking—the number of index cards I had on the floor with topics trying to figure out what a young adult needs in their first apartment, how to connect the skills, and how to make it engaging.

We ended up with eight teens I hired from my local community—some with cooking experience, some with literally none. We had on-camera accidents and everything. But they learned to cook in my kitchen, and it’s all recorded for your teens to learn from.

Sarah: I love that. What are some of the recipes that you teach in the course?

Katie: We have over 35. We spent a whole day with a chef. He started talking about flavor and how seasonings work, and he taught us the mother sauces—like a basic white sauce, both gluten-free and dairy-free, a couple ways to do that, and a basic red sauce, and a couple ways to do that.

My favorite cheeky segment title is “How to Boil Water.” We have a bunch of videos on how to boil water—meaning you can make pasta, rice, oatmeal, hard-boiled eggs, boiled potatoes. There’s a lot of stuff that goes in water.

Then we built on that with “How to Eat Your Vegetables.” We teach sautéing, steaming, and roasting. The first big recipe they learn is a basic sheet pan dinner. We use pre-cooked sausage and vegetables of your choice, seasonings of your choice. It’s one of those meals where you’re like, “I don’t need a recipe. I can just make this up and put it in the oven.”

Then, to go with pasta and red sauce, we teach homemade meatballs. We get them at the grill for steak and chicken and burgers. Of course we do French fries in a couple different ways.

Choice is a huge element of this course. If we teach something, we probably teach it in two or three or four different ways, so teens can adapt to preferences, food sensitivities, and anything like that.

We use the Instant Pot a lot in our “How to Eat Your Protein” segment. We do a pork roast and a beef roast and a whole chicken, and that broth I talked about, and we make a couple different soups with that.

Sarah: You almost make me feel like I haven’t had lunch yet.

Katie: I’m starving, actually.

Sarah: I’m quite an adventurous eater and cook, but I’m going to ask you about my two favorite foods—because they’re like a child’s favorite foods, but my favorite foods are pizza and tacos. Do you do anything with pizza and tacos in your course?

Katie: We do both pizza and tacos.

Sarah: Good!

Katie: Our chef taught us, with that homemade red sauce, to make homemade dough. He said, “I think we should teach them how to make a homemade brick oven and throw the pizzas into the oven.” Throwing means sliding the pizza off a pizza peel onto bricks in your oven. I was like, “We’re going to make such a mess,” but they did it. It’s awesome.

Then we tested it at home: can you just make this in a normal pizza pan? Yes, you can—don’t worry. You don’t have to buy bricks, but you can. Again, there are different ways.

Sarah: I think teenagers would love making pizza on bricks in the oven. For us we’re like, “That seems like so much work.” But teenagers are enthusiastic and creative and they have so much energy. They’re wonderful human beings. I can see how the brick oven pizza would be a great challenge for them.

Katie: It’s so fun. My kids, Paul and John—20 and 14—they’ve both done it at home. As adults we’re like, “It’s such a mess,” but we’re boring people. Teenagers are not boring. So yes—definitely pizza.

Sarah: That’s awesome. We’ll link to your course in the show notes. Before we let you go, where’s the best place for people to go and find out more about you and what you do?

Katie: Definitely: raisinghealthyfamilies.com/peacefulparenting. We’re going to make sure there’s always something about teens at that link—whether it’s a free preview of the course or a parenting workshop from me. There will always be something exciting for parents there.

Sarah: Amazing. It’s been such a pleasure. I thought maybe I didn’t do all this stuff, but considering how both of my sons who are independent cook for themselves all the time, I think I must have done okay—even if it was just by osmosis.

Katie: That’s the great thing about keeping your kids near you. That was your peaceful parenting: they were in the kitchen and they were there, as opposed to you booting them out of the kitchen. There are lots of ways.

Sarah: My daughter is an incredible baker. She makes the best chocolate chip cookies. I have this recipe for muffin-tin donuts that are amazing, and she’s a really great baker. She can find her way around a quesadilla, eggs, and ramen for herself. I think once she moves out, if she doesn’t have mom’s cooking anymore, she’ll probably also be able to cook.

Katie: Yes. And so many parents need that bridge. They’re like, “My kids love to make cookies. They bake, but they won’t shift to cooking.” I would hope that future-casting conversation could be a good bridge.

Sarah: Yeah. You can’t live on cookies—or you might think you can for a little while, but then you’d start to feel gross.

Katie: Exactly.

Sarah: Thanks a lot, Katie.

Katie: Thank you so much, Sarah.

You can listen wherever you get your podcasts or check out the fully edited transcript of our interview at the bottom of this post.

In this episode of The Peaceful Parenting Podcast, I speak with Katie K. May, a licensed therapist and author of the book You’re On Fire. It’s Fine: Effective Strategies for Parenting Teens With Self-Destructive Behaviors.

We discussed children/teens who are “fire feelers”, why intense emotions can lead to risky behaviours, how to respond to self-harm urges, how to stay connected or rebuild your connection with your teen, and what parents of younger children can do now to prevent challenges in their teen years.

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We talk about:

* 00:05 — What Is a Fire Feeler?

* 00:06 — What Emotional Dysregulation Really Means

* 00:07 — Fire Feelers Often Have Fire-Feeler Parents- Genetic and Environmental Components

* 00:10 — Why Teens Are So Easily Overwhelmed

* 00:12 — What Fire Feelers Do When Overwhelmed

* 00:20 — How Parents Should Respond to Self-Harm Urges

* 00:22 — When to Get Professional Help

* 00:24 — Why Depression Looks Different in Teens

* 00:25 — Teens Still Need Their Parents

* 00:26 — How to Stay Connected to Teens

* 00:28 — Judgment vs Validation

* 00:31 — How to Rebuild Connection When Things Are Broken- Katie’s Hierarchy of Connection

* 00:34 — Sensitivity & Impulsivity

* 00:35 — What Parents of Younger Kids Can Do Now

* 00:37 — Why Control Works When Kids Are Young — and Fails Later

* 00:38 — Why “Tough Love” Doesn’t Work

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Podcast Transcript:

Sarah: Hey everyone. Welcome back to another episode of the Peaceful Parenting Podcast. Today’s guest is Katie May. She’s a therapist and the author of You’re On Fire. It’s Fine: Effective Strategies for Parenting Teens With Self-Destructive Behaviors. We talked about why some teens are what she calls “fire feelers,” and about how best to support them—and ourselves—when emotional dysregulation is common, troubling, and can be destructive.

If you don’t have a teen yet, but you have a kiddo with big feelings, have a listen, because Katie also talks about what she wishes parents of younger kids knew so they didn’t end up with these sorts of challenges down the road. Let’s meet Katie.

Sarah: Hi, Katie. Welcome to the podcast.

Katie: Hey, Sarah. I’m glad to be here. Excited to talk about teens and parenting today—stuff I’m jazzed to share.

Sarah: Me too. Yeah. And I loved your book. I’ll ask you about that in a second—or maybe you can tell us who you are and what you do.

Katie: Yeah. My name is Katie K. May. I’m a licensed therapist in Pennsylvania, and I lead a team of other therapists. We all specialize in working with high-risk teens and their parents. So every day, we’re in the trenches working with teenagers who are suicidal, self-harming, have eating disorders, are not going to school, and we’re helping them learn skills while also teaching their parents how to respond effectively—so the whole family is working together as a system in harmony.

Sarah: And your book’s called You’re On Fire. It’s Fine. I like it. My book—

Katie: Go ahead.

Sarah: No, it’s a great title.

Katie: Yeah. So I came to that title from this idea of biologically sensitive teens—or very sensitive teens—often feeling like they’re on fire with their own emotions. And I can dig into any part of that. But the idea is that parents who are well-meaning will many times say things like, “You’re fine. It’s okay. Go take a nap. Go get a snack.” And it feels like a little squirt gun trying to put out this big fire of emotion. So I thought that title captured those two points initially, to bring people into the framework that I teach.

Sarah: I love that. And it’s funny—I had a different interpretation of the title, and my interpretation, now that you said what you meant it to be, I can totally see that. But my interpretation was more like, “You’re on fire. You can handle these big feelings. It’s fine.” Like, this is just—let’s get used to feeling the feelings. So I guess it could be read either way.

Katie: I like both interpretations, and I think your interpretation speaks to probably how you support and parent. It’s nurturing and supportive of the process.

Sarah: Yeah. So tell us: what is a fire feeler?

Katie: A fire feeler is someone who is biologically sensitive. And what I mean by that is this is a kid who feels things very deeply. Their emotions are big and oftentimes overwhelming for them. And not just that—these are your zero-to-sixty-in-ten-seconds-flat kind of kids. They’re reactive, they’re easy to trigger, and when they’re triggered and they’re feeling their emotions in these very big ways, it also takes them a very long time to calm down or get back to their baseline.

And this is important because if you think about that slow return to feeling settled or centered again, oftentimes they’re being triggered again before they get back to that place of calm. And so they have a nervous system that’s constantly in a state of dysregulation—constantly triggered and upset. And it is very hard to access safety or calm or feeling okay because of that.

Sarah: And you mentioned emotional dysregulation, and in your book you have a very specific definition of emotional dysregulation. I thought it was a little more helpful and also a little bit more unusual. Can you give us your definition of emotional dysregulation?

Katie: So when someone is emotionally dysregulated, when they are triggered, it sets off this chain of emotions for them. Again, we go back to this idea that they feel on fire with their emotions. They’re often at this skills-breakdown point where it’s difficult to access skills or to calm down. And when you’re feeling on fire with your emotions, it makes sense that your brain comes up with escape strategies—things like self-harm, suicidal ideation, substance use—because it’s so big and hard to hold that the brain would do anything to make those emotions go away.

Sarah: I love that. And you also mentioned that people are biologically predisposed to be fire feelers, so I’m guessing that usually a teen’s one or both parents are also fire feelers, which would add a complication to the mix.

Katie: I would say so. I often find myself telling parents: some kids are born naturally good at sports. Some kids are born naturally good at music or art. And some kids are born naturally good at emotions—which means they’re very attuned to emotional states or nuances in the emotions of others.

And when we think about that as a genetic trait or a biological trait, it also makes sense that at least one of their parents carries this trait and is passing it down. And I think when I start to describe fire feelers—who they are and what it looks like—I regularly have at least one parent saying, “Oh, that’s me,” or “That’s you, honey.” They recognize it.

Sarah: Totally. Yeah. So I guess that makes home more complicated too when you’ve got a fire feeler and a fire feeler trying to find their way together.

Katie: It’s almost like if you yawn and it’s contagious—and the other person catches it. So if you have two people that are both biologically sensitive and they’re in the same room, one of them is triggered, one of them has a high state of emotional activation, it’s hard in general for another person in the room not to respond to that.

So there’s something that I teach. It’s called the transactional model. So let’s say a teenager is boiling over with frustration, and they’re exhibiting it. They’re bawling their fists. They’re snapping back at their parent. The parent then absorbs that emotion and they’re snapping back: “Don’t talk to me like that,” or, “It’s not okay for you to say that,” or “Don’t walk away from me.” Which then influences how the teen responds. And then the teen will continue to push or yell back, which then influences how the parent responds.

So we’re always looking at: How is it that I am influencing how you respond? How is it that you are influencing how I respond? And if everybody feels their emotions in these very big ways, it’s going to make that escalation that much bigger or faster because everyone’s overwhelmed in their emotions.

Sarah: So hard. I’m sure a lot of people listening can relate even when their kids aren’t teenagers yet—because that happens with little kids too.

Katie: Absolutely. It applies to all ages. I just happen to work with teenagers and parents.

Sarah: Speaking of teens, you mentioned in your book that teenagers are more prone to overwhelm. Can you briefly explain why that is? Because I talk about that too. I always say, “The drama is real.”

Katie: The drama is real. Thank you for saying that. So the way I look at it: teens are in this developmental state when so much is happening for them. They have unfully formed frontal lobes, which helps to regulate their emotions. They’re also dealing with hormonal changes, developmental changes, social stressors, peer stressors. They’re in school six hours a day, five days a week. There’s so much stress that’s placed on our teens.

And so if we think about a stress cup holding stress, it’s oftentimes just this one little extra drop that makes them lose control or makes them feel overwhelmed in their emotions. And I would say that’s probably true for everyone—that we’re all holding a lot, and it only takes a little to push us over the edge—but I think it’s the brain development that makes it even more challenging.

And then I’ll add to that the lack of control or agency over their own lives. They don’t have a lot of choice about what they do each day or what they have to do or who’s telling them what to do. So there’s a lot that’s outside of their control, and that makes it even harder to control or manage their emotions.

Sarah: I’m so glad you work with teenagers. You have such an empathetic view of what it’s like to be a teenager, and I think a lot of people—just a little sidebar—teens get such a bad rap in our culture and they’re so wonderful. I love teenagers. And also, I would never in a million years choose to go back to those years.

Katie: I wouldn’t either, but I do feel like I have a strong connection with the teen population. It’s interesting—we run parent groups at my center, and that’s a question that we’ll ask: Do you remember being a teenager?

And I think it’s hard for a lot of adults to empathize with the teen experience. But being able to do so—being able to put yourself in a teenager’s shoes—is going to help you support them so much more. Which is one of the things that I talk about in my book and in my work often: acceptance or validation before change. We always want to be understanding of the experience before we’re trying to problem-solve or change that experience.

Sarah: I want to ask you about validation a little bit later in our conversation, but before we get to that: what are some common reactions of fire feelers to overwhelm?

Katie: Yeah. Some of those common reactions tend to be self-destructive because, again, if we think about this idea that fire feelers are overwhelmed with their emotions—the big, fiery, painful experience for them—it’s not a conscious decision, but they would do anything to make that fire go out.

So this could be self-harm. This could be thinking about suicide. This could also be lashing out at parents. It could be numbing out in front of the TV or scrolling on social media for hours because it hurts too much to feel and I need to numb myself from that. It could be cutting themselves off from friends because the experience of relationships is so painful.

So a fire feeler will have a strong attunement to nuance and facial expressions and tones of voice. And so what might feel okay for one person, for a fire feeler might be interpreted as rejection or might be interpreted as “I did something wrong,” or “There’s something wrong with me.” And so the natural response of a fire feeler is to do whatever it takes to protect themselves from being on fire.

Sarah: I don’t even know if I totally understand it—but how do, and I know a lot of people don’t, how does self-harm bring relief to those feelings of overwhelm?

Katie: So there’s a biological response to it: when you self-harm—when one engages in a self-harm or self-destructive behavior—there is short-term relief. So if you think about emotions rising, rising, rising, what happens is it either blocks the escalation of those emotions, or it makes the emotional state come down quickly. It’s body physiology.

In addition to that, there are two parts to it. The first part is that it’s called negative reinforcement, and that doesn’t mean that something negative happens; it means it’s the removal of something that’s difficult. So that’s what I just described. You self-harm, you start thinking about suicide—it becomes an escape. It helps you to feel a sense of relief.

The second part of that is positive reinforcement, and that’s the social piece. A parent finds out that I self-harmed, and all of a sudden I am given warmth. You’re sitting on my bed. We’re having a heart-to-heart. You’re emailing the teacher to say that I don’t have to go to school tomorrow.

So there’s this one-two stack of: I feel better in the moment because it brings my body physiology back into a state of balance or regulation. And then on top of that, I’m getting my social needs met. And therefore it makes it really hard to break that cycle because there are all of these—this chain reaction of things that happen—that make me go from feeling awful to okay, and sometimes even more supported than before.

Sarah: That was such an interesting thing to read about in your book because I thought, “Oh man.” If I were a parent and had a teen that was self-harming, it would be so hard not to do that second part—the positive, what you call the positive reinforcement. So how do you support a teen without making it, “I self-harm and then I get a lot of really lovely warmth and attention”?

Katie: Yeah. So it’s not about removing the warmth and attention. It’s about changing where you put that warmth and attention. Instead of it being directly after self-harm, maybe it’s in structured and measured doses throughout the day.

So maybe we’re having a heart-to-heart in the morning. Maybe we’re going out and spending time together or watching TV together just because—and not because I self-harmed.

The other thing that I like to make sure that parents are familiar with and practiced with is how they respond when a teen shares an urge to self-harm or an urge for suicide. Because the way that it typically plays out—at least the first time a parent finds out about urges or that a behavior has happened—they’re crushed. Of course. Their face falls. They’re hurt. It hurts them to see that their child is hurting. They might cry. They might feel really anxious or helpless.

But a teen that’s witnessing that is interpreting that as, “My parent can’t handle this information, and therefore I can’t go to them with this information again.”

And so the practice for parents is minding your tone—being calm—minding your face, being more like, “Thank you for trusting me,” than, “I’m going to fall apart right now,” and minding your pace—staying calm and regulated and not rushing forward or feeling frantic.

And when we do this, what we communicate to our teens is: “I can handle this information. Therefore, in the future, you can come to me when you’re having an urge and we can handle it together, rather than you taking care of it by acting on it—and then me finding out afterwards.”

So that’s how we change the cycle: structured and measured warmth, consistent support, ongoing—not just after an event—and also being able to handle the information, even if you’re falling apart inside, because that is completely valid. But showing to your teen: “You’re not going to freak me out. I’m not going to fall apart if you tell me the hard stuff. I’m here for you. Come to me and we’ll handle it together.”

Sarah: And find your own support elsewhere.

Katie: One hundred percent. Yeah. Parents—I think any parent is going to need support, whether that’s their village, their people, their partner, their friend, a therapist. Parenting alone is tough stuff, and I wouldn’t recommend it.

Sarah: And I should have asked you this earlier in the interview, but when—are there any signs? A parent finds out your kid is self-harming or telling you they have the urges—is it straightaway “get help,” or are there early stages you can handle it yourself as a parent? When is this 911 getting help, and when is it, “Okay, we’re going to figure this out”?

Katie: It’s somewhere in the middle of “911” and “we’re going to figure this out.” The stance would be: if your teen has already self-harmed, they need to be in therapy. It’s beyond the point of handling it on your own.

When you’re noticing—it’s such a tough line because on one hand there are these typical teen behaviors: “I’m going to spend more time in my room.” Teens are moodier. They’re more irritable. They want less to do with parents. They’re more private. They don’t want to talk to parents. And so I don’t want there to be an overreaction to typical teen behavior.

But if we’re starting to see a duration, intensity, and frequency of that behavior that’s beyond typical—which, again, is going to look different depending on the child—my measure is usually: if my teen for two weeks is more tearful, more self-critical, more hopeless, not enjoying or engaging in activities that they used to—these are signs of depression. And that would be the point when I would want to engage more professional help to support in the process, because that’s where we’re going to start being proactive and head off escalation of crisis.

What happens is—and especially for teenagers—the symptoms of depression can lead to self-harm because there’s an overwhelm of that emotion. There’s a sense of hopelessness. Suicidal thoughts are one of the descriptors of the diagnosis of depression. We don’t want it to get to that point. We want to put help in place sooner.

Sarah: That makes sense. I read something the other day that in teenagers depression can look different than adults and sometimes it looks like irritability.

Katie: It really depends on the person. So I always go back to—we’ve all heard “nature and nurture,” but I think of it as biology and environment. Same idea, different words. But for some people, their environment can feel really safe to be vulnerable. It can feel really natural to express emotions, to cry, to be in that more vulnerable state. And for others, it doesn’t.

Or for others, they’ve learned that being vulnerable isn’t safe for them. It isn’t manly enough for them. It really depends on the culture and environment. And so it can come across as irritability. It can come across as anger—different dispositions as to whether someone internalizes their emotions or externalizes them or sends them outward to others.

Sarah: That makes sense. I think it’s good for parents to have an eye on things that maybe look different than they expect, just to keep track.

Katie: Yeah. And parents and teens don’t always express emotions the same way. I’m a very expressive and emotional person. I’m a therapist. I’ve also spent my whole life figuring out how to express my emotions. And I would say that my child is probably the opposite of that and doesn’t like being vulnerable in front of other people. So what you think makes sense may not make sense to the brain of another person.

Sarah: You were talking before about warm connection with parents, and you mentioned that it is normal for teens to want to spend more time by themselves or with peers. But one thing I wonder—and I wonder if you come across this too—parents often think that means, “My kid doesn’t want to spend time with me anymore,” or, “My kid doesn’t need me.” And my experience with my kids as teenagers was that wasn’t true at all—that even as they were moving away and differentiating, they still did like to spend time with their parents, and they still did like to do stuff with us and be close to us. What are some ways that you find are helpful ways for parents to connect? And how do you assure them that, “Yeah, you still are important”?

Katie: Yeah. As a child is growing and gaining more independence, it is such a natural experience for parents to feel grief and loss in that process because the relationship is changing. Teens do need parents less. Teens are more independent. They don’t want as much time spent with parents.

And so it’s important, one, to recognize that as a developmental milestone, and two, to recognize that means the way that you interact and respond to your teen changes as well. And so you’re not expecting the same attention or response from them as you did before.

But this is a grief process because you’re grieving the relationship as it used to be. You’re grieving your teen as they used to be. But you’re also—and this is the part we don’t think about—grieving yourself as you used to be because you have to become a new version of yourself to show up for your teen in a new way.

And so all of that is to say that it requires a lot of flexibility, openness to evolving, willingness to change how you see, interact, and speak with your teen. And so in thinking about that, it’s helpful to think about: What is it that my teen needs from me now?

They might not need me to cut up their food or call their teacher for them or set up their playdate for them. They might need me to drive them somewhere and listen to the music that they like and not be the one leading the conversation. They might need me to sit on the couch with them while they watch The Office and notice the parts they laugh at and just be there with them.

And both of those examples really nicely illustrate that your teens need less from you, but they don’t not need you. They need you to be more of a partner and less of a doing-for.

Sarah: When my husband and I both had pretty stable teenage years, we also had parents who were working a lot and not home when we were home. And I’m not saying this to make anyone feel guilty who isn’t home after school, but we really tried to structure our lives so that somebody would be home after school even when the kids were teenagers. Because our joke was: even if it’s just somebody who’s there that they can ignore.

Katie: It’s so true. But they know that you’re there.

Sarah: Yeah. Yeah. So you talked a little bit about validation before. Can you talk a little bit about validation and its opposite—judgment—maybe starting with judgment: what to avoid when our teens are having big feelings? I mentioned before that I often say the drama is real. I think that’s where some of the judgment comes in with parents sometimes. Like, “Oh, come on, you can’t be that upset that the jeans you were hoping to wear are still wet in the washing machine.” Where do parents make mistakes in terms of that judgment?

Katie: For me, I see judgments as the fuel to the emotional fire. So when we are seeing our teen act in certain ways, judgments are our interpretation of their experience. One of those examples might be: a teen is having a hard time getting up and going to school because they’re really depressed, and they’ve been white-knuckling every single day, and today is just the day that they can’t. They can’t do it.

And so judgments from a parent might look like, “Why can’t you just go? Everyone else is going. Just get up. Here’s the list of coping skills that your therapist gave us. Use your coping skills.”

So it’s this judgment that they can, and they’re choosing not to.

Other judgments that I hear regularly are: “They’re manipulative. They’re doing this on purpose to upset me. They’re attention-seeking.”

Oftentimes our judgments are because if we weren’t judging and casting blame, we would be having to hold a really frustrating or painful reality. So if I’m not judging my teen and saying, “Why can’t you just get up and go to school? Just use your coping skills. It’s not this bad,” then what I’d be having to hold is: my teen is really struggling right now. My teen—the person that I love the most in the world—is thinking about wanting to die right now. And that’s awful for me.

And so judgments are a way of pulling ourselves out of this emotional pain, but also shifting that blame to the other person. And instead of being able to hold their experience.

And if we’re not judging, we’re able to first just notice and name and sit with the experience, which is kind of what I described: “My teen is in a lot of pain right now. They’re struggling to get out of bed and even function in their day, and that’s really hard.” And when I can name that, I can feel that for myself, and it feels really hard and painful and difficult.

And then the outward version of that is validating them: being able to say, “I see how hard you’re struggling right now. I see the pain on your face. I hear the lack of energy. This is really hard for you right now.”

So we can name the experience for ourselves with our notice-and-name, and then we can validate the experience for our teen by noticing and naming their experience.

And when we do this, it does often make the emotion feel more painful because we’re naming it. I think a common experience of that is: if you’ve ever been struggling and then someone in your life, in passing, says, “What’s wrong? You look like you’re going to cry right now,” and then all of a sudden the tears come because someone has named the experience. The experience was there all along, but having someone see it—having someone tell you, “This is real, this makes sense,” or “I notice what you’re going through”—it makes it come to the surface.

It’s actually a helpful experience, because if we don’t name what’s happening, we’re judging it, we’re stifling it, we’re ignoring it. And that’s like holding a beach ball under water. Eventually it’s going to pop out, but we can’t control what happens when it does. Someone’s going to get hit in the face.

So we want to take ownership, we want to validate, we want to notice and name what we’re experiencing, and these are the ways that we move toward acceptance of what is, so we have an ability to move toward problem-solving.

Sarah: Where would somebody start who’s listening to this and hearing all of the examples that you’re giving of communication—if they’re not even at a point where their teen is communicating with them? Like, things have gotten so fraught and feel so broken. Where would somebody start with that?

Katie: It’s what I call my hierarchy of connection. Oftentimes there is this big rift in the relationship because it’s not just one time that something has happened—it’s years or multiple experiences that have gotten them to this point, of this rift in the relationship.

So the hierarchy of connection is our blueprint and our path back to connection. It starts with parent and teen being in the same room together—not interacting, but also not criticizing, not having this tension or conflict happening.

The example I give often is: I’m in the kitchen putting groceries away. Teen is sitting on the couch scrolling social media or watching YouTube. But I’m not saying, “Hey, did you do your homework? Did you take your medicine? Did you do this?” I’m just existing and they’re just existing. And we need to practice being in the same space together without that criticism or nagging happening.

When that can happen, we can move into shared activities. This would be watching a movie together, watching TV together, driving somewhere, listening to music. Again: no tension, no conflict, no criticizing. Doing the same thing together without any of those things happening.

And this could take a very long time. It’s not one, two, three. It could be six months of doing the same thing at the same time before you’re moving on.

The final step is moving back to interactive activities. This could be something like playing a board game and talking to each other, having an actual conversation at the dinner table, or a deeper conversation about something that’s a bigger experience. It could be the ability to do this within the context of therapy, so you’re able to have some of those scarier conversations.

But there needs to be a level of trust, and an ability not to act on urges to criticize or lead the conversation to nag or check off the to-dos. You have to be able to hold the space—to be in the space with your teen—before that can happen.

Sarah: One thing that you mentioned in the book is that there’s a link between sensitivity and impulsivity. Can you talk about that? I found that really interesting. Why is that?

Katie: When someone is more biologically sensitive—again, there’s this urge to make those emotions go away. And so when you are more overwhelmed with emotions, the idea of impulsivity makes more sense, because the desire and need for short-term relief is higher than it may be in others.

And so when my emotions are really big, I also have really big urges to make those emotions go away, and it’s harder for me to hold these big emotions.

Sarah: That was really helpful. If you could have the parents and teens that you work with currently—if you could have had them ten years ago, because a lot of people who listen to the podcast have younger kids and they don’t have teenagers—what would you like them to be practicing or working on? Is there anything preventive that you’ve noticed, that if people had an awareness earlier on, when their kids were younger, they might not get to this point with teenagers?

Katie: Absolutely. What I find myself saying often is: parents go first. And what I mean by that is that it is a parent’s job to learn emotion regulation skills, to learn how to notice and name emotions, to learn how to validate—essentially to model all of the ways that we handle really big emotions.

So that when our teen is having this experience—or our child growing into our teen is having this experience—we have the skills to manage our own emotions and we know how to respond to their emotions, because that validation helps the emotion go down more quickly.

When I’m working with younger children—and I don’t anymore—but that is part of the process: we’re working with parents first for many weeks to give them the skills before we even start working with the child.

So that would be my biggest piece of advice for parents of younger children: practice the skills, know how to manage your own emotions, have your own support.

And I will add to that: if you had the experience of being parented in a way that was painful for you as a child, address those issues, because they’re going to show up in the teen years. In the opposite way, you’re going to feel like it’s karma, but it’s really just generational patterns continuing—and you want to be able to change those patterns and rewrite stories that were painful for you so they don’t repeat with your own teen.

Sarah: I love that. It’s interesting because I think when kids are little, fire feelers don’t develop as teenagers, right? Like a fire feeler is a fire feeler whether they’re five or whether they’re fifteen. But a five-year-old—you can put them in their room and hold the door shut. Not that I’m advocating that. You can pick them up and move them places. I think parents probably—unless they’re more aware of emotions and being, in my brand, a peaceful parent—they probably rely on things that then, as their kids get older, just don’t work. But they maybe have missed opportunities to practice all the things that are effective as teenagers because they were relying more on external control when their kids were younger.

Katie: I one hundred percent agree. I think coercive control is easier to implement when your child is younger. But practicing validation, direct communication, emotion regulation is going to pave the way for more success as a teen.

And what I would say is: I think most parents recognize, when I talk about this idea of fire feelers, when they have a three-year-old. I have a sister who has two toddler girls, and she’ll say, “I think they’re fire feelers,” and they are.

And so you know your kid. You know their disposition. You know when they’re more sensitive or they’re a deep feeler. And so knowing that now can help you pave the way for what’s to come.

Sarah: Can you speak briefly on—when I was a teenager in the eighties, there was a “tough love” approach for teens who were having a hard time: drugs and alcohol, not going to school. And the approach was like: crack down. Kick them out if they don’t follow your rules. I’m pretty sure that’s not what you would advocate for.

And I do think there has been a shift because people recognize that doesn’t work. So maybe if you could speak to that for a few minutes—why getting more strict and more controlling with a teenager who’s having a hard time isn’t going to be an effective strategy.

Katie: I have two thoughts on that: one is about the teen, and one is about the relationship.

So when we think about a teenager who’s struggling, who has these big emotions, if the message in the family is, “You’re too sensitive. Just suck it up. Just get it together. Why can’t you do this like your siblings can?”—what happens over time is they internalize that message as, “There must be something wrong with me, that everyone else around me can do this and I can’t.”

And so they begin to lose trust in their own emotional experience, in their own emotion meter. And that is one of the contributors to self-harm behaviors, because then when an emotion shows up for them, their brain thinks, “Well, this must be wrong.” Everyone keeps telling me that my emotional state is the wrong thing or it’s too intense, so let’s make that go away quickly so that I can continue to function in my life.

What I’ll say is: at my center, we see hundreds of kids every week—teens and families. A lot of them are these high-achieving, perfectionistic, private-school kids, and they’re self-harming and they’re suicidal. And one of the reasons is that that’s a strategy that keeps them going in this life that is expected of them.

So I want to be really intentional about broadening the picture that we may have of the type of teen who engages in self-harm.

The other side of that—the relational piece—is that when the parent is consistently giving this message of, “Just get it together. Suck it up and keep going,” it creates a rift in the relationship. The parent is no longer a safe person to come to when a teen is struggling, because they’re not going to get what they need.

And so if it’s important for a parent to have a strong relationship with a teen—and I think that is for most parents—we need to learn the strategies that welcome open communication, that are able to hold that struggle, so that teens come to us with the little stuff and the big stuff.

And I’ll add to that: so that teens want to stay connected to us after they leave home.

Sarah: Yeah, that makes so much sense. Before I let you go, there’s a question I ask all my guests, which is: if you could go back in time to your younger parent self, what advice would you give yourself?

Katie: To my younger parent self? I think what I would say is that it doesn’t have to be perfect. And that’s something that I learned through my own education and the theory of good-enough parenting: that you only really need to get it right twenty percent of the time, and the rest of the time it’s how you repair, how you respond, and how you keep moving forward in the most loving and compassionate way for both you and your child. So that would help take the pressure off—both for younger me and also for probably a lot of other parents out there—that you don’t have to get it right all the time. You just have to want to keep going and want to keep trying to get it right.

Sarah: Nice. Where’s the best place for folks to go and find out more about you and what you do?

Katie: Yeah. To grab a free chapter of my book, You’re On Fire. It’s Fine, you can go to youreonfireitsfine.com. And for a therapist or media listening, katiekmay.com has all of my other projects and my counseling center and endeavors there.

Sarah: Wonderful. Thank you so much, Katie.

Katie: Thank you

👉 Before we get started- On Wednesday, I’m hosting a live workshop called When You Know Better, but Still Yell, where we focus on understanding what happens in those moments and how to interrupt yelling and repair without shame.

If that sounds supportive to you, you can find more information at reimaginepeacefulparenting.com/workshop.

Now the episode!! You can listen wherever you get your podcasts or check out the fully edited transcript of our interview at the bottom of this post.

In this episode of The Peaceful Parenting Podcast, I speak with Hunter Clarke-Fields, the host of the Mindful Mama Podcast and author of the book Raising Good Humans.

We discussed taking care of difficult feelings including how blocking our feelings can backfire and the role mindfulness plays in accepting and working through our own and our children’s feelings.

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Know someone who might appreciate this episode? Share it with them!

We talk about:

* 00:00:35 — Guest intro: Hunter Clarke-Fields (Raising Good Humans, Mindful Mama Podcast)

* 00:01:00 — Big feelings as the root of so many parenting struggles + why willpower isn’t enough

* 00:04:00 — Hunter’s background: mindfulness, sensitivity, and parenting an intense child

* 00:10:00 — Two common coping patterns: blocking feelings vs flooding (and why both backfire)

* 00:21:00 — Mindful acceptance: what it is + how allowing feelings helps them move through

* 00:27:00 — Reflective listening + “name it to tame it” (why labeling feelings lowers intensity)

* 00:31:40 — Co-regulation in action: a real-life story of staying steady with a dysregulated teen

* 00:38:10 — Takeaways + where to find Hunter + workshop reminder + closing

Resources mentioned in this episode:

* Workshop: When You Know Better but Still Yell Workshop

* Evelyn & Bobbie bras

* Yoto Player-Screen Free Audio Book Player

* The Peaceful Parenting Membership

* Hunter’s website

* Raising Good Humans

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Podcast transcript:

Hey everyone. Welcome back to another episode of the Peaceful Parenting Podcast. Today’s guest is Hunter Clark Fields. She’s a mindfulness teacher and parenting expert, host of the Mindful Mama Podcast, and author of the book Raising Good Humans. We focused our conversation today around taking care of difficult feelings—both yours and your child’s.

So often, big feelings are the cause of parenting challenges and friction in our families. Hunter shared some great strategies for how to make these moments that happen every day more tolerable, and even how our lives get better when we learn to accept our own feelings and our child’s feelings.

And don’t worry if you’re like me and you sort of shut down when someone starts telling you that you should have a mindfulness practice. You can use Hunter’s suggestions even if you know that meditation isn’t necessarily in your future.

Interestingly, one thing Hunter and I spoke about is that you can’t stay calm or not yell in difficult situations just by willpower. It’s not just a choice we make—how to react in difficult situations. If you’re listening to this and recognizing yourself, especially that gap between knowing what you want to do and what actually happens when things get intense, I want you to know that you’re not alone.

On Wednesday, I’m teaching a live workshop called When You Know Better but Still Yell. We’ll focus on regulation and repair in real, everyday parenting moments—without shaming yourself or forcing calm. You can find the link in the show notes, or you can go to reimaginepeacefulparenting.com/workshop.

Okay, let’s meet Hunter.

Sarah: Hi, Hunter. Welcome to the podcast.

Hunter: Thanks for having me, Sarah. I’m glad to be here.

Sarah: It’s nice to connect. I loved your book, Raising Good Humans. I was going to hold up mine—yours is behind you there. There’s some really valuable stuff in it around being the peaceful parent that we want to be. Can you tell us a little bit about who you are and what you do before we get started?

Hunter: Sure. I’m a mom of two daughters and a podcaster. I’ve been podcasting the Mindful Mama Podcast for a long time. I guess I like to talk, and I’m fascinated by people. I’ve been a student of mindfulness for many, many years, and a student of parenting because it was something I was very much struggling with.

So that’s me in a nutshell. I’m also really passionate about Scottish country dance. We used to have paintings and galleries, and I was a passionate painter—so there are lots of different things happening.

Sarah: I love that. Are you Scottish?

Hunter: A little bit by heritage, yeah.

Sarah: Yeah.

Hunter: Hunter is actually a Scottish last name. My maternal grandfather’s maternal grandfather’s last name was Donald Hunter.

Sarah: Oh, that’s cool. What came first—the mindfulness? Were you already a student of mindfulness when you became a parent, or did you turn to mindfulness when you found parenting to be challenging?

Hunter: Both. I was already a student of mindfulness. I started reading about mindfulness when I was a teenager, because I’ve always been a highly sensitive person. So I would have big ups and downs, and corresponding pits that I would fall into. I started reading about mindfulness, and I kept reading and reading, and it did help to read.

Then, maybe about ten years into my reading journey, I started an actual sitting meditation practice, and lo and behold, that helped a lot more than just reading about it. It really changed things for me. I used to fall into these pits of feeling like the world was overwhelming and feeling like I couldn’t handle life. That stopped happening. I had difficult feelings, but I wasn’t floored by them, grounded by them, or left incapacitated by them. That was a big change for me.

That happened maybe two years before I got pregnant with my first child. I remember being pregnant with Maggie and sitting in a meditation group with my big pregnant belly, patting myself on the back and thinking, “Oh, this is going to be great. This child is going to be so calm. Everything is going to be so awesome because we’re doing this meditation practice.” And it’s like—ugh. Right. Life kind of slaps you in the face and says, “You think you know what’s going to happen? That’s right. No, you don’t.”

Sarah: And the best parents are always the ones who don’t have kids, right? You always think, “This is how I’m going to do things when I’m a parent.” I remember when I was in my twenties, I was a Montessori assistant, and I remember thinking, “Oh my God, these parents are so crazy and intense.” I couldn’t understand it. And then I had my first kid and I was like, “Oh, I suddenly get it.” That love—and the triggering, too—that you probably never felt in any other ways.

Hunter: Yeah. And there are so many other factors as well. I remember taking Maggie to her Montessori preschool and dropping her off with a teacher I’d become friends with and got to know and love. I would get her in the door, turn around, and just cry out of relief to have three hours where I wasn’t “on”—where I wasn’t there to take the intensity of this child.

Sarah: For sure. So it sounds like at least your older daughter is on the more intense side of things.

Hunter: Yeah. She’s a lot like me. She’s very highly sensitive. She was always very intense from the beginning. Her birth was intense. Her babyhood was intense. Everything is intense about her—very sensitive.

And about a year and a half into her being born, I realized I needed something to help me weather this intensity: the anxiety, her emotional storms. I was getting myself to the YMCA, and I got her to tolerate—just barely—the YMCA childcare. But I was like, “I need more.” I needed to really turn to my mindfulness and bring it back, because it was so triggering for me.

Sarah: Wow. I’m glad you found it, and that you’re sharing it with everybody else. When you were talking before about big feelings being a challenge in your life—managing the feelings, I guess is a fair thing to say—that was actually one of my favorite chapters of your book: “Taking Care of Difficult Feelings.”

I was hoping we could focus on that today, because I think so much of our parenting struggles come from difficult feelings—either our child’s difficult feelings, or our own difficult feelings, or both. I love how you frame working with those feelings.

You talk about two common responses to difficult feelings that are the flip side of the same coin: blocking and becoming flooded. Can you talk about those two responses—what they are, what they look like, and how we might notice if those things are happening? And to be clear upfront: those are the things you want to move away from—either blocking or becoming flooded by difficult feelings. So maybe ground us in what those are first.

Hunter: Sure. I think blocking is something a lot of us are familiar with. That’s the “Don’t cry, go to your room,” right? It’s basically the instruction to not have those feelings. So we’re blocking those feelings out in some way.

And like anything, it’s not completely black and white. Sometimes there are times in life where it’s helpful to block feelings temporarily. We know that. But in general, we try to avoid feeling our feelings, because difficult feelings are uncomfortable.

So we block them. Blocking can include: I remember the chocolate stash in my pantry was pretty robust when Maggie was little. It can include drinking. It definitely includes the phone and the scrolling as a way of blocking our feelings. Anything we’re doing to distract ourselves or stuff down and not look at those feelings. Shopping. Doing things to distract ourselves.

Sarah: Or being too busy, too.

Hunter: Yeah. Over-busyness is certainly one—the endless to-do list. The sad thing about over-busyness is that we’re rewarded for that so much in our society. We’re rewarded for getting things done and productivity. And for women, it can be like being a good girl or being a strong independent woman is to get stuff done and to be busy.

And yet it has this insidious side where, especially with our feelings, we’re pushing through. We’re not feeling our feelings. We’re training ourselves to not be present. We’re training ourselves to always be in the future.

The sad side of that is: when we’re always in this to-do list—“I’m gonna go, I’m gonna do, I’m gonna go, I’m gonna do”—then we think, “Oh, I’m gonna get to our beach vacation and I’m gonna be really present with my kids.” And then you can’t, because you’ve trained your brain and your heart to always go and do. It feels unbearably restless to stop when you finally try to stop.

So blocking can look like all of those things.

And then the flip side is: the blocking builds up. You block and block and block. It becomes overwhelming. You have no tools to deal with and process these feelings. You’re just trying to push them away, and then suddenly they’re overwhelming. You drown in them. You’re completely flooded by them.

Flooding can look like completely drowning in sadness, misery, shame. It can also look like anger—your temper. There’s a bunch of stuff coming out that you can’t stop, because you’re completely flooded by these feelings and you have no way to deal with them.

A metaphor I like is that the feelings are like a big hamburger—a big juicy hamburger with cheese, and it’s gooey and disgusting. You’re eating this big emotional hamburger, but you have no digestive system because you’ve tried to shove it away. And then when you can’t, it becomes a big, disgusting mess. That’s my disgusting metaphor for not having the tools to digest and process those feelings.

Sarah: Do you ever listen to Anderson Cooper’s podcast? I can’t remember the name of it now. I know who he is, but it’s about grief. He has a podcast about grief—it’s called All There Is. It’s a really wonderful podcast. He talks a lot about how he never processed the grief of his father dying, and then his brother dying. And then his mother died, and he realized he’d gone his whole life without processing any of this grief, and it had really robbed him of the ability to feel other things.

Like joy. He’s a father with a couple of young kids, and it wasn’t until he started to process his grief that he was able to access the other, more beautiful emotions. And I think that’s— for people like me, where I admit I have a hard time feeling my feelings sometimes—I try to remind myself: you have to feel the hard things to also feel the good things.

Hunter: Yeah, it’s true. There’s the research by Brené Brown, and it comes out pretty unequivocally that you can’t selectively numb. You’re either numbing everything, or you’re feeling your feelings. And if you’re feeling your feelings, you’ve got to be able to process it.

For me, I was never unable to feel my feelings. I felt everything too much. I was never able to block out much. So I felt like I had no choice but to learn how to process these feelings. And when Maggie came along, the thing that was coming out for me was my temper.

I felt very ashamed of it. This is exactly how I decided not to parent. My brain, my choice, my willpower was that I would be this peaceful parent, gentle—and I was not. I was scaring her. I was aggressive. I was loud. I could see I scared her multiple times, and it was exactly what I didn’t want.

So I could really see: this isn’t like, “Pause and choose X, Y, Z instead.” It’s not that simple. I would say, “How do you pause?” It’s a process of changing bit by bit over time, and making a different kind of habit—energy in your body—learning how to tolerate the difficult things. It’s so much more than willpower.

It gave me a lot of compassion for myself and for other people who struggle, especially moms who couldn’t even say they had any anger—who felt so ashamed of even having it. Because it isn’t a choice. Nobody listening to this podcast or my podcast is thinking, “I think I’ll wake up on Tuesday and scream at Joey.” That’s not happening.

It’s much more than a choice. So I really had to understand it and understand how to be the parent that Maggie needed me to be. She clearly needed somebody steady—steadiness, a lot of steadiness, a lot of rhythm. She was not a go-with-the-flow kid, and I needed to become the parent she needed me to be.

Sarah: I’m lucky—for all the parents you’ve helped out there—that you had that experience. If you had a really easy kid, you might not ever have had to learn all of these lessons that you now share with other people. So it’s a blessing for everyone else that you had to go through the hard time.

Hunter: Yeah. Sometimes I joke that I had just the right amount of trauma: enough that I was able to deal with it in a way that I could break it down, understand it, and deal with it.

But it is really helpful to understand: there’s so much more than, “Here’s how you respond to your kid.” Those skillful ways to respond are wonderful to know, but they go completely out the window as soon as you’re activated—when your stress response is triggered—because your brain is in limbic fight, flight, or freeze mode.

It’s important to understand: this is a biological nervous system response. It’s not your fault. There’s not something wrong with you. This is innate—baked into every single human who is alive. There are tools to deal with it, but we have to stop shaming and blaming ourselves for it in order to take the necessary steps to study ourselves.

Sarah: One of the necessary steps you talk about is that instead of blocking or becoming flooded, we can learn mindful acceptance when we have difficult feelings. Can you talk a bit about what mindful acceptance is for those difficult feelings?

Hunter: Sure. This is really where a formal mindfulness practice shines. It gives us an incredible skill and tolerance, because as we sit—say we take up a sitting meditation practice—we sit there for five minutes or ten minutes. Our mind goes to other things. Our emotions happen. All this stuff happens. And we practice accepting it, observing it. We’re not really doing anything about it except accepting it and observing it. We watch it come, and we watch it go, because nothing stays around forever.

This builds a muscle of non-reactivity. Normally, when we feel a feeling in our body—the tension in our throat, the tightness in our shoulders, the “I’ve gotta get outta here” feeling—we act from it. That’s what our nervous system designed us to do. We’re designed to act on a threat or anxiety. We’re designed to move forward.

So it’s a weird, anti-evolutionary, slightly unnatural thing to sit and feel the thing you’re feeling. But paradoxically, as you sit with the “I’ve gotta get outta here” feeling, it lessens enormously and sometimes completely goes away.

Mindful acceptance is what happens when, for me, I’m practicing my meditation practice on a daily level in little bits—when I’m not quite so activated. There are little bits of: “I’m accepting this thought. I’m accepting these feelings. I’m noticing what’s arising. I’m seeing there’s some anxiety today.” I’m accepting it, and I’m sitting with it.

That means I’m not trying to push it away. I’m opening myself up. I’m saying, “Okay, yes, you are here. Yes, it’s okay that you’re here,” and I’m going to be curious about it.

Instead of saying, “What’s wrong with me for having this feeling?” I’m going to say, “What does this feel like?” This feels like some tension right in the middle of my chest, underneath my collarbones. It feels like a tickly feeling and a little discomfort—maybe slight queasiness. I’m going to observe it with curiosity, as if I’m an alien beamed down into my body. Like, “What is this?” Just curious: “Okay, yes, this is here.”

And as we say yes to this, we stop that instinctive blocking and pushing away.

In the Mindful Parenting Teacher Training program, when we work on this, I invite people to think of a difficult feeling and first try to say no to it—say in their heads, “No, no, no, no, no.” You can watch their faces tighten and their bodies tense up. Then I invite them to say, “Yes, yes, yes, yes, yes.” And you can see everyone relax. You can see the unclenching. It’s paradoxical: as we accept, “Okay, this is here—this anger, this sadness, this anxiety, whatever it is,” it lessens enormously just with that acceptance, and often can go away completely.

It loosens the grip to say yes—to open our arms wide and say yes to the difficult feelings, as much as we don’t want to.

Sarah: I love that. And I just want to point out: if you’re listening and you’re like, “I’ve made it to this age and I’ve always intended to have a mindfulness practice, but I don’t”—like me, raising his hand—I think you can still use everything you just said, even if you’re not going to start a daily mindfulness practice. In the moment, accepting the feelings you’re having, and everything you were saying, sounds so helpful to say about your child’s feelings too.

Hunter: Exactly. When we practice accepting our own feelings, then we can accept our child’s feelings. We want to accept their difficult feelings—maybe not the behavior, but the feelings. We may say the words out loud, but our bodies might tell a different story: that we’re not really accepting those feelings. Like, “Yes, it’s okay. I need to be mad at your brother.” And kids have incredible BS meters. They can see right through that.

So for us to really accept them, we have to first accept ourselves. We have to be able to accept our own feelings in order to truly accept our kids’ feelings. Because if we’re secretly judging our own humanity—shaming ourselves for our difficulty—if we’re harsh and mean to ourselves, that’s eventually going to come out. It won’t stay hidden. Those parts of ourselves come out. We live with our kids for at least eighteen years, and it will come out. You can’t fake it. Kids will see the faking it, if we’re trying to—

Sarah: One thing you talk about—I understood it as one of the practices you can put in place to move toward mindful acceptance—is that reflective listening piece with our children. That reflective listening is a tool to help you with more acceptance of feelings. Is that how you look at it, or how do you see those as related?

Hunter: Yeah, they’re totally related. When we practice reflective listening—like, “I see you look really frustrated”—say our kid comes to us and they’re mad at their brother. Instead of saying, “You shouldn’t be hitting your brother,” or being defensive, or trying to make the problem go away, we say, “Oh, wow. You are really upset right now. I can see this was really important to you.” Then they say, “Yeah, because he did this,” and blah, blah, blah. “Oh my gosh. Okay. Wow. This was really upsetting for you. Hold on. I’m going to listen to your brother too.”

As soon as we acknowledge those feelings in our kids, it takes the temperature down. It takes stress hormone levels down in the body—that’s what the research shows.

It’s similar for us. As soon as we’re acknowledging—this is what Dr. Dan Siegel calls “name it to tame it”—when we name something, it’s like magic happens. The left brain and right brain come together. The verbal part of the brain helps take down the temperature in the emotional part of the brain just by recognizing out loud the feelings.

In the same way we’re naming it with our children, we’re naming it with ourselves. That may be out loud with our children, or it may not be out loud within ourselves, but either way it provides release to name it.

Sarah: In my coaching, I’ve heard lots of parents say, “When I do that, it makes my child more upset,” or “It makes them aggressive.” If I say, “I can see you’re really upset right now,” or “really mad at your brother,” do you think that’s because they’re not really acknowledging their child’s feelings and they’re just saying a script? Or is there something about having feelings acknowledged that makes a child go further into the feelings? Or neither, or both? What’s your experience with that?

Hunter: It’s interesting, and it’s really hard to tell when we’re not there in the moment and we’re hearing from one parent’s point of view. I have heard that. And I think being acknowledged is helpful—but it depends on the form the acknowledgement takes.

Maybe it’s, “Oh honey,” with your arms open—communicating acceptance: “I see you and I hear you,” with your body and your mind.

Sometimes we can practice a tool like reflective listening with a script, but without congruence of mind and body—where inside we’re panicked: “The ship is going down and I’ve got to do something. I’m going to do that tool that Sarah and Hunter said to do.” We’re saying the words, but behind it is the panic of, “Oh my God, my kid’s out of control,” and our own nervous system is starting to freak out, like it’s an emergency.

That’s an incongruent message between your mind and your body. It has to be honest and real, otherwise it can’t really work.

That’s why foundation is so important. It can’t just be scripts on the outside. It has to be the foundation of some kind of practices, some kind of intention, that helps you steady and calm your nervous system on a daily basis—so you can access it in a moment like that.

I was with my daughter Maggie not that long ago. She must have been sixteen. She was really mad at me and my husband for something. I think it had to do with swimming scheduling. I forget what it was. She was really mad at us, and she was saying this to us near our living room entryway area.

At first I was listening, and I could feel the agitation in my body. So I got a broom and started to sweep the entryway while she was mad and upset with us. And I was like, “Oh, look at what I’m doing.” I could see myself. So I put it down. I sat down on the ottoman and practiced feeling what I was feeling—feeling the discomfort—without trying to say anything. I didn’t say anything. I was just there, practicing being present in myself with my sensations and my feelings, with what was going on, with this kind of verbal assault that was happening.

Within about thirty seconds of me sitting down and practicing this, she also sat down right next to me on the ottoman and slumped her body against mine. She started to wind down. Nothing special or miraculous was said. It was just the practice of being present—being steady—listening to her, taking in what she was saying, feeling the feelings.

Kids can feel that. We can feel when someone is congruent with what they’re feeling and doing and saying, and when someone isn’t.

So I often encourage parents: reflective listening is an incredible tool and it really can help a lot. But with some kids it doesn’t mean you’re going to say a lot of words. It means you’re going to practice the number one thing about reflective listening: mindfully being present. “I am present in my body. I am seeing and hearing you.” And then offering empathy—whether it’s even just a sound that isn’t a word. It doesn’t have to be a ton of words.

Sarah: I love that. The anecdote you shared with your daughter was a perfect example of co-regulation.

Hunter: Yeah.

Sarah: And being that nervous system anchor—you focused on your own nervous system, and it helped her too.

Hunter: Exactly. I wish I could have figured that out when she was two, but at least I figured it out when she was sixteen.

Sarah: So true. Was there anything you think would be helpful to add about taking care of difficult feelings that I haven’t asked you about? There’s so much great stuff in your book, but just for the sake of keeping the focus on what we’ve been talking about today.

Hunter: It’s important to remember that we have a lot of resistance to doing the practices of taking care of difficult feelings. I offer the RAIN practice and different things for looking at our difficult feelings. We have a lot of resistance to that, and that’s very natural.

But it really does help our kids. Just like in that anecdote I shared with Maggie, for us to model how to do that as a human. For every skill you want your kid to have in life, you have to do it first. You have to model it first. Kids are terrible at doing what we say, but they’re great at doing what we do. They’re great at imitating our behavior and seeing the way we live our lives as a model for how to live life.

So regardless of how old your kid is, it’s an incredible practice for you to do. And it’s a two-for-one: you help yourself, and you help your kid. It makes things less scary. I have less negative anticipation of things because I practice being present most of the time—and because I know that when I get into the present moment of something, I’ll survive it.

I’ve survived a lot of difficult feelings. I’ve felt a lot of difficult feelings, and I’ll be okay. I can tolerate a lot of different difficult things. And it makes me more present for the positive things. It makes me more able to fully feel joy and excitement, and to join in their joy and excitement. So it has a lot of benefits.

Sarah: I love that. You were just talking about resilience—knowing that you can handle difficult feelings. A lot of parents mistake resilience for not getting upset, but I always tell parents: no, it’s not that you don’t get upset, it’s that you get upset and you recover. And the path to that is always going through the upset first.

I love when you talk about reflective listening and the empathy piece. In peaceful parenting we always talk about welcoming feelings, and I think that’s the key to taking care of difficult feelings: welcoming them, and knowing that every time you survive it, you become a little bit more resilient.

Hunter: Absolutely. There are a couple different ways to welcome them. One thing I want to point out—because I think it’s so beautiful—is that I studied mindfulness for many years, and my main teacher was the Zen Master Thich Nhat Hanh, who has since passed.

What he used to say about difficult feelings is that we want to imagine ourselves holding them in our arms like a baby: “Oh, hello, my anger. I’m going to take care of you. It’s okay that you’re here. My anxiety, I’m going to take care of you. I’m here for you.”

That’s such a beautiful image of how to accept and take care of our feelings. We’ve got to take care of these feelings. They’re kind of like toddlers tugging at our legs, and they’re not going to go away until they are seen and heard.

So you’ve got to get some kind of process.

Sarah: I love that. Thank you so much. There’s a question I ask all my podcast guests: if you could go back in time to your younger parent self, what would you tell yourself?

Hunter: I would tell myself to slow down. I don’t have to get it all done. I can give myself time to figure out this experience, and not rush forward.

Sarah: Love that. Where’s the best place for folks to go and find out more about you and what you do?

Hunter: You can find Raising Good Humans anywhere books are sold, and the Mindful Mama Podcast wherever you listen to podcasts. I’m at mindfulmamamentor.com, and there are lots of freebies there, and podcasts and articles, et cetera.

Sarah: Great. We’ll link to all those in the show notes. Thank you so much for joining us.

Hunter: Thank you, Sarah. It’s been really fun.

Sarah: If this episode brought up that familiar feeling of “I know what to do—why is it still so hard?” I want to pause and say that this struggle is incredibly common, and it doesn’t mean you’re failing. On Wednesday, I’m hosting a live workshop called When You Know Better, but Still Yell, where we focus on understanding what happens in those moments and how to interrupt yelling and repair without shame. If that sounds supportive to you, you can find more information in the show notes or go to reimaginepeacefulparenting.com/workshop.

This week’s episode is a conversational invitation rather than a full podcast episode. We’re talking about why yelling happens even when you know better — and why willpower alone isn’t the answer.

If you’ve ever felt ashamed, frustrated, or confused about why old patterns show up under stress, you’re not alone. We also share details about a live workshop, When You Know Better but Still Yell, for parents who want support with regulation and repair in real-life moments. Happening on Weds. Jan 21

Workshop details and registration are HERE

or go to https://reimaginepeacefulparenting.com/workshop

In this episode of the Peaceful Parenting Podcast, I bring back one of my favourite holiday episodes, which is an interview with my kids, where we talk about ‘people, not stuff’.

Every year around the holidays, I hear from parents who are worried their kids are too focused on presents, too greedy, or too materialistic — and they’re afraid they’re getting something wrong. I made this episode to offer a long-term perspective.

I interviewed my own kids (then 14, 17, and 20) about what holidays and gifts felt like when they were little — and what actually mattered as they got older.

Us last year at Christmas- on one of the Christmas Day walks we discussed on the podcast:

In the episode, we talk about why “wanting stuff” is normal in childhood, how values really develop over time, and why parents can relax a lot more than they think.

🎉🎂 Also- today is my birthday!

If this podcast, our posts, or our work has helped you and your family, and you want to give back to us, you can help cover the costs of our free content by supporting us on Substack for the cost of a fancy coffee a month.

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My gift to you is an ad free episode today, which is what you get for every episode if you support us on Substack!

Thank YOU for being here!!

xx Sarah (and Corey!)

Your peaceful parenting team- click here for a free short consult or a coaching session

Visit our website for free resources, podcast, coaching, membership and more!

You can listen wherever you get your podcasts, OR we’ve included a fully edited transcript of our interview at the bottom of this post.

We talk about:

* 2:00 — Intro: replay episode + why parents worry about “greedy/materialistic” kids

* 3:00 — Holiday schedule update + invitation to email podcast ideas/guest suggestions

* 3:34 — Why this episode: parents’ concerns about consumerism + interviewing Sarah’s kids

* 4:00 — Important context: privilege, money, and why this worry comes from a privileged place

* 5:00 — Two practical ways to handle privilege: Santa gifts + donating new presents

* 7:00 — Meet Maxine (14): how holiday meaning shifts with age (family time, traditions, coziness)

* 11:38 — “Ungrateful” little kids: why it’s normal + what parents shouldn’t panic about

* 13:23 — What helps long-term: building traditions + experiences as gifts

* 16:34 — Meet Asa (17): growing out of the “wanting stuff” stage + values changing over time

* 21:05 — Middle school + fitting in: when brand-name wanting peaks (and why)

* 22:30 — What parents should do: keep kids grounded + relax

* 23:01 — Meet Lee (20): consumerism awareness, “people not stuff,” and the post-holiday letdown

* 32:00 — Gratitude + privilege: why kids can’t fully grasp it yet, and how it comes with time

* 33:31 — Reassurance: if you’re worried about this, you’re probably already doing fine

* 34:34 — Wrap-up: “the parenting podcast paradox” + holiday wishes

Connect with Sarah Rosensweet:

* Instagram

* Facebook Group

* YouTube

* Website

* Join us on Substack

* Newsletter

* Book a short consult or coaching session call

xx Sarah and Corey

Your peaceful parenting team- click here for a free short consult or a coaching session

Visit our website for free resources, podcast, coaching, membership and more!

>> Please support us!!! Please consider becoming a supporter to help support our free content, including The Peaceful Parenting Podcast, our free parenting support Facebook group, and our weekly parenting emails, “Weekend Reflections” and “Weekend Support” - plus our Flourish With Your Complex Child Summit (coming back in the spring for the 3rd year!) All of this free support for you takes a lot of time and energy from me and my team. If it has been helpful or meaningful for you, your support would help us to continue to provide support for free, for you and for others.

In addition to knowing you are supporting our mission to support parents and children, you get the podcast ad free and access to a monthly ‘ask me anything’ session.

Here’s the polished transcript of the interview-

Today’s episode is a replay of an episode from four years ago.

So many parents get worried, especially at this time of year, that their kids are materialistic and greedy and will never have good values. I thought you could use a little window into the future, and it would be helpful for you to see where we are in my family and what it’s like as kids get older.

So I interviewed my kids about their experiences growing up with presents and holidays and stuff. So if your kid has a case of the greedy, you’ll see, if you listen to my kids, that it won’t last forever. At the time of the interviews, they were 14, 17, and 20. Today they’re 18, 21, and 24. Things really do shift as your kids get older.

My older two kids live on their own—and they have for a few years—and so far, all they’ve said they want for Christmas is socks. Things really do change.

If this holiday support episode is helpful and you aren’t on my email list, make sure you check out the other posts that we have on Substack. As I mentioned, just search up Substack and Sarah Rosensweet and you’ll find us.

My team and I are going to be taking a bit of time off for the holidays. We will be back in the new year with new episodes of this podcast. And if you have any ideas for the podcast, or any guests that you’d like to have on, or you would like to be coached on the podcast, shoot me an email: [email protected].

I’d love to hear from you about any ideas you have for the podcast—what you’d like to have coming up in the new year.

Here we go back to the podcast. Enjoy this replay, whether it’s your first time hearing it or if you’ve heard it before.

Sarah: Today’s episode is a response to some parents’ questions and concerns that I received when I did a call-out asking people what they were concerned about over the holidays. And some parents were really feeling stressed about materialism and consumerism of the holidays, and their kids getting too many presents or wanting too much stuff.

So I interviewed my kids about it—what their perspective was, having gone through the “I want more presents” stage, and now they’re teenagers. They’re 14, 17, and one of them’s not a teenager anymore—he’s 20. So I interviewed them because they’ve been through it, and I’ve been through it with them.

But before we dive into the interviews, I just want to acknowledge that this is a very privileged position—that we have the privilege of being able to be concerned that our kids have too much stuff, or they’re getting too many presents, or that they’re worried too much about getting things and being able to buy things.

For a number of years when our kids were little, my husband was a student and I was a stay-at-home mom, and we really didn’t have any money. We really had to watch every penny. But we still had privilege because we got government assistance—child tax benefit. We live in Canada where we have socialized medicine, so we didn’t need to worry about health insurance.

And we also had the family safety net privilege, which was that we knew if we ever were really in dire straits, our parents would help us out.

And our kids had privilege even though we didn’t have money in those years, because they got a lot of presents from their grandparents. I think we mention that in the interviews that are coming up.

So my husband and I—we didn’t have much money, but we didn’t need to worry about buying them gifts because they had five sets of grandparents. Hello, divorce and remarriage.

So I just really wanted to acknowledge that I am speaking from a place of privilege, my children are speaking from a place of privilege, and those parents who reached out to me concerned about too many presents and materialism and “What are we gonna do when our kids just want so much stuff?”—they’re also speaking from a place of privilege.

And many, many, many parents don’t have that. They don’t have enough money to buy presents for their kids. And those kids might be in school with kids who get tons of presents at Christmas.

So two small things that we can do—and I know these are really just a drop in the bucket—but while I’m here, I’m just going to make two suggestions for all of us listening who are coming from a place of privilege.

One is that we don’t get big presents from Santa. If we do celebrate Christmas and we do the Santa tradition, we don’t give our children big presents from Santa. That’s one thing, because what about kids who are getting hardly anything, if anything at all, from Santa?

Another is that we make donations. Those of us who have privilege—we either make donations to food banks, or we make donations by buying new presents. It’s great to donate things that your kids no longer play with. But what I’m asking here is that we donate new presents to organizations that will then distribute them to kids who are less financially privileged.

I know that’s not a ton, and I always feel kind of nervous and vulnerable when I talk about things like this. I’m still learning and I’m not perfect. However, I just wanted to address the issue of privilege—financial privilege—before we dive in.

So let me introduce you to my kids. If you didn’t hear them in episode one of the podcast, when they were talking about what it was like to be raised by peaceful parenting, you might wanna go back and give that a listen. But let me introduce you to Maxine, who’s 14; Asa, who’s 17; and Lee, who’s 20.

You’re gonna hear each of their perspectives on stuff and presents and materialism and consumerism, and what they think parents should do to raise kids who have great values.

Okay, let’s dive in. Hi, Maxine. Hello. Welcome to the podcast.

Maxine: Hi.

Sarah: Can you introduce yourself?

Maxine: I’m Maxine, and I’m your child.

Sarah: How old are you? I know how old you are, but other people don’t.

Maxine: I’m 14.

Sarah: All right. So do you remember when you were little, what was the best thing about birthdays—Christmas, holidays?

Maxine: Oh… presents, I guess.

Sarah: I think that’s what—well, I—

Maxine: I probably shouldn’t say that, because I know that’s, like, what the whole podcasting is about.

Sarah: No, it’s okay. That’s what I’m trying to normalize. The fact that for little kids, it’s all about presents, right?

Maxine: Yeah.

Sarah: So do you think you’re still in that phase at 14—that it’s mostly about the presents?

Maxine: Well, not really. I like spending time with you guys—especially since Lee moved out.

Sarah: So you’re looking forward to having your brother come home at Christmas. What else is meaningful to you about the Christmas holiday?

Maxine: Well, literally you and Dad don’t have to work that much when it’s—so we get to spend, like, the whole day together. And we always have a nice breakfast, and sometimes we get to help you with that and stuff like that.

Sarah: One of my favorite things the past couple of years that we’ve been doing is the family walk on Christmas.

Maxine: Yeah. It’s fun. And we always take Emmy, and she’s always so happy to be with all of us.

Sarah: Yeah, because she never gets all five of us to take her for a walk at once.

Maxine: Oh—Emmy. Emmy’s our dog, by the way, if you don’t know that.

Sarah: So do you still like the presents?

Maxine: Yeah, I still like presents. But, like, who doesn’t like presents? Even you and Dad like presents.

Sarah: That’s true. But the time with family—you’re starting to appreciate that more as you’re getting older. Do you ever remember getting a present you didn’t like when you were a kid?

Maxine: No, but I remember being disappointed that I didn’t get presents that I wanted.

Sarah: Oh yeah? Tell me about that.

Maxine: When I thought Santa was real, I would make lists and I wouldn’t get all the stuff, and I would be kind of sad.

Sarah: Yeah. And how do you think that affected you as a person?

Maxine: I don’t think it really mattered. I think I was just a little kid who wanted to have all the presents that I wanted.

Sarah: Yeah. Do you think that’s pretty normal?

Maxine: Yeah.

Sarah: Do you think parents should worry about that?

Maxine: No. I think you shouldn’t worry. But I think it’s weird if your kids aren’t excited about presents and don’t want lots and lots of presents, because that’s a normal thing for kids to want.

Sarah: And so what do you think happens as you get older, and now you’re like, “Yeah, I still like presents, but that’s not the most important thing.”

Maxine: I think when you’re little, you just don’t understand what the holidays—and what that is all about. But when you get older, you realize that it’s more about just being able to spend time with people and stuff.

And it’s also nice to give people presents instead of just always getting presents.

Sarah: What have been your favorite presents that you’ve given?

Maxine: I don’t know—like when I give my brothers records or stuff like that, and it just seems to make them happy, then it makes me feel good.

Sarah: Do you remember making presents?

Maxine: Yeah. I made presents—like this year or last year. I made those little tree decorations for my brothers and you and my dad and all the grandparents and stuff.

Sarah: That’s right. Those were nice.

Maxine: Those little candy cane things.

Sarah: Yeah, those were sweet.

Maxine: Also, I like Christmas because it’s all nice and cozy. And just—like on Christmas or just any holidays that we do as a family—but especially Christmas, when we’re all sitting around and listening to music and it’s all cozy in our house and stuff, and then we can look outside and stuff like that.

Sarah: I love that too. I love decorating the tree and then sitting and looking at it afterwards, having hot chocolate.

Maxine: Yeah.

Sarah: You know, that was a tradition that I did growing up too.

Maxine: Cool. Also sometimes on Christmas—or mostly Christmas or New Year’s—when our grandparents call to just say “Happy New Year” or “Merry Christmas,” that’s nice. And you get to talk to them.

Usually I call your mom, and I always show her all my presents and stuff.

Sarah: You know, Nana listens to the podcast. Do you want to say hi to her?

Maxine: Hi Nana.

Sarah: One of the other things that parents were worried about—and why I’m making this podcast—is that sometimes little kids seem really ungrateful. Like they get a whole giant pile of presents and then they’re like, “I wanted the blah blah blah,” or “I didn’t get that,” or “Why did he get more?”

What do you think those parents need to hear when they have little kids? What do they need to hear from an older kid?

Maxine: Like I said before, when I would not get presents that I wanted, but I would still get other presents—I would be sad or unhappy about it, that I didn’t get the other presents that I wanted. But after, I would realize how fun the presents I actually got were.

And honestly, if you have a four-year-old and they’re upset about not getting something, then they’re literally four. So you can’t really think that they’re ungrateful, because they don’t even know what that word means. They probably don’t even know how to say that word.

So you can’t really worry about them being ungrateful, because they don’t even know what that is.

Sarah: Right. And they don’t have anything to compare it to, right?

Maxine: Yeah, because they’re literally four.

Sarah: So if parents are really worried about that—if they think their kids think that toys are the most important thing—what would you say to those parents?

Maxine: Well, kids are just kids. I’m still a kid, but I know that presents aren’t the only thing that’s good about holidays and stuff. But I’m still learning. And if your kid is younger than me, then chances are they’ll know even less about that.

So honestly, kids are just kids, and they just think presents are so cool and exciting that they don’t know there’s more to it than presents.

Sarah: Right. Do you think there’s anything parents could or should do to teach their kids that there are things more important than presents?

Maxine: Well, you could do traditions, like what we do—like where you go on a walk, or you decorate your tree as a family or something. Or if you celebrate Hanukkah, doing little traditions for that and stuff. So when they’re older, they’ll see, “Oh, when we did all those things, those were nice traditions that my parents did.”

Sarah: Can you think of any other traditions that were important to you?

Maxine: Decorating cookies.

Sarah: I was thinking about that too. That’s a lot of fun. I’m really looking forward to doing that this year.

Maxine: And I already promised one of my teachers, Ms. Miller, that I was going to give her cookies. So we have to do it.

Sarah: We absolutely will, because she loves sugar.

Maxine: Yeah, she’s sugar.

Sarah: She does. Yeah.

I think you’ve always liked giving presents too. Is there anything else you think parents should know if they’re worried about their kids thinking that stuff is more important than people?

Maxine: Honestly, just what I said before: kids are just kids, and they don’t know anything other than presents. So don’t think it’s a big deal, because eventually they’ll realize more things about holidays, like I did.

But if your kid’s, like, six and they’re so excited about the presents and that’s all they can talk about, then honestly that’s a normal kid behavior.

Sarah: Right. And not worry about it.

Maxine: Well, not, like, normal, but a lot of kids are like that.

Sarah: Yeah. And I think if we can be excited for them too, right?

Maxine: Yeah. If you can show them that it’s so great that they’re excited about it, and it can be like, “I’m excited too,” then they’ll see it’s not something bad. But if you tell them, “No, you shouldn’t be this excited about presents. That’s not allowed…”

Sarah: That’s right.

Hey, do you remember—this is one thing I forgot to ask your brothers about—do you remember times when you’ve gotten an experience instead of a thing you can hold in your hands for a present?

Maxine: People have given me a ticket to go do something with me or something. Just for fun.

Sarah: I think Mimi took you to a show once.

Maxine: Yeah.

Sarah: And Uncle Les used to do sleepovers and movie night.

Maxine: Yeah.

Sarah: Do you think that’s a good idea? Do you think kids like that?

Maxine: Yeah. I liked—huh? But I’m not a normal kid.

Sarah: You’re not a normal kid? Why aren’t you a normal kid?

Maxine: Because I’m not. I don’t know how to explain it.

Sarah: I think you’re a pretty normal kid.

Maxine: No, I’m extraordinary.

Sarah: You’re also hilarious.

Maxine: Thanks, darling.

Sarah: You are welcome. Love you. You look funny with those big headphones on your head.

Maxine: Yeah, I’m sure.

Sarah: I do love you, kid.

Maxine: Oh, I love you.

Sarah: Hello. Okay. Okay, let’s get started. Can you introduce yourself?

Asa: My name’s Asa. I’m your son. I’m 17.

Sarah: Thanks for coming on the podcast.

Asa: Yeah, no problem.

Sarah: So when you were little, you and your older brother Lee used to spend hours looking at the Lego catalog and circling all the things that you wanted.

Asa: Uh-huh.

Sarah: Do you remember that?

Asa: Yeah.

Sarah: And I remember Dad used to really worry about that. He used to worry that you guys—your values were out of place, and you were gonna be super greedy kids and not care about the right things.

Asa: Right.

Sarah: He was right?

Asa: Yeah.

Sarah: Are you super greedy?

Asa: No.

Sarah: Now, I remember one year when you were around 11 and I said, “The grandparents are starting to ask what you want for Christmas,” because they wanted to get you something. And you stopped and you thought, and you said, “Mom, I think I have a pretty good life. I can’t think of anything I want.”

Do you remember that?

Asa: Yeah.

Sarah: So how did you go from the five-year-old who wanted everything in the Lego catalog to—

Asa: I think I kind of just grew out of it, I guess, is the best way to say it. I don’t know. My brain chemistry changed.

Sarah: Do you think that’s typical of 17-year-olds? Do you feel like most kids your age don’t want that much stuff?

Asa: Yeah. The thing is, I don’t really play with toys anymore. So when I was little, you can never have too many toys. You just get more and more and more, and they’re all good.

But now, thinking about it, the only thing I’m missing in my daily life is a backpack big enough to put all my stuff in. So that’s, like, the only thing I want. When I think about it—what would make my life better—the only thing I can think of is a bigger backpack.

Sarah: A bigger backpack. Okay.

Asa: Bigger backpack.

Sarah: I think Santa has gotten wind of that, so you don’t have too long to wait.

I feel like you’re sort of unusual for kids your age in terms of not being into brand-name stuff. Do you think that’s true?

Asa: Yeah. I would say that’s true.

Sarah: Why do you think that is?

Asa: When you get older, you value different things. Your values change. You don’t really care so much about accumulating plastic chachkes, and you’re more focused on just having a good time.

Sarah: I know you don’t want little toys from the dollar store or Lego kits anymore, but why don’t you want brand-name sneakers? You haven’t even gotten sneakers in, like, two years, right?

Asa: I’ve evolved past that.

Sarah: Okay, but what is it? I’m trying to say: I think you’re unusual for someone 17, in grade 12, who’s not like, “Oh, I need these sneakers and that expensive thing and the latest iPhone.”

I want to hear anything you think would be helpful for parents who want to make sure their kids don’t grow up greedy and materialistic.

Asa: They won’t. They won’t. Or maybe they will, but it doesn’t really—some people are like that and some people aren’t.

Everybody when they’re little wants Lego and wants to look in the Lego catalog. Whatever you do then is not gonna shape that. Maybe your kid will grow up and be greedy, but you telling them that they shouldn’t look at the Lego catalog isn’t gonna change that.

It’s not guaranteed everybody’s gonna grow out of it. Whatever you try and do isn’t gonna change that. It’s already kind of preset. Let the kids do whatever they want, and then maybe they’ll be greedy, maybe they won’t. But it won’t really have any effect on it.

Sarah: So you’re saying it’s other things—not what they want when they’re little—that decide how they turn out.

Asa: Yeah.

Sarah: I think it’s pretty normal for little kids to want lots of stuff. It’s hardwired, evolutionarily, for them to want stuff—because if they were just quiet and meek in a corner, everyone would forget about them.

Asa: Yeah.

Sarah: Do you remember when you started to feel grateful for your life?

Asa: I am grateful now, and I probably wasn’t when I was three. So somewhere along the line—maybe somewhere between three and 17—maybe five years ago. I don’t know. It’s sort of a gradual thing.

Sarah: Yeah, it’s hard to pinpoint.

You said that parents telling their kids not to want stuff isn’t going to make a difference. But do you think you internalized what was important in our family, and because Dad and I aren’t really into brand names and buying stuff, that’s how you developed too?

Asa: Yeah. I would say I cared about the stuff most when I was in grade six and seven, and I felt really weird telling you guys that I wanted shirts with company logos on them and stuff. It just felt out of place in our family.

Sarah: Why do you think it was grade six and seven that you wanted the most brand-name stuff?

Asa: Because brain development-wise, that’s when you want to fit in the most.

Sarah: That makes sense. And at a certain point, you just…

One of the things I admire about you is that you don’t care what other people think—in a good way. You have your own idea of what you like and what’s cool. But when you were little, what was the most important or meaningful thing about Christmas or birthdays?

Asa: I guess the anticipation. The anticipation of all of the presents and celebration and whatnot. When you actually get there, it’s like whatever, but it gives you something to look forward to leading up to it. That was probably the most important thing.

Sarah: The excitement of the possibilities of what you might get and do.

Asa: Yeah.

Sarah: What about now? Has anything changed?

Asa: Well, I used to have birthday parties when I was a little kid. I don’t really do that anymore, so birthdays definitely don’t feel as significant.

Christmas is kind of the same mold, but again, I’m not so much into, like, “Which Lego am I gonna get this year?” So I don’t know. I guess now I value the food and the family and everything else. So Christmas, beyond the presents.

Sarah: Nice. Well, thanks, Ace. Was there anything you think parents should know about this topic?

Asa: Make sure your kids are staying somewhat grounded to reality, but just relax too, because they’re little kids.

Sarah: Thanks, Ace. Bye.

Asa: No problem. Bye. Love you.

Sarah: Love you too.

Lee: Hello.

Sarah: Hi, Lee. Welcome to the podcast.

Lee: Thank you for having me.

Sarah: Can you introduce yourself?

Lee: Hi, I’m Lee, your oldest son.

Sarah: How old are you now?

Lee: 20.

Sarah: 20 and—

Lee: A half.

Sarah: 20 and a half. We missed your half-birthday this year.

And for anyone listening who doesn’t celebrate Christmas, I think this applies to birthdays or any other holidays where kids get presents. Looking back on your childhood, do you remember really wanting to get presents and lobbying to get presents when you were little?

Lee: Yeah, definitely. Next question.

Sarah: I asked your brother this—do you remember looking at the Lego catalog, the two of you pouring over it and circling everything you wanted?

Lee: Oh yeah, for sure. I think you and Dad tried to moderate that. I remember you talking to us about consumerism. I think I understood that stuff, but I still just wanted presents. I think that’s how it is for most kids.

Sarah: For sure. It really stressed Dad out. He was worried about all the wanting, like a lot of the parents who wrote with concerns about this.

But you’re a person now at 20 who I would say is pretty non-materialistic. When did you become aware of consumerism and materialism?

Lee: I think I was aware as long as I can remember. Definitely you taught me early, but I don’t think it sank in until I was a young teenager.

When was the first time I was like, “Oh, you don’t need to get me any presents”? I don’t know. By the way, you always still do, but I’m pretty sure I always tell you now that you don’t need to.

Sarah: Yeah. We get you presents because we want to get you presents, not because we feel like we have to.

Lee: But when I was a kid, I wasn’t like, “Oh, you don’t have to get me any presents.” I wanted presents very much.

Sarah: For sure. Do you ever remember—

Lee: I think it was enough times… Do you talk to your parents about the post-holiday letdown? We haven’t talked about that yet, but experiencing that enough made me feel like, “Okay, maybe presents are not the name of the game.”

Sarah: Say more about the post-holiday letdown.

Lee: Somewhere around 3:00 p.m. on Christmas, you’d be like, “Well, that was that. Back to my comfortable life, I guess.” But normal. You’d stop feeling excited and you’d feel like, “Was I really that excited?” Because once the suspense is gone—who said that? The anticipation is always better than the actual thing. Some philosopher said that.

Sarah: That’s so funny because that’s what your brother said. When I asked what he remembered most, he said: the anticipation.

Lee: Yeah, for sure.

Sarah: So what would you say to parents who are worried their kids always want more stuff? And even the post-holiday letdown can look like crying about not having more presents at three o’clock.

Lee: I would say it’s okay. The kids are victims of the mass media, but you’re probably already doing your best to counteract that, and just have faith. If you’re generally raising a conscientious kid, they’ll eventually probably come around.

How many adults do you know who are obsessed with presents?

Lee: Well… some are. Some people are very materialistic. But generally people grow out of it, I think.

Sarah: There are tons of people who get the new iPhone with every update, or who want the newest, fanciest thing and brand-name stuff.

Lee: Okay. I would say then: you guys really hammered it at home with me. And that’s probably why I think what I do now—“People, not stuff,” the old mantra.

Sarah: People, not stuff. That really was a mantra in your childhood, wasn’t it?

Lee: Yes, probably.

Sarah: And for anyone listening, don’t get me wrong—you guys got a lot of presents for Christmas.

Lee: Oh yeah.

Sarah: Not from us necessarily, because we didn’t have much money when you were growing up. Just a lot of grandparents. You guys have five sets of grandparents—ten grandparents—and then aunties and uncles and big family.

I wouldn’t say you were spoiled. Do you think you were spoiled?

Lee: I don’t know. Maybe. I think it’s less about having things and more about having a bad attitude than anything else.

Sarah: Yeah. I think spoiled is when parents can’t say no and they just give everything. You may have had grandparents who couldn’t say no and gave you everything.

Lee: Yeah, that makes sense.

Sarah: Looking back, what was really meaningful for you about Christmas or your birthday?

Lee: I couldn’t tell you what was really meaningful—just the thing itself. You’re very conditioned to be excited for those things when you’re young. Santa and presents.

Sarah: So what about now? What do you like about the holidays?

Lee: I don’t want to say I dislike them. I don’t ever decorate, and I play Christmas songs when I get paid too.

Sarah: You play them for free at our house.

Lee: Yeah. On your request. That’s true.

I don’t know. I’m pretty agnostic about it. I don’t mind it. I mind it in November when people get excited about it, but when it’s actually the season, it’s cool.

Same with my birthday. It’d be cool to do something, but it always ends up being pretty low-key. I don’t think that’s positive or negative—it varies from person to person.

Sarah: Is there anything you’re excited about with Christmas coming?

Lee: I guess it still feels nice—like the intentional family time. And the new Lego and—

Sarah: Sorry, spoiler: you’re not getting any Lego this year.

Lee: Okay. Family time, yeah. Seeing extended family. I don’t know if we’re going to this year. I think Christmas is cool.

Sarah: Do you remember making presents for your siblings when you were growing up?

Lee: I remember making Asa the piggy bank.

Sarah: Do you remember the sock monkeys you made them?

Lee: Oh, vaguely.

Sarah: Those were a lot of work.

Lee: Yeah, I forgot about that. I don’t remember if they liked them.

Sarah: They did. We still have them.

Lee: Yeah.

Sarah: Changing gears a bit—from holidays to consumerism in general—do you remember when you came home from Montessori and said you wanted some company—

Lee: Yeah, I know what you’re about to say. Company shirts?

Sarah: Yeah.

Lee: Okay.

Sarah: Do you remember why you wanted company shirts?

Lee: Because it was cool.

Sarah: We thought you meant shirts that said GAP on them or something. But when Dad took you shopping at a thrift store—

Lee: I just wanted shirts with pictures on them.

Sarah: Do you remember the trip?

Lee: Yeah. I remember getting a Superman button-up. I don’t remember the others.

Sarah: I think you got shirts that said T-Rex.

Lee: I couldn’t read, so I didn’t know what a company versus just a picture was.

Sarah: What do you think that did for you?

Lee: Made me cool. I have more friends. I’m joking.

I don’t know. I remember being happy to have a cool wardrobe. If you want to talk consumerism, I think I still like getting cool clothes. A lot of people do. Although I don’t go shopping that much.

I do tend to buy secondhand clothes, and that’s just a style question. I think that fateful shopping trip—we went to a Goodwill or something, right?

I remember going there as a child. And then I had one or two years in the beginning of high school where I wanted to get all my clothes from H&M, and then I just went back to Value Village after that.

Sarah: Yeah, I remember that. Rebellious years of going to the mall.

So another thing parents worry about is that their kids aren’t appreciative or grateful for everything they have in their life. And I personally think—of course they’re not.

Lee: Yeah. Of course they’re not. They’re little dummies.

Sarah: No. I don’t think they’re little dummies. I think they just don’t have anything to compare it to.

Lee: Yeah, for sure. That’ll come with time.

Sarah: Do you remember starting to feel appreciative and grateful for what you have?

Lee: Do I remember becoming conscious of it? It always was something you guys talked about. It slowly, very gradually became less abstract as I got more world experience.

I don’t totally remember what you said, but the message was: “You are fortunate.”

But I never thought, “I’m not grateful.” When you’re a kid, you just don’t understand much. How could you expect them to understand something as nuanced as gratitude? Or privilege.

Sarah: Yeah, privilege.

Lee: That’s what I’m talking about. It comes with time. You still have to make an effort to show them that, because I definitely know older people who don’t really get that. And if you don’t, you’re one of them.

Sarah: So it would be fair to say that the parents who are concerned about wanting their kids to be appreciative of their privilege, wanting their kids to be grateful, and not too consumerist—

Lee: You’re probably already doing fine. Exactly. Talk to them about it, and within a decade they’ll get it. And within a decade, they’ll become the preachy ones and you’ll get annoyed.

They’ll start lecturing you about capitalism, and you’ll be like, “Gosh darn it, what have I done?”

Maxine: I think that’s happened to us a few times.

Lee: All I was trying to say—I wasn’t trying to say don’t get your kids presents. I think I’ve been pretty clear. I never minded when you guys talked about privilege and stuff when I was a kid. Even if I did mind it, that would be more reason to reinforce those points.

I think the golden rule of parenting podcasts is: if you’re concerned about this stuff, you’re already probably doing pretty well. And if you don’t think about it, then your kid is the one that needs help.

Sarah: Yeah. In any case, those are not the people who are probably listening to this.

Lee: That’s the parenting podcast paradox.

Sarah: Okay, let’s close by saying—

Lee: You better leave that in.

Sarah: I’ll leave it in: “Parenting podcast paradox.” The Peaceful Parenting Podcast paradox—and add another P in there.

Okay. Well, thanks, Lee, for coming on the podcast.

Lee: Thanks for having me.

Sarah: Love you.

Lee: Happy holidays to all your listeners.