Exploring Unschooling

We’re back with another On the Journey episode! Pam, Anna, and Erika had fun connecting with Living Joyfully Network member Julia Triman. Julia was on the podcast with Pam back in 2021, when she talked about her unschooling stories. It was really cool to hear how things have changed and how they’ve stayed the same in her family of four.

Julia shared about her family’s latest passions and what has surprised her the most about her unschooling journey. She also talked about her interest in quilting, how she followed the threads of her new interest, how it grew into a business, and how it all ties into the paradigm shifts she’s made through unschooling. It was a really inspiring conversation and we hope it resonates with you!

Watch the video of our conversation on YouTube.

THINGS WE MENTION IN THIS EPISODE

EU264: Unschooling Stories with Julia Triman

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EPISODE TRANSCRIPT

ERIKA: Hello, everyone! I am Erika Ellis from Living Joyfully. And I’m joined by my co hosts, Anna Brown and Pam Laricchia, as well as our special guest today, Julia Triman. Hello to you all.

I’m very excited that we get to talk with Julia today. I met her right when I joined the Living Joyfully Network in 2020. And I’ve had so much fun connecting with her over the years. Julia was also on the podcast back in February 2021, when her kids were just three and five. I encourage everyone to check out episode 264 if you would like to hear more about her unschooling journey.

And we can’t wait to hear an update five and a half years later. So to get us started, Julia, can you tell us a little bit about you and your family and what everyone’s interested in right now?

JULIA: Definitely. And I’m so excited to be back. This is really fun.

So, we are similar to what we were five years ago. We still live in Frederick, Maryland in the US. We’re not terribly far from Washington, DC. And we’re still a family of four humans and two cats. Our cats are getting a little older. They’re aging a bit, but they’re still very much part of the family every day. So as far as what we’re interested in, I’m going in the same order I went the last time.

Starting with Dan. Dan and I have been together for many years. And he loves being outside, trail running, open water swimming and biking. He is a triathlete and he also does each of those activities by themselves. He absolutely loves to read in his spare time. One of the things I love is he’ll just go, so I’m a library person. When I go I want this very specific book and I get the hold for that specific book. Dan is a browser. So he’ll go to the library and he will come home with a backpack completely full of books.

But for me, it’s a thrill because then I get to see each book and see all the things that he found, all these little treasures that he’s interested in. And the last important thing to note is Dan absolutely loves good food. He likes cooking and also eating and finding delicious tasty foods to eat. Going to our farmer’s market is another personal hobby of his.

Cody, which is kind of amazing to even say this out loud. But Cody is 11 now. And he right now I would say is very into animation, both watching different animated shows and also making his own animation. He’s also still very into music. And the biggest game he’s playing right now is called Terraria. And he and a friend have been working through that quite a bit in the last couple weeks and really enjoying that game.

And Nora is eight. So she’s eight at the time that we’re recording this, but she is very soon gonna be nine. So by the time it comes out, she will be nine. Her absolute biggest thing she’s into now is connecting and playing with her friends 100%. She also loves and she has for her whole life, like creating and making things. And right now that’s investing a lot of time in beading and also very recently bedazzling. That’s the newest most exciting thing that’s happening on our porch these days.

But she also combines those things. She likes making things to gift to her friends. That is probably her top occupation the last week or two or three is just using these things that she loves to create and gifting them to friends. It’s just a big thing for her right now.

And then the last thing I wanted to say about Nora, she also has recently really been enjoying when we travel or go on a day trip, anytime we’re exploring or seeing something new. She’s very into that these days. And when we do travel and stay at a vacation home or a hotel, she just loves every single one from the moment we walk in the door, she just loves exploring a new place to live in a way.

And so that’s just been a really fun thing that I would say more recent than maybe the last time we chatted. So the three of us are also deep into the Percy Jackson book series right now and all three of us are loving it. One of them will say we need to read a lot tonight. We need extra time because we’ve got a lot to get through.

And I’m excited, we’ve decided we’re going to do book one, season one, book two, season two. There’s a series I think on maybe Disney plus that we haven’t watched yet, but we’re going to do that soon too.

So, I looked back and I was thinking about it. As for me, I don’t think I was a quilter. The last time we recorded a podcast which, just like the kids’ ages, is mind blowing to think about because quilting has just become such a big part of my life now. And I’ll talk a little bit more about that later. But I absolutely love quilting. And what it’s become for me now is a creative outlet, a way of expressing myself artistically and creatively. But I’ve also very recently become a quilting teacher.

And so one of my hobbies these days is coming up with new creative quilting workshops, just like how can I come at it from a different angle, and a different topic. I just get a little zing of a thrill just making up new quilting workshops. And I do have at least a few other things I enjoy besides quilting. Hiking and yoga are still really big.

And I’ve been doing a lot of reading lately about the philosophy of creativity, which kind of stems from my quilting and art interest, but it’s also a separate passion or interest.

The last thing about us is we’re also joining our first ever homeschool co-op this fall, which is something I’ve always kind of been curious about. And I’m excited that the timing and the co-op we’re going to try just hit everyone at just the right moment. I’m excited to just see what that might be like for all of us to have like a regular group that we’re meeting up with every week.

ERIKA: Yeah, that was awesome. I’m so excited hearing all the things and all the things that have changed. And just picturing all that you’ve gotten to do since we talked to you last time. I just feel like that’s really cool. And that you could have such a big part of your life as quilting, in such a short period. We never really know where our journeys will take us. But yeah, that’s super inspiring.

ANNA: Yeah, that’s what struck me about the quilting too. I’m thinking, oh my gosh, we may not even know what’s going to be our main passion five years from now. And that’s the same for kids too, right? There may not be a well worn mapped path of how we get there. Things just show up. That really struck me too. It’s amazing.

PAM: It is. I had fun. I tried my hand at Terraria as well.

It was just fun to hear and have an idea of how much they’re figuring out as they’re working their way through it. I think that is super cool. That’s why I love hearing snapshots. And then snapshots from the same family over time. Because yes, unschooling kids have a wide range of interests.

And also an unschooling child can often have a wide range of interests. And I don’t want to leave out the ones who have a lifelong passion about something, but the window changes over time, and the different ways they approach it, the different ways that they’re diving in because a passion can just be a window to so many different things.

JULIA: It’s always so fascinating to hear that. And that’s funny that you mentioned those two things right next to each other, because we were having a conversation recently about Cody’s interest in Terraria and how he and his friend had tried the game. I don’t know if it was a couple of months ago, maybe even a year ago, and it didn’t really click at that time.

And so some period of time later, it is that window. It is just the right time for several reasons. And it’s fascinating for both of them right at the same time. So that’s been really cool to talk with him about, sometimes you might try a game and maybe it is really interesting, but it’s just not the fit for that time.

PAM: Mm hmm. And sometimes you’ll see games or any interest, but just using games as an example, how something will click and you’ll play for a while and that was really cool. And then you move on. And then you’ll find it’s circling back a few months, a few years later, and there’s a completely different aspect. And that’s what they’re diving into and exploring. So many games are rich in that way that they don’t have just one thing, especially a game like Terraria. It’s very much a sandbox.

JULIA: It’s got so many different aspects you can play with. It has such a unique style too. We were talking recently, or I was sharing rather about how there’s almost a retro, like it looks if you just look superficially at the gameplay and the style of the game, it definitely looks like an older game, maybe from when I was a kid even, but then there are some elements they throw in that are very much of the sort of 2026, or it wasn’t made in 2026. But you know what I mean.

The era that it was made, which was not in the early 90s. So anyway, it’s just interesting how each game we play and how there’s so much to each one. We can have all these rich conversations about all these different aspects of every single game that they might play. I love it.

PAM: I know, I love it. And that’s one of the things with unschooling we talk so much about, is that when we engage with them, in whatever it is that they’re interested in and playing, we’re not just saying, oh, they’re playing a game, right? We just know so much more.

And we can then have those rich conversations. And that’s where we see and just learn so much more about them and see what is catching their interest right now, which bit of it and then we can make their world richer. Anyway, that is beautiful.

I love that piece. And it kind of leads nicely into our next question, which is, we’re just very curious to hear with this window now that we’ve had more than five years since you’ve been on here speaking about things. What has surprised you as to how things have shifted and changed what your unschooling looks like nowadays? I would just love to hear your perspective on that.

JULIA: So I just love this question so much, because I maybe had a different thought when I first saw the question. And then as I sort of pondered it more, so much started coming out in my mind and from my experience. So my first response, and this was my gut instinct was, well, everything is different. And everything is the same. It looks nothing like it did. And it also is exactly like it was.

Which is a non answer, but my initial thought. So, as Erika mentioned, the last time we recorded, the kids were three and five, so quite a bit younger. And when I was thinking back, I mean, I was in the thick of big sensory play. I would say I was very physically responsive, physically present with the kids, almost every minute of the day.

Very hands on, lots of exploration, lots of creation and destruction and huge messes and just like playing together all day every day. Now, we’re still together, we’re still connected. But it is really different the ways that we connect.

So how I would describe it is my involvement and interactions with the kids these days are a lot more cerebral. And I think that probably is tracking their individual development and their development as humans, in terms of how they want to relate and the types of topics we might get into. But I was thinking about it.

And I think I maybe oversimplified what I do at first. I was like, all right, Julia, I’m doing more than that. So the big thing I would say I’m doing is listening. And I want to talk a little more about that.

But I was like, you’re doing more than that. So now I would say I remember talking with you, Pam, about how they really helped me focus on the present moment. And they absolutely still do.

But we’re also a lot more future focus these days in certain aspects. I will do a lot of work to schedule meetups with friends, schedule activities, coordinate and plan these logistics. Whereas before, we spent a lot of time at home. And we might go out once a week to do some big adventure.

Now it’s like, at least one of the kids would prefer that we be out of the house every single day doing something. So it’s a lot. That’s a big part of what I’m doing now is listening and then responding to those requests. A lot of sourcing and finding materials and technical things.

But what I remember when they were younger is it would be Julia figuring it all out myself. And now it will be like, I want this thing, or I’m curious to explore this. And it’s very collaborative.

We’ll be together, either internet researching, going to the library, whatever the need might require. So that’s still a big part of what I’m doing. But it’s so much more in sync with each person, each kid, and exactly what they want, or what they’re looking for.

And we do a lot of just brainstorming. I want to do this thing, but I’m not sure how. And so just a lot of back and forth around, what will we want? How can we make this thing happen?

Or this even just like an outing, there’s an outing today that doesn’t really fit in the schedule. So it’s like, okay, well, let’s just sit together and think of how we can make it happen. Like, could we do it later at night? Could we do it tomorrow? Could this person come with us? So anyway, a lot of brainstorming, I would say definitely every day.

Also, we’re moving things around, and setting up new spaces and taking down old ones to kind of support as their interests grow and change. Maybe we need a chair here. Maybe we need a whole room switched.

Whereas before it felt like maybe an open play space where just everything happened all the time. But now their needs are getting more specific, and their interests are getting more specific. So they’re maybe wanting a desk for some purpose, maybe needing a dedicated place for a certain type of art creation.

And sometimes, they still invite me to play games with them or create things. Sometimes Nora will want to show me, she’ll want to kind of help me understand how to make a particular beaded project. So she will give me a little cup with what do you call it? A kit, she calls it a kit.

So I’ll have my kit with the beads that I need to make the thing. And then she walks me through it step by step, which is also so interesting, being a sort of arts and craft teacher. And then just experiencing that through a different lens with her is extremely fun.

So yeah, I was gonna say about the last piece I wanted to share was just about when I say listening, what do I mean by that? Because obviously, or not obviously, but in my experience with them, listening is what I always wanted to do from the very beginning. And maybe it wasn’t always listening to lots of words, but listening to who they are and what they want to do.

And I don’t know if it surprised me. But it really has changed, how and what I’m listening for. So they might work on something like an animation or an art project, and then they want to show or share that with me.

Or they might do something on their own or with a friend. And then they want to, at length, tell me about things about it, just verbally explain, this is what happened. These were all the pieces, maybe even show me something on YouTube, it looked like this.

And these conversations, again, we’ve had conversations their whole lives, but they are just becoming so much deeper, and rich and varied. And I just am learning so much from them every day, they ask so many challenging questions and have really deep insights. And as we were reviewing for this, I have notes that I’m occasionally glancing at to make sure I’m staying on task, which I’ve already kind of gotten off task once or twice.

But as we were reviewing this, one of the things the kids told me was there were just a few words that didn’t resonate with them. And actually, the word resonate was something that I needed to explain. But in explaining to one of them, what I meant by the word insights, it was so fascinating.

And it was, I think, just a perfect example of what I’m trying to explain. They’ll come with a question, what do you mean by insight? What does that mean in this context? And then I was explaining, well, you’ll ask a question, or we’ll be talking about a topic.

And then something new is revealed that maybe neither of us knew before, or one of us, one of the four of us in our family will know something the others didn’t. And so that gives us new information. So it’s just like the coolest thing to be learning more about humanity and language and all of these things, with just the most, sometimes they’re very simple questions, but then it gets really deep.

But the other piece I will say about listening, is I’m also challenged in a lot of new ways that I wasn’t before. And I mean, I think as a parent, there are challenges always along the way. And I don’t necessarily mean challenge in a negative way.

But they question what I do a lot more. And they’re interrogating my opinions. And they happily let me know when something I say or do doesn’t resonate.

Which I think, again, you know, being nine and 11, I think it’s pretty common from what I understand from other parents that I know. So yeah, I feel like I’ve probably covered most of what I want to say about that. But listening for those, I’ll call them critiques, and understanding why the things I do or say, may not resonate.

I feel like that’s kind of one of the biggest learning and growth moments for me right now.

PAM: I love that one, Julia. Yes, I love that you focused on listening and how that is changing over the years. And absolutely, that shift in the depth of the conversations. But also it’s so fascinating and there’s definitely work to not take feedback like personally, maybe words we use or things we’re sharing or things we’re choosing to do, like there, you use the word critique, information about their perspective.

And it’s so fascinating, if you can bigger picture that rather than taking it as a knock on who you are as a human being. It’s really telling you so much about them, isn’t it? It’s like, oh, they’re noticing this.

Now, this is something that they really didn’t see happening. It was just like part of the background of the day, part of the background of another person. But it is so fascinating to see the pieces that they start to notice when they start to notice. And, just what they as a human being are thinking, how they’re seeing it, what that it really is, It’s so helpful in seeing through their eyes and the lens of the particular action or words or whatever, and how they’re seeing it.

I remember a long time ago, Lissy had a couple of words like that. She liked to say show, not concert. We had conversations about it, and what that meant to her. And then she didn’t like if people talked about kids going through a “phase”, they’re going through this phase, because if you call it a phase that presupposes that there’s an end to it. And for her, she felt like don’t call it a phase when I’m deep in the middle of it, because maybe I’ll be this way forever.

And so it’s just so fascinating to have those conversations rather than feel defensive about it. Or thinking, I have to change, there’s something wrong with me.

No, to actually have those conversations. Of course, you try to use the language that resonates for them as well in the moment. But now when you understand the perspective, it’s so much about them. And it’s all about them, and how they’re seeing things. But as a family, and as a relationship that we want to develop, and keep connected and trusting, to learn that and work with that, I think it’s just beautiful. So I love that you brought that up.

ERIKA: I totally love that, too. And I thought challenging or challenge is such a good word for it because sometimes it can feel hard for me when it’s like, but this is how we’ve always interacted, or I’ve always said that, or you’ve always liked that, or, those kind of feelings of, I thought I knew you. And now you’re telling me that you’re different.

But it happens so much now that I’m used to, that’s just the new normal is they’re different. And they’re going to tell me about the things that are working and not working for them right now. And it’s not how it used to be, and so to not take that personally, and really see it as kind of a positive challenge, like a way that we can all grow together in our conversations, I think has been really cool.

And right, I can totally imagine how much has shifted in the way you communicate with them over these really important developmental years.

ANNA: Yes, so much. And I love the don’t take it personally piece because that’s huge. But what that allows is what I love. I get lots of insights into Julia’s process and things because we’re close, but I love what you’re describing because I think it helps people see how these conversations really just flow in our natural day to day. That’s not resonating for me. Okay, let’s figure out something else. Or, hey, I’d like to do this.

There’s such an openness about it. And I think we can get kind of stuck in defensive postures or in thinking there has to be one way. We’re speeding through, there’s the sense of urgency, whatever things kind of stop us from giving things that space. I think you’re really just very beautiful in allowing the space. And that doesn’t mean that there aren’t bumps, right, that sometimes that’s hard, or we are pushed up against timeframes and deadlines.

But when we cultivate that sense of openness, and hey, we’re going to talk about this, and we’re going to have space for this. And we’re going to be aware and watch for those other nonverbal cues. It really changes the energy of those experiences. And I think that you’ve just really beautifully explained that.

ERIKA: I think it’s giving them a chance to be someone different, to grow.

JULIA: And I would say, it’s doing the exact same thing for me. Because while I totally agree, it’s helping me see through their eyes. It also in a really powerful way, at times is revealing to me, or I wrote down that they’re catching me in my stories.

And in my tapes that are in my head, even just this is something so simple. But the other day, one of the kids asked, Why do you say my dear, why do you say, well, I love you? Blah, blah, blah, blah, my dear.

And I was like, Oh, I think it’s probably because that’s what grandma always said to me. It’s not something that I think a lot about. And it’s nothing personal.

That’s another thing is there was a time within this stretch of time since we’d last chatted, that one of the kids was clear that they did not want me to use any of the nicknames that I was using for them anymore. And we’ll just say for those who don’t know me that I am affectionate and effusive to a fault. And this child had probably more nicknames than any child has ever had.

So that was really a process for me. And I remember telling them at the time, I’m committed to this, I’m going to mess up, I’m going to make mistakes. But it didn’t take terribly long until I wasn’t using the nicknames anymore. But related to the my dear piece, that was just one little nugget that I was like, Oh, I have these tapes in my head, these stories, these ways that I think that are so ingrained, or the ways that I speak even, that are so ingrained in the way that I am as a person.

And we’ve talked a little bit in the network about, maybe questioning that. How strongly do I want to hold on to the story of what Julia is, how she speaks, how she’s effusively affectionate, like all those things like. So these encounters with them, and these things that have come up, have really helped me see the ways in which I might reevaluate that for myself. And that applies to so many other interactions with people too, not just with my kids, but it starts to take me in new directions.

To just look at it with a different lens, or look a little closer at my interactions. This is relevant to a conversation Anna and I have been having recently about listening, like the different ways that we might listen when someone’s talking. I have that choice, I can make a choice to use a different style when I’m listening to Dan, for example. So anyway, it’s just really interesting.

ANNA: It’s like catching us on the autopilot stuff, right? Because I think we and it’s partly just our brain trying to be efficient, right? We just get in these autopilot modes of speaking and doing and moving through the day.

But I love that about kids because they absolutely call us out on those things and make us question it. And that doesn’t even mean we have to throw it out. It’s more like, oh, am I intentionally choosing this? That’s what I loved about it. I felt that was a big thing for me. It brought so much more intention to everything I did, having kids around me and that we were having these conversations.

PAM: Yeah, exactly the intention, because what it does, just like you’re describing, Julia, which is brilliant, is that we just, it’s a moment for us to question ourselves, right? And like you said, it doesn’t, it’s not dependent on stopping doing something. It’s just shining a little light and like, oh, I get to think about that. Is it an automatic thing I do? Where did it come from? And in that processing, we might decide, ooh, I really love that part of me.

But then we can explain it to others. The explanation is not, oh, I’ve always done that. And then we can say, oh, where it came from, why we do it, how we feel when we do it, when we say it, and then that’s where you get those deep conversations, right?

And they say, oh, but I see it this way. And it feels like this for me. And then maybe we come up with a third thing that’s completely different, it’s not start or stop.

It’s just something different. Right? But that’s how you get to those deep conversations, right?

ERIKA: I feel like having the older kids is such a great way to learn about how people are different, because they’re going to tell us the things that I’m like, but this is so fun to me. And they could be like, it’s not to me. I don’t even understand that at all.

And so that just shows us even if we thought they were going to be just like us, they’re not. And then we can learn about the ways that people are different.

ANNA: I love that. Okay, so I’m going to go on to our next question. I’m excited about this one.

I have really enjoyed following your journey as you first started talking about, I want to do some work outside the home, what does that look like? And I love how you brought this unschooling mindset into it. And then just how it’s come from this deep, oh, I don’t know, just passion inside of you, how it’s grown.

And so I thought it’d be cool for you to just share a little bit about that journey and the process of doing it and where you are now. I’m just excited because it’s a cool story.

JULIA: I’m excited too, because I talk a lot about quilting and teaching quilting, but not usually to an unschooling audience. And so I was like, it’s so exciting to think about this conversation, because you all are just going to immediately know what I’m talking about for certain aspects of it. And I feel like my interest in quilting, so I am a deep diver, and I have been for my whole adult life, as long as I can remember.

But I really feel like, let’s say it was five years before I started quilting with the kids. Having young kids absolutely influenced kind of like the permission that maybe I gave myself to fully dive into this interest in quilting. And it wasn’t really super logical. I wasn’t like, well, now I’m giving you permission, Julia.

It was like, well, I started one project and just felt so good. It was just like, some people in the world probably do just make one quilt, but most quilters you talk to, you make one and you just don’t stop, because it’s just so satisfying and fun. There’s a mindfulness aspect to it.

It’s meditative. It’s satisfying to just create something. And at the time they were so small, it was something that I could piece together that wasn’t going to be immediately torn apart.

So it was like, I have the ability to create and to make things. So I started out quilting mostly other people’s patterns. But over the course of a couple years, I really started moving towards more creative expression. But I wasn’t thinking at all. It was never like, I’m going to start quilting so that I can become a quilting teacher. That was never in my mind.

And I think the last time we recorded, Pam, I think I might have said something like, I couldn’t ever imagine teaching. I had been through this. I had completed my PhD and finished that and discovered unschooling at the same time.

And there was just this huge dissonance. I could not imagine continuing to stand in front of a classroom with a curriculum that perhaps not all of the students were enthusiastically consenting to for various reasons. So in my mind back in 2021, I couldn’t teach. I couldn’t see how I could do that. And now I’m a teacher. So it’s been the most amazing turnaround for me.

I feel like when I started teaching, it was 2025. And it started super small. And very similarly to my quilting journey, I asked a friend, hey, what would you think about me teaching a quilting class at your sewing studio? And the answer was yes. And I taught one workshop and it was over. It was like, this is amazing. I love this. What am I going to teach next?

Like I mentioned, coming up with new ideas for creative quilting workshops is a separate hobby, which is something that I absolutely love.

But from the very beginning, having all this experience living and learning collaboratively and consensually with the kids, I wasn’t imagining myself, a lot of quilting teachers, amazing quilting teachers will teach sort of a project or a particular skill. And the goal of the class might be to make that thing just as the instructor made it, which I have absolutely taken classes like that, loved them, they’re beautiful. But that wasn’t going to be the approach that I wanted to take as a teacher, because it just wouldn’t fit my sort of philosophy, I guess.

So from the beginning, I wanted my teaching to be open ended and allow for people to make their own choices and create their own things. I didn’t want to teach a project with answers that they had to figure out. I wanted each person to have the freedom to make what they wanted to.

So in my first couple workshops, I played with the structure and in inviting people in, often, you do need a hook, you need something like not just like, I’m going to teach you nothing. So sort of playing with that, finding a class or a workshop idea with some sort of broad idea. Like, for example, this summer, I taught a mini map quilt series.

So we’re all going to make a map quilt. But what each person’s map quilt will end up looking like is and was completely different. So, it’s been an interesting journey playing with how to create a class that people want to actually take that has things that are interesting, but also has so much freedom and flexibility.

So now that I’ve taught, I’m almost at about the year mark of having taught probably 12 to 15 different workshops. Now I’ve got this small group of students who just want more. And so at the end of a class or series, they’ll literally say, well, what are we going to do next?

And I’ll say, well, what do you want to learn? And so it’s this incredible dynamic now of I am creating new classes and series that they are specifically asking for. So it’s a really cool interchange in that sense.

But the ultimate example of this is something I’m calling Creative Quilting Studio. And this grew out of two of my students in the spring. Both wanted to work on their own original creative quilt ideas.

And so we were like, well, why don’t we just come together, just a few of us, and we’ll make this little class, Creative Quilting Studio, and I’ll just help you with your projects. It was fascinating how many other people then also joined to do things that I could never have imagined that they might need or want help with. So to me, Creative Quilting Studio is like the ultimate combination of my passions of unschooling and quilting because it’s an open studio style situation where each person comes in with a project in mind or a goal that they want to work on.

And I will sort of have one-on-one time with each of them, and then we all work sort of in a group. Everyone’s learning from each other’s projects. But it is so enriching, and I am loving the ability to have this class workshop situation that is truly collaborative and consensual with every single student.

And it’s low commitment, so they can either come for a single session or for multiple. And it’s fascinating. I think my favorite part about it is the challenge of, and this is true with the kids too, the challenge of every day, every session, I don’t know.

I don’t know what’s going to come up or what they’re going to bring. I do survey them the week before a session and say, hey, what do you think we’re going to work on? But sometimes they might come, and I’ve had this happen with a student, and say, I don’t feel like working on that today.

And I’m like, great, what should we do instead? Truly, whatever they want to work on is what we do. I’ve even had a situation where a student just wanted to talk about possible design ideas.

We just looked through a bunch of ideas they had, talked about technical issues and what they might consider. So it’s just so satisfying and interesting, and it’s, I think, the direction I’m hoping to head and just grow even more. I’m even curious about how I might do something like that online or digitally.

I’m not quite sure. It’s still very nascent. But it’s definitely hitting that sweet spot of just being the perfect combination of all these things that I’m loving.

ANNA: I love it so much, because I think, again, we have in our head this idea of what teacher and student means. We’re this and that. It’s this top-down, this authority. And I get why you were bucking against it as you were first discovering unschooling and seeing how it was to interact with your kids.

But then this is the thing, right? We can bring this lens, this mindset to everything we do. And I know how excited and energized your students get, because I think they can feel that energy too.

This difference of getting to tap into what they love, to not having to make it conform to someone else’s idea. And I know there’s times where you’re like, okay, I’ve not done that, but let’s figure out this. We can help you figure this out.

And that, again, it’s this empowerment that you give them and just this person that can be with you as you’re figuring something out. So I love that. And I love the idea of maybe figuring out a way to do it to a broader audience.

We’ll share how to get in touch with you on your website and your newsletter, because it shares these cool ideas about things. And so even if they aren’t local to Frederick, there’s going to be things that can grow from that. Because your passion for it is so infectious, and it just makes me excited.

Oh, and people that are watching this on YouTube can look behind me, and I have a beautiful quilt that was made by Julia for me. I have a triple spiral tattoo, and she hand-stitched the triple spiral in my favorite colors of green. So I’m glad that’s there, and I’m glad I noticed it.

ERIKA: Yeah, I imagine something really amazing about a group like that is that it’s so much easier to learn the exact thing that you need to know right now, rather than kind of trying to generalize on some other project, right? I mean, obviously, I could go to a craft workshop and learn what they teach. But if I already know 95% of that, you’re not getting the exact thing you need, where if you’re choosing the project you want to work on, and you know exactly that edge where you’re like, but I don’t know how to do this yet, and you can come in and do that. I think that’s so amazing. I just love that idea.

PAM: Yeah, that’s literally what we’re talking about with unschooling, right? That’s the idea beyond the curriculum. What am I super into right this moment, right?

And what am I trying to figure out right now? You are meeting them right where their brain is just thirsty to learn this one piece, and then the light bulb goes off. And even if that takes them back and forth and back and forth, and that’s where your expertise comes in, right?

And your openness to there’s no one right way to solve this problem. The openness, the way I explained that didn’t make sense to them. I’m going to try explaining it in a different way.

I’m going to try explaining it a third way. Oh, I’m going to show it and see if just physically seeing it unfold in front of them is helpful for them. So you can connect with them in the way that they can hear you. Back to the listening piece, right?

I think that is just so fascinating. And that’s how you manage to bring this whole new kind of unschooling lens on learning into this environment about something that you love.

That, for me, that’s just a huge difference. Because the people who are coming, yes, they’re coming with different things. But there’s like a shared interest. Whether it’s just the creativity aspect that you’re diving into right now, right? Is it the creativity that people are loving? Is it more about the quilts?

But back to when we were talking about video games, how many different aspects are, like, you were saying one wanted to talk about design ideas, and didn’t even want to pick up the tools and actually get started yet. There are so many aspects to the whole process of quilting as well. So being able to meet someone again, where they are in that moment is just brilliant.

JULIA: Now I’m thinking about it. It’s really helpful to reflect on it, how it emerged, because I have these amazing students who keep coming back. And they basically asked for something that looked like this.

If last August, when I first started, I said I want to make an unschooling quilting class. And this is what it’s going to look like. It wouldn’t have been responding to these particular students and their particular needs and interests.

It would have been Julia’s vision of what that might have looked like. And no one knew me, right? It wouldn’t have worked out, I don’t think.

I also don’t think I could have done this back. I mean, obviously, I wasn’t a quilter in 2021. But I don’t know, I think everything had to line up just at the right time.

Because when I imagine jumping right into something like this, or what it would have looked like if I had been like, I’m going to become a quilter and start teaching quilting classes right after I had been in academia for decades. It would have been different. I needed time, my brain needed that time. I needed all of these years of building trust with the kids and seeing how they learn, watching how they dive in. My mind is so totally shifted now into like, embracing a very different view on education and educational philosophy that, I just can’t credit the kids and my time with them enough for how I’m now sort of envisioning my professional life unfolding, which is really, really special.

ANNA: That’s so special.

ERIKA: Well, this has been so much fun. Thank you so much, Julia. And we hope everyone enjoyed our conversation and maybe had an aha moment or picked up some ideas to consider on your own unschooling journey.

And if you enjoy these kinds of conversations, I think you would love the Living Joyfully Network. It is such an amazing group of people connecting and having thoughtful conversations about all the things we encounter in our unschooling lives. And all four of us are there.

We invite you to check it out and see if it fits with our free month offer. You can find the link to the network in the show notes or you can visit livingjoyfully.ca and the link is right at the top of the homepage. So thank you for listening and thank you all for being here.

JULIA: This was awesome. Thanks for having me.

Thank you, Julia.

We’re back with the fourth episode in our series in which we’re working our way through Pam’s book, The Unschooling Journey: A Field Guide.

Today, we’re continuing our exploration of the deschooling phase of the journey with stage eight: Accepting the Value of All Experiences. We’ve questioned our beliefs about learning and about parenting. Now we’re moving beyond judgement. As our understanding of this new world of unschooling grows, we are drawn to digging deeper. Using the lens of unschooling, we’re exploring what it means to be a human being living fully in the world, with all of the ups and downs.

We had a great time diving in. We hope you find this episode helpful on your unschooling journey!

Watch the video of our conversation on YouTube.

THINGS WE MENTION IN THIS EPISODE

Learn more about Pam’s book, The Unschooling Journey: A Field Guide.

We invite you to join us in the Living Joyfully Network, a warm and welcoming online community of like-hearted parents. It’s a non-judgmental space where you can steep in these unconventional ideas around parenting, relationships, and learning, and explore what they might look like day-to-day in your uniquely wonderful family. We offer a free month trial so you can see if it’s a good fit for you. Click here to join us.

Sign up to our mailing list on Substack to receive our email newsletters as well as new articles about learning, parenting, and so much more!

Check out our website, livingjoyfully.ca for more information about exploring unschooling and navigating relationships.

EPISODE TRANSCRIPT

PAM: Hello, everyone. I’m Pam Laricchia from Living Joyfully. And I am joined today by my co-hosts Anna Brown and Erika Ellis.

ANNA, ERIKA: Hello.

PAM: And we are back with another episode in our A Field Guide series. We are working our way through my book, The Unschooling Journey: A Field Guide, which is framed around the hero’s journey and is a weave of myths, contemporary stories and tales from my own journey.

We are now deep in the deschooling phase. In the last episode of this series, episode 413, we dug into some of the popular conventional paradigms about parenting, and we found more truths buried there. And as we continue our journey on the road of trials, we’re exploring the idea of accepting the value of all experiences.

If you’re newer to unschooling, and this is your first time exploring these truths, you’re likely dancing with these ideas intellectually to understand what they mean and some of their further reaching implications. If you’ve been unschooling for a while and feel like you already intellectually embrace these ideas and have been bringing them into your family’s lives, now’s the time to peel back some more layers to build more connections and context around them, strengthening your web of understanding with your personal experiences, building your wisdom as you move towards believing them in your bones as your own truth.

Now we are well into the deschooling phase. In the last two stages, we challenged those conventional pieces of wisdom around learning, like embracing curiosity rather than following curriculum, and parenting, replacing control with connection as our relationship dynamic with our kids. These stages often have lots of twists and turns as we bring these ideas into life, life into our family, and see how things unfold, right?

Again, not about right or wrong. We’re gaining experience, we’re seeing how things happen. So this episode, which is stage eight of the journey, we’re exploring the idea of accepting the value of all experiences. In other words, we’re moving beyond judgment. Now here we go. As our understanding of this new world of unschooling grows, we are drawn to digging deeper.

Using the lens of unschooling, we’re exploring what it means to be a human being living fully in the world. So Joseph Campbell calls this stage the meeting with the goddess. So in myths and stories, the hero must be spiritually prepared to meet this revered goddess, the universal mother, who represents the whole cycle of life.

To meet her in her true form is to rise to her challenge and be able to contemplate the entire birth death cycle that she presents with equanimity with calmness and composure, the ups and the downs, the good and the bad, cosmic creation and destruction, to be able to hold both of these seemingly opposing ideas, opposites in your mind with comparable appreciation. So in the book, I shared that Kali from Hindu mythology is a great example of the kind of goddess you might meet in this stage. As a goddess of time, creation and destruction, she represents both the benevolence of a caring, comforting mother, and the fury of an aggressive punishing one, as well as the expanse of time that contains them both. So, when we look at Kali’s right side, we see good and on the left, we see bad. That’s what she represents. And when we are ready to grasp the truth that lies at the heart of this stage, we see her full nature, both. We see her in full. And we’ve been preparing to meet our Kali with all that we’ve learned so far on our unschooling journey. Like how on earth are we going to link those together?

Here we go. We started to see the connections play out between our new perspective on things like we talked about in the last Field Guide episode, like why quitting things isn’t bad, right? Why saying yes more to our kids isn’t bad. Why are kids seemingly doing nothing is not bad. We’ve noticed times when we didn’t stop our child from making a choice that we feared might go badly. And they went on to happily engage with the activity.

So by giving our days the time to unfold more naturally, we’ve seen new and interesting things take root in the wake of destruction and upset many times. From a fallen block tower springs a taller, sturdier one. From highly anticipated plans falling through emerges, say, a spontaneous trip to the park, or a cuddly movie day, which turns out to be just what was needed.

Without knowing it, we have been thoroughly preparing ourselves for this meeting. And for me, I think the key shift has been your mantra, Anna, there’s plenty of time. The trick was giving moments more time and space to unfold. That allowed me to see how seemingly good and bad moments actually weave together that they’re not like just separate single incidents. They’re not like these distinct events where I can tell you that like, oh, we had five good moments today and seven bad moments. So that was a losing day, or if they were the opposite, that was a winning day, right?

To see the fuller, bigger picture, see how this is our life and, and the good and bad were weaving together. But that block tower one is just something I remember, you know, one kid running up and knocking it over. And like just those pieces, think of your own stories in your own life. Think back to when you’ve seen those things go from, from bad something upsetting to working out well, and vice versa. It’s all so very interesting, I think.

ANNA: Yeah, it is. And I think Kali is such an interesting representation for this phase, because many people are very afraid to get Kali in a reading because they associate her with destruction. But yes, both pieces are there, creation and destruction.

And it fits here so well, because how I see that destruction part is really just a sweeping away of old paradigms, creating a clean slate, allowing us to build a stronger foundation when that tower of our ideas are knocked down, and a new framework to support where we are now with all of this new information that we’re taking in. And it really can’t be built on top of the old. We can take what we’ve learned with us. So it’s not that we’re leaving everything behind.

But letting go of the fear around letting go of the old and embracing a new paradigm allows us to fully open to all it can bring us. And a lot of discomfort comes, I think, in straddling the old and new, because we aren’t actually fully in either at that point. And releasing judgment was such a key part of my journey.

You know, in my 20s, I loved a good debate and was quite adept at it. And as I started to value connection over winning, I realized how disconnecting the judgment was. I will never know what’s best for another person, even my child. So any judgment of them or their actions actually just keeps me from learning about them, who they are, how they want to move through the world, what their priorities are.

And honestly, it keeps my own learning stagnant. If I’m so sure I know what’s best, how do I see a new way, a way that might serve me better in this moment where I am right now. And I love the tally piece that you mentioned because I think it’s a really slippery slope.

If we are focused on categorizing the day or the event as good or bad, we’re missing the nuance that exists in every day, every event, because there’s always going to be both, they exist together. And while our brain can like this idea of categorizing as a shortcut, it really takes us out of being present in each moment. And it can end up dictating our emotions around it.

So have we had a good week? Okay, then I can feel happy and feel good. I’m a great parent, we’ve done it this week. But then if this week has been bad, then there must be something wrong with me, and I should have done something differently.

That type of judgment and kind of surface level ranking just doesn’t serve us personally or relationally. And it can really keep us stuck in this yucky cycle, instead of learning and growing together. And so that is something to watch for that like, oh, this was good and so now this means X, you know, whereas again, I think the idea of plenty of time really does help just let things unfold, and not getting attached to those pieces, we just learn so much more.

ERIKA: Yes, I like this phase, because it really feels to me like having gained some perspective, and maybe some maturity, after making a whole lot of huge mental shifts and paradigm shifts we’ve been working through in the last few episodes. And so I just think life is so much more nuanced than there’s one right answer, or there’s one right way to do something. And I think we may absorb that message in school that there is a right answer or one right path.

But it’s so much more real and true to living life in this world to be in this gray area, there are infinite possibilities, there are infinite paths, we’re not sure how it’s going to play out. And so I feel a lot more grounded and safe when I have that perspective, and I’m not clinging so strongly to this is good, this is bad.

I also feel a lot more generous and nonjudgmental towards other people as well. Because I can recognize, we’re just all doing our best in each moment to meet our own needs and just figure out what’s going to work best for us. And we’re all different. And I don’t need to judge others. And I just feel like it’s a grounding place to be, when we get to this stage.

PAM: Yeah. Oh, I love that. Okay, so the next aspect we want to explore around the idea of accepting the value of all experiences is moving beyond this is good and bad. So in the book, I share a quote that’s usually attributed to Alexander Graham Bell. When one door closes, another opens. But we often look so long and so regretfully upon the closed door that we do not see the one which has opened for us.

I think that succinctly describes life before this encounter with the goddess, right? We don’t realize the connection between destruction and creation between good and bad on that continuum of time. So this is the wisdom that the stories of Kali and other cosmic mother goddesses are meant to convey, rather than being tossed around by the ups and downs of life, like that whole roller coaster image, we now see the value of and the connection between those moments.

So as we’ve been paying attention on our journey, giving things time and space to unfold, which you hear us talking about all the time on the podcast, we’ve soon experienced the cycle and had time to learn that trying to rush through the down times doesn’t work. We can’t pry open a door that doesn’t want to give. We’ve learned that doesn’t mean passively sitting back and waiting.

It means being attentive, just like from that quote, right? Maybe knocking on a door, wandering the hallway, noticing the door that’s slightly ajar, hearing the faint click of a doorknob being unlocked. Eventually, something happens and things move forward, maybe in unexpected ways.

But in my experience, often in more interesting ways than we had first imagined. That was us looking at that door, that’s where we thought we were going. That’s where we thought things were going to be. But when we there’s just so many more ways that life can unfold.

I actually really learned this more through observing my kids’ lives in action. So often, when I was able to stretch my comfort zones and follow them where they were eager to go, the door they wanted to go through, I saw them learning so much, both when things went well and when they didn’t. There’s that good/bad.

I was humbled by how often my initial predictions were just flat out wrong. Thank goodness I kept them to myself because I wasn’t ready quite yet to admit how often I was wrong. But without me clouding their experience with my judgment, they could more clearly and directly learn what was most valuable to them in the moment, because that’s where their mind was.

That’s where their whole body was. I want to be in this moment, and just see how it plays out. So as my wish to understand my children’s perspective, and choices grew, my need to judge them truly faded.

And with that, so did so many of our conflicts, and our trust in each other grew. And again, remember that not judging isn’t about giving in or giving up or saying do whatever you want, right? It’s about engaging more deeply but with openness. The image that helps me is beginner’s mind. What can I learn here? That’s what this stage is encouraging us to discover.

It’s about seeing the value of all aspects of life, moving through the bad moments with as much awareness as the good ones, not covering your eyes and trying to ignore them until they pass. Because, as you see, through all the ups and downs, all these moments are integral to our lives. They all mean something. They all help us learn something.

ERIKA: Yeah, that’s a huge shift when we can stop labeling things as good and bad. It’s just more complicated than that. And I think our judging tends to influence what happens next. And so I don’t, I certainly don’t want to label my day as a bad day, especially at the beginning, which I do hear people do that sometimes. Because a day has all kinds of moments in it. And we don’t know what’s going to happen next.

And by labeling it bad, I think we’re just setting ourselves up for well, now it is going to be bad because we said that. But we learned from it all. In some of the meditation courses I’ve participated in, I really came to understand and value that idea of equanimity.

It’s a power that we can cultivate, to be able to just witness the turbulent nature of life and still see the bigger picture. It feels like not getting swept up by every little thing that’s happening. And it helps keep me going and moving towards the things that I want.

Whereas if I am getting swept up, it makes it so I’m so overwhelmed that I can’t even face what’s happening or make decisions or move forward. And so I feel like if we can move away from judging ourselves, judging others, judging all the moments as good or bad, I think there’s just so much more potential and so many more possibilities in front of us. To me, it has a very spacious feeling.

ANNA: Yeah, I really like that visual, witnessing the turbulent nature of life, but not getting swept away. I think that therein lies that practice of equanimity and just presence. I feel like the categorizing that I mentioned earlier keeps us from really appreciating the nuances of all the experiences.

Each experience brings with it a wealth of knowledge and understanding about ourselves, about each other, about the world. And the idea of releasing good or bad always brings to mind for me the Taoist farmer story. I’ll post a better version in the show notes.

But the idea is that there’s a farmer who has a series of events happen to his family at each event, the village wants to weigh in with, Oh, what bad luck you’re having? Or Oh, what good luck you’re having? And each time the farmer answers maybe. His horse runs away, bad luck. Maybe. His horse returns with six more wild horses. Good luck. Maybe. His son breaks his leg on a new horse. Bad luck. Maybe. His son doesn’t have to go to war when all the other young men do. Good luck. Maybe. As the story unfolds, you see how something first appears is never the whole of the story.

And if we can step away from preconceived notions and judging everything as good or bad, it opens us to more nuances, to new paths, to new ideas. Even just bringing “maybe” into our mind when something happens can slow us down and help us widen our view. Because we get caught up with the quick snap judgment, and it creates this ripple that really narrows our focus, and keeps us from seeing the bigger picture.

And that’s the thing with good or bad, it is just this narrowing of the focus. And so if instead, I acknowledge that what is happening just is, I’m more open to seeing the opportunities for growth and learning, I’m more open to actually experiencing it. And I guess that’s a big piece for me, because judging really takes us out of the moment and puts us back into our head. We’re categorizing, this is a problem, this is not good, this is bad, end of story. But there’s no end to the story. Each bit of life leads to another and weaves into this larger tapestry.

And with openness and willingness, we can create this massive tapestry that keeps us learning and growing throughout our life. And once we understand that for ourselves, we can see that our kids are doing exactly the same. They are on their own unique journey, building their own unique, massive tapestry.

PAM: I love that piece. And the word maybe could be so helpful if you’re navigating this stage right now. And just put a little card that says maybe somewhere where you see it. It’s just a little reminder that judging something in that moment, maybe you’re right but maybe not. Let’s let things unfold.

Okay, so the next aspect we want to explore around the idea of accepting the value of all experiences is the epiphany moment. We’ve talked before about how we often understand things intellectually before we feel them as truth in our bones. And in the book, I liken the intellectual understanding as puzzle pieces we have floating around in our minds, right? They each make sense to us on an intuitive level, but they haven’t really quite solidly clicked into place.

So as you begin this stage of moving beyond judgment, you may not yet have enough puzzle pieces to grasp what this not judging thing might look like in the bigger picture. And then at some point, the piece appears that kind of changes everything. The moment that sparks this epiphany, as with so many other insights on our unschooling journey, truly might be quite ordinary. It doesn’t need to be a special puzzle piece.

It’s just the puzzle piece for you. This is the one, for some reason, that gives you the flash of insight. All of a sudden, you can see the picture you’re building, and how the pieces are going to fit together.

So, the naivete, it’s so easy to write, less so much to say. But this naive urge to judge something becomes clear, and our understanding of the value of all experiences, good, bad, otherwise, medium, whatever word you’re using, or words you’re using to judge things, rises out of the confusing free-for-all that we first envisioned at the thought of moving beyond. If we’re not judging things, everything is just, everything’s good then? What does that mean?

From this turning point, this epiphany, our perspective shifts. We stop desperately trying to avoid or escape bad moments. Understanding that they, while, absolutely not what we’ve hoped for, are just moments. And, as you often talk about, Anna, we grow to trust ourselves to handle whatever kind of moment comes our way.

A deeper sense of confidence begins to take root, as we more mindfully engage in all the moments of our days. And, we more clearly see our children living this trust and confidence. I think it’s something humans are born knowing. But, we lose track of it growing up when we’re immersed in judgment, shame, and fear. And those being used to control us. Going back to that last episode of Control and Connection. And, it hits us now. We’ve got this puzzle piece.

Life isn’t about trying to avoid the bad moments, so we can finally live our good lives. And, we’re just like, I want this good life. I want this good life. We have been living our full lives, our rich lives, all along.

ANNA: I think there’s just such a beautiful freedom in recognizing that life is going to contain it all. It’s not about optimizing. It isn’t something we can control. There is not one path that will lead to everything being perfect. I think, as the Buddhists would say, the suffering is in the attachment to that outcome. And so, to me, it really plays out.

If I’m gripping so tightly to control, thinking I can somehow make the right choice, and then everything will always be great, it feels so dysregulating when it doesn’t happen that way, when I’ve tried so hard, and then the mark has been missed. Again, that goal that we talked about a little bit earlier. If instead, I’m just open and curious, and greeting things as they come, be them obstacles or gifts, with the same open energy, I can stay regulated, and I can find the growth available to me in all of those areas, in both, in obstacles and the beautiful gifts of life.

And that’s where I got to the place that you mentioned. The epiphany for me was seeing how well we worked together, how we survived whatever came our way. We had tools to get through it, and that doesn’t take away the sting of disappointment or loss when it happens, because it still can sting. But our relationships were solid. Nothing felt shaky there. And from that foundation, the bumps felt more manageable.

So, instead of the acrobatics of trying to miss the bumps, my focus was on strengthening our connection and our communication, so that we could roll over the bumps together. That was something that I could actually influence. Attempting to stop the bumps never worked, no matter how hard I tried.

It’s outside of my control, and it ends up taking me out of the moment, and I’m actually not using the time or energy to strengthen my relationships. I’m over here juggling and trying to do something perfectly. And I think this can be really hard at first, though, because we really have been taught that there are answers, that things fit nicely into good and bad and right and wrong.

And so, when something so widely accepted, like school, isn’t working for your family, it can feel very intense. We become invested in finding the next right answer, but it’s not about that. Life is about nuance, growth, exploration.

It’s messier and more unpredictable than that. But again, I think once we embrace that and understand what we can control, which is basically just how we show up and who we are, there is a freedom, a release that happens. It opens you up to see the beauty in all of it, the beauty and the value in all experiences.

So, back to the theme.

ERIKA: I love that, and I know it feels hard sometimes, because it really does feel like maybe I can control everything, and then I’ll know how it’s going to turn out, and it’ll all turn out perfectly. But life shows me that it doesn’t work like that. But that’s not failing. That’s just life. And so, I can connect with other people, because we all are sharing this human experience of all of these parts. Life has it all.

And if someone in my life seems unable to see that for themselves, I know that’s just where they are on their own journey. I don’t have to pull them to where I am. Life has it all, the ups and the downs, and we’re just going to roll with it.

If someone’s not ready for that, I can’t get them there. It’s one of those things that I think just has to click for us in time, and I guess that’s why we’re calling it the epiphany here. So, yeah, I love that.

PAM: It has to click for us. I love that. I love that.

And, okay, so this last aspect that we want to dive into is embracing the value of time. And just imagine, time is what we’ve been talking about to see how good and bad are actually linked together, and they don’t need to be judged. They’re things that happen.

They’re things that have happened, and this led to this and maybe to this. Anyway, I had mentioned earlier that I think the key shift for me in understanding this stage of the journey was really in your mantra, Anna, there’s plenty of time. This is the piece that I wanted to bring out because there’s two aspects of time for me that came to me.

One was giving moments more time and space to unfold. That’s what we’ve been talking about. Most often, we don’t need to solve moments, right? I don’t need to ride the high of good as long as I can, and I don’t need to fix the bad as fast as I can. That is just something that fades alongside the urge to judge them, that this is what comes with the epiphany. But the other was more time to ponder things.

There’s a deeper level of understanding that comes with continuing to poke and prod our thoughts, to look at our ideas from this way and that way, up close, far away, sideways. Giving myself that time and space allowed me to see how seemingly good and bad moments actually weave together. It’s just the up and down and in and out of playing with things.

It’s like, oh, it was so useful to me to recognize when I get stuck in something, right? I need to change how I’m looking at something. And truly, if you are persistent, you will reach deeper levels of understanding, moving from the comprehension, if this is kind of your first engagement with these kinds of ideas, that makes some sense to experience.

Then you see these ideas in action. So often for us, it’s seeing them in action with our kids, right? And then to the truth, you’ve seen them play out multiple times in multiple circumstances, and you’re starting to see how they might actually apply to you as well.

And this stage is just a great example of this. If discovering the truth around learning and parenting in the last two stages was akin to adding new landmarks to your map, this stage was about taking the time to explore them more fully, eventually revealing like the secluded trails that connect them. We also get our first taste of the fruits of this inner journey. Releasing that need to be constantly judging things is just so freeing.

I mean, the curiosity that bubbles up from that, it was just life changing for me. Time is a priceless and integral part of both our journey to understand and embrace unschooling, but also the practice of unschooling itself forevermore. We’ve gone from intellectually understanding that life encompasses good and bad moments to experiencing the learning about the world and about ourselves that is found in both kinds of moments, to embracing the truth that all moments, good, bad, and all manner in between moments have value in our lives.

We are learning through the ups and downs, through the good and bad. This is life or as Campbell describes it, which I thought was cool, the nature of being. Yeah, that lands for me.

ERIKA: That’s beautiful. I love that. I can definitely find myself clinging to time when things are feeling good, and just wishing it would slow down. But really the only way to slow down time that I’ve found is to get really present, and take note of all the things that are happening in this moment. There are all kinds of feelings, experiences, things to see, people to be with. And so I don’t typically wish away time even when things are hard.

I think it’s a human impulse to do that though, like I just wish this day was over. But I think my personality specifically tends to cling to time rather than hope it goes by faster. But I have found there’s plenty of time to be just such a soothing phrase.

It’s a reminder for me to just relax, let go of my intensity about finding that solution or getting to a certain place. I mean, even physically getting to a place, we have to get to whatever, get to the party on time. And I love how we all hear Anna’s voice in our minds with that reminder.

It really helps me move out of that kind of tunnel vision and to a more grounded place where I can see what’s actually in front of me and make decisions about what to do next. And even just taking a breath can be so helpful too, just to settle down my nervous system. There’s plenty of time. We’ve got this. And just let me be present in this moment.

ANNA: Yeah. Oh my goodness. How many times do we remind each other that we’ve got this during any given week and that there’s plenty of time?! It really does calm my nervous system and sometimes it feels cheesy to type or hear. But it also calms my nervous system every time because it’s true because we have a history of having gotten it.

And so I know we will keep doing it, but I do think it’s fun to think about time. It’s just such an interesting concept and it can drive so many feelings and behaviors, or I guess maybe more accurately our reactions and interplay with time drives the feelings and behavior, but understanding that helps us see the choice, right? So time can seem to be crawling and then it can fly by in a blink and can often feel out of our control.

But I like the pieces that have been pulled out, like the idea of giving space to a moment, not needing to rush in with solutions or move quickly through it. I think we do that sometimes because we don’t like to sit in discomfort. But that discomfort has messages for us.

It’s not a scary place. It can be a place of growth and we miss that if we’re rushing through it, just like we miss the joy present in those small moments, as well, if we’re always rushing ahead to the next thing. And the unfolding became such an important concept to me.

I was a planner. I still am, but with a lighter, more playful grip. Allowing moments and days to unfold, I started to see this organic flow that was always present, a flow I had really missed in my tightly controlled timelines.

And I started to feel a real difference in my body. The tightness that I was literally carrying as I was trying to plan and control all the things versus the softness, the openness in my body when we just allowed a day to unfold. And that learning could happen in a moment when I stopped talking and observed.

These things were not easy for me. That is why ‘there’s plenty of time’ is such an important mantra for me, because I could feel myself relax with that reminder. And it is not my natural state of being. I am wanting to do, do, do, maximize, go, do. There’s not enough time.

But boy, it really helps ground me. And then the part you mentioned, Pam, about time to ponder, that was also really critical. I had to slow down and trust in the time to find the deeper layers, to better understand myself and the people around me.

And it doesn’t happen overnight. It happens with an intentional commitment to take the time to feel the feelings, to dig into the layers, to understand the connections, the reactions, the context, the ideas that we’re holding on to. I don’t think you can grow, have growth without time to be in that space.

And so what I learned about myself was that my kind of go, go, tight control and planning was really me trying to outrun some past trauma pieces and things I didn’t want to look at about myself, and maybe even about the world and the things around me. And slowing down felt really scary. But I really allowed myself space to feel the feelings and understand how my patterns from childhood were showing up now.

And that was really the only way I could make changes and show up in new ways to be the person I wanted to be for my kids. So that shift is kind of what you’re talking about Pam, the ideas, they feel great, this kind of intellectual understanding. But it took me doing this slowed down work to really get to feel it in my bones and be able to act on it from my bones versus just this intellectual understanding.

PAM: Yeah. Oh, and just to wrap things up, as I was writing the book and really thinking about the phases. I could see how those three ideas came together. That’s why I love choosing Kali, here’s a goddess who is time, creation, and destruction, those three things good, bad and unfolding, are just so integral to growing as a human being to understand what’s going on at some level. There are always more layers, as we talked about, but it’s just fascinating for me to see how these things so beautifully weave together as part of this tapestry. I love that image, too.

Okay, so thanks so much to everyone for joining us. We hope you enjoyed this dive into the third stage of the de-schooling phase of our journey, as we explored the idea of accepting the value of all experiences.

And we invite you to join us in the Living Joyfully Network to continue this conversation because we love talking about this stuff. It’s a warm and welcoming online community of like-hearted parents, a non-judgmental space where you can steep in these unconventional unschooling ideas, and just start to explore and talk about what they might look like day-to-day in your uniquely wonderful family. Your first month is free, so you can get a sense of whether the community is a good fit for you. We are excited to welcome you.

To learn more and join us, just follow the link in the show notes or go to livingjoyfully.ca and choose Network in the menu. Wishing everyone a lovely day. Thanks so much, you guys.

Bye.

For this new Growing Up Unschooling episode, Pam, Anna, and Erika were joined by 26-year-old Halie Barrick, who has always been unschooled. Halie shared about her experiences growing up, her journey through college and grad school, the business she created with her mom, and her advice to newer unschooling parents. She also reflected on the connections between what interested her as a child and what she’s passionate about today. It was a beautiful conversation with so many deep insights. We hope that you enjoy listening to Halie’s thoughts as much as we did!

Watch the video of our conversation on YouTube.

QUESTIONS FOR HALIE

Can you share with us a bit about you and your family?

What were some of your interests growing up and how did you pursue them?

You decided to pursue a Bachelor’s and Master’s degree. Can you tell us about that experience?

You have started a business called Growing Edge Equine*imity. What made you decide to start a business? Can you tell us about your vision for it?

As a grown unschooler, what piece of advice would you like to share with unschooling parents who are just starting out on this journey?

THINGS WE MENTION IN THIS EPISODE

We invite you to join us in the Living Joyfully Network, a warm and welcoming online community of like-hearted parents. It’s a non-judgmental space where you can steep in these unconventional ideas around parenting, relationships, and learning, and explore what they might look like day-to-day in your uniquely wonderful family. We offer a free month trial so you can see if it’s a good fit for you. Click here to join us.

Sign up to our mailing list on Substack to receive our email newsletters as well as new articles about learning, parenting, and so much more!

Check out our website, livingjoyfully.ca for more information about exploring unschooling and navigating relationships.

EPISODE TRANSCRIPT

ANNA: Hello everyone, I’m Anna Brown from Living Joyfully, and today I’m joined by my co-hosts Erika Ellis and Pam Laricchia, as well as our special guest today, Halie Barrick. Hello to you all.

Pam and I have known Halie since she was quite small. She grew up and was involved in a group that started online, but then began meeting in person a couple times a year, and that went on for many years. We all have a lot of really fond memories of it. And honestly, it’s a testament to the kind of lifelong friendships and connections that can be made through online communities. It’s how Pam and I met, and some years later how Erika and I met, online first too. And all that grew from those early years is one of the reasons we started the Living Joyfully Network, so please check that out in the show notes, or go to livingjoyfully.ca and click on the network to join us.

But we are so excited to reconnect and see what Halie’s been up to, and so Pam, do you want to get us started today?

PAM: Absolutely, absolutely. Hi, Halie, and it is so lovely to see you again. I was hoping, could you share a little bit about you and your family, just to introduce everyone else?

HALIE: Sure, so I’m Halie. It’s great to see Pam and Anna again and meet Erika. So, I am 26 now. I’ve always been a radical unschooler, never set foot in a classroom a day in my life. My mom and I traveled a lot when I was younger, lots of cross-country road trips to visit friends and family. We’d have wonderful, rich, deep discussions on those road trips and cover so many topics. It was so much fun learning about people and visiting local bookstores and shops on our travels.

When I was seven, we moved to Vermont, my mom and I, to be closer to my grandparents. So, I’ve mostly grown up in northern Vermont, although I lived in North Carolina and Utah when I was little. My grandparents have been super supportive of unschooling. They were a little skeptical at first, but we took them to the Live and Learn conference in 2005, and they got to hear from grown unschoolers, and that really helped them understand what this whole crazy thing was.

I’ve just been super close with my mom and my grandparents and living in the woods in northern Vermont, tucked into a little family cabin in the woods. We have the same driveway as my grandparents. And I’ve got horses and miniature donkeys on the property, so it’s just been a lot of fun getting to follow my interests and grow up in nature.

ANNA: I love that.

ERIKA: That’s beautiful. So, I’m curious, what were your interests when you were growing up, and how did you end up pursuing them?

HALIE: Well, two of the biggest passions I’ve had that have lasted the longest have been reading and horses. When I was young, I had a huge collection of toy horses, a very particular brand that was very realistic. That was important to me. And my cousin and I would spend hours and hours, months on end, with these imaginative, in-depth games. All those toy horses had personalities and magic powers and complex relationships, and we processed a lot of world issues through our games.

And then when, I guess let me back up, when I was five, we lived in Utah, and my parents and I audited a college course on horsemanship. And so we would go, I have been in a classroom. In my first college course, I was five. We learned about horse breeds, and then we would go for weekly riding lessons. And while we were in Utah, we ended up with a few horses. And we didn’t really know what we were doing, but we had a lot of fun.

And then when my mom and I moved to Vermont, we were able to bring Garnet, my older horse, she’s my older horse now. Just one of our horses from Utah came with us. And the year that I was nine, we, together, my mom and I spent the full year driving an hour to our mentor’s barn and learning natural horsemanship.

In Utah, we learned traditional horsemanship, which is very power over, dominance, control-based. And that didn’t sit right with us. So, when we moved here and started learning natural horsemanship, it was a whole new paradigm.

It was basically the difference between traditional parenting and education and unschooling and peaceful parenting. My mom loved to see those parallels. And my mom’s master’s degree is in early childhood education, family mental health.

She’s done tons of research and always knew we were going to be unschooling. And so we would go together every day from like 10am to 7pm and help this lady with her barn chores and work with her horses. And she coached me in kind of unlearning the old paradigm and relearning natural horsemanship with my horse Garnet.

Garnet had to unlearn those old power dynamics that she was fighting against and relearn this new relationship built on communication and trust and partnership. So, that was my deep dive into horse training, which then has continued my whole life. Off and on with that particular mentor, then bringing Garnet home, getting my mom a horse, then I got miniature donkeys for my 12th birthday. So that passion bled into what I’m doing now and wove through my time at college as well.

The other passion that I’ve always had is reading and how it’s connected to fantasy books and therefore medieval history for me. My parents read to me when I was little, my grandfather would read to me for hours on end every night. And it was an interesting conversation about unschooling at that point with my grandparents because I didn’t learn to read independently until I was 11.

And they kept getting very nervous and trying to push me and would say, just read the first page. Okay, well, just read the first sentence. Okay, just read the first word. And my mom would have to talk to them and say, back off, trust the process. If you pressure her, it’s just gonna cause more resistance. Just make it fun. Take the pressure off.

I have very fond memories of my grandfather reading to me. And then I got to the point where when he was at work, I wanted to know what happened in the story. So I started teaching myself how to read. And he had read me the Harry Potter series twice. And so that ended up being the first series that I picked up on my own. And I’d say in the first book, I was actually reading maybe 20% of it. But I knew the story. And by the last book, I was reading probably 90% of it.

ANNA: I love that. That sounds familiar, doesn’t it, Pam?

PAM: That was very familiar, because I was reading the series. And as the books came out, we would have a big to do and I’d read and everything. But yes, I couldn’t read all day, which was what Lissy would have loved. And so we picked up the audiobook versions. So she started reading along with the audiobook as well. And that was it, one day, she just came down and said, Hey, I’m reading. I read the first three chapters or whatever, whatever. So, that was a very familiar introduction.

And that’s the difference between thinking about learning to read as an end goal, like I need to learn to read or my granddaughter needs to learn to read. And then picking easier readers or whatever to try and help that process along versus when an interest and a need, like your interest and the interest in the Harry Potter books, both of them came together to where it just felt like a time where you wanted to dive in, into it, right?

Because sometimes our brains just aren’t ready for it. I feel like when your mom was easing them into, just trust the process, just let things unfold. That doesn’t mean sitting back and doing nothing. Reading the books to people getting the books, finding the books that are super fun and interesting for them.

Because you don’t have to be behind in anything. Just because the act of reading is not a skill that someone’s picked up yet. There’s so many other ways to get at that, the stories and information, all those pieces. So yeah, that’s super cool, Halie.

ERIKA: I just love the threads, the through lines when you grow up and you can look back and say, hey, this is something I’ve always been interested in. Playing with the toy horses when I was super little. And then that is a through line through your life. And with all that, it just feels like all this space and all this support for you to really dive as deeply as you wanted into your interests. I just love that story.

ANNA: Just make it fun, just share that love of reading, share the love of whatever the thing is we have with our kids. And then it’s so beautiful.

HALIE: My grandmother, once I learned to read, she was like, well, when are you going to stop reading and go outside again? Because all you want to do is read.

ANNA: That’s how it works a lot, isn’t it!?

HALIE: I’ve always gone all in with whatever I’m doing for a long time. And the love of reading then translated to a love of medieval history and getting really interested in Renaissance fairs and archery and sword fighting.

And then I connected that with my love of horses. And I taught myself mounted archery so I can be shooting the bow and arrow while riding my horse.

ANNA: I love seeing how the threads weave together, but over the course of a decade.

PAM: That space. Yeah, yeah. I’m just gonna leap off that for a second, Halie, just for people listening to get an idea of just how these things flow. We’re going to a Ren Faire this weekend. My son is working at it. He’s doing the jousting and the fighting. He’s a stunt actor. So, that piece is super cool. His interest in stunt acting started way back as a kid. He was always a rough and tumbley kind of person and then started with karate. So, that just wove over the years.

And then Lissy’s interest in Harry Potter. Then she got into reading fan fiction. Then there was a fan fiction writer who would use music quotes at the beginning of their chapters, which got her interested in music. She was also interested in photography at the time. And then eventually photography and music have woven together.

Now she mostly photographs musicians. I love hearing the stories about all the interests and how they weave together. It’s not like you were interested in horses, so you have to be interested in horses forever. I would look at how it all weaves together and weaves through various interests, right? It’s like interest just almost seems like such a small word.

ANNA: But it’s that space and time, right? It’s that space to pursue and find the weaving. I think when we think about a curriculum or if we’re trying to do something for our child’s learning, it’s so limiting, right? Because it’s this one very linear path and you can see through Halie, your story and all of our stories that we’ve talked about so many times, it’s never linear. It’s just all of these different bits weaving together and the web that we create. So yeah, I just, I love hearing about those threads and I think we’ve got more coming. So, I’m excited for what’s next.

PAM: Now, a little bit earlier, you mentioned college and you did decide to pursue a bachelor’s and master’s degree. So I was hoping you could share about that experience as well.

HALIE: Sure. So, I wanted to go to college because I wanted to get a master’s degree because I wanted letters after my name. And part of that was that my parents both have higher degrees. They didn’t push it. But I also felt like I wanted to prove to the world that unschooling worked, which is maybe not the best way to go into that.

But I did not want to go to a traditional college. I was very against that. It did not feel aligned with how I learn or what I wanted to do at all. And so I was really thinking about it for a couple of years. And my mom knew of Goddard College, which happened to be an hour and a half from us. And they were like unschooling for college.

They were entirely self-directed, self-designed, low residency. So we would go for a week at the start of the semester, work with our small advising group, like four to eight students of all different ages and interests, with an advisor. And through that process, create our study plan.

There were no tests and no grades. It was all about communicating with your advisor, writing things, getting really detailed feedback. And then you would write a self-evaluation and your advisor would write a narrative evaluation at the end of the semester.

So we went to Goddard for an open house the same day that we went to a college fair, and it was a very stark difference. And I immediately knew I was home when I got to Goddard. The people were lovely, very social justice oriented. My cousin, who was living with us at the time, she and I went to Goddard together. And it was a nice kind of buffer. We could support each other as we expanded out a little bit more into the world.

So, Goddard was really special. I got my four-year undergraduate degree there, graduated in the fall of 2022. I took a year off and then I went back with the plan to get a two-year master’s program.

And I was a year in when Goddard closed, which was super, super sad. I think largely it was for financial reasons. They had a partnership with Prescott College out in Arizona that helped take Goddard students and continue their path and help them graduate. So, I completed my master’s a year ago. And yeah, it was really special. I think we need more schools like Goddard.

I started my first semester with something that I was comfortable with, which was horsemanship. And then I moved away from that for the middle semesters and explored everything from creative writing to astrophysics. And then the way Goddard worked was they wanted you to explore lots of different things for the first three years and then hone in on a big senior study project that would be like your major.

And so I came back around to partnership-based horse training, horse psychology, and I ended up getting a young horse, Chantilly Lace. She was only 14 months old, a little Arabian filly, and she was my senior study. Training her for that first year and doing a lot of research and journaling and writing about horsemanship in general, and particularly natural horsemanship.

So, that was my undergraduate senior study. And then part of that senior study, I was learning about equine-assisted psychotherapy. And a big part of our conversations, between me and my mom, growing up have been psychology and sociology and trauma-informed care and social emotional learning.

And so, I was researching equine-assisted psychotherapy and I decided I didn’t want to be a therapist, but I did speak that language and I did see the value in working with horses to develop interpersonal skills. So, I went back for my master’s with this focus of can I start a business to support people through activities with the horses? And that was my master’s program.

So my master’s was also self-designed equine-assisted learning and business design.

ANNA: Nice. So cool. I think it is really interesting. I didn’t know that Goddard had closed. I was familiar with it before, but I didn’t know that it was closed. So that is sad.

But I love how you were able to take all these different pieces and that they really encouraged that and then weave it together to find this path that felt good in that moment. I love that.

And so that kind of leads into my question, which I’m super excited about, because I also am very into horses and have been since I was little and natural horsemanship and all the things involved with just that beautiful relationship and how it translates so beautifully to humans as well.

And so you have started a business called Growing Edge Equine-imity. I’m curious, what made you want to start that business? Can you tell us a little bit about your vision for it? Just a little bit about how that it sounded like that really started in your master’s program, thinking, OK, I want this business. And so what that looked like, where you are now, and what your hopes are for it.

HALIE: Yeah. It’s been a year since I technically started the business and it’s feeling like a really exciting point in time. Things are beginning to come together. So, Growing Edge Equine-imity. I guess I’ll start with the name.

I wanted it to be Growing Edge because it’s about personal development and finding your growth edge, having a growth mindset. And I wanted “growing” to show it’s a process. It continues. And my mom, I’ve got to give her credit for the equine-imity part of combining equine and equanimity. She thought she was very clever with that. I love it.

So it’s an equine-assisted personal and professional development business. And the goal is to empower parents and educators in understanding self-directed education and shifting adult youth relationships from power over to power with. And I think a lot of that is about reflecting on how us as adults were raised and what kind of cultural conditioning we’ve received and unpacking that and really thinking about what are our values and what are our hopes for our children. What kinds of baggage do we need to unpack, what conversations do we need to have, and what skills to develop so that we can show up and support the children in the way that we want to.

It doesn’t have to be about unschooling per se, but since that’s my experience, I really wanted to start there combining my love of horses, my unschooling experience, and the fact that this psychology and sociology has been so interwoven into my life.

So, the business was really a way of pulling these threads together in a way that I could hopefully make a living while also supporting people and making a difference in the world in a way that’s really fun and meaningful to me and brings my personal passions together. So that was the goal of the business.

ANNA: Wow.

PAM: I love the way. I feel like. I was just going to say I love the way the threads all weave together, right? That, to me, that’s the beautiful piece, like Anna was talking about before, the space and time to really discover these various threads and then finding and exploring ways to weave them together so that it’s not like, okay, I have to choose one now and ignore the other things that I’m interested in, at least for a while I can pursue this one thing.

And it is really beautiful the way you’ve been able to find those pieces and then bring those into your masters. And through that lens, because you had said you were doing some business stuff too in your masters as well, right? So just weaving all those pieces together.

I love that so much.

ANNA: Yeah. I was just going to say it too, very similarly, but I feel like the best ideas and the ideas that change the world are that, right? It’s all the pieces, it’s bringing in these passion-driven pieces and these explorations.

I am super excited about what you’re putting out into the world. And I think so many people will be drawn to it because it really hits so many notes for people. And I think just your passion and love for it is also just going to continue to attract things.

I’m excited about your journey with that.

ERIKA: Yeah, it’s so beautiful. And I love contrasting that with, if you get that tunnel vision of, I’ve become an adult, I’ve got to just go get a job. I have to make money and kind of losing parts of yourself. Which I feel like a lot of people do in our culture. I just love the creativity and the intention and thoughtfulness that you’re putting into your path where it’s like, no, I can make a difference and I can continue to explore my passions and there’s value to this, all of these interests.

It’s so much more personal and it’s so connected, which I think then makes the work really land, for other people. So yeah, that’s so beautiful.

PAM: I was just going to add, I happened to be at an extended family picnic last weekend, a few days ago. And somebody, of course, has been asking what my kids were up to. And I explained what they were doing. And they looked at me and said, they’re just doing the stuff they like to do, but as adults. And I was just like, yeah, it doesn’t have to be just what you were saying, Erika. Now I need to get a job. Those don’t have to be separate things, right? We really can weave them together so beautifully.

ANNA: From the start, because I feel like the piece that I see in the work that I do with people is that in their 40s, they’re going, wait a minute. And they’re trying to re-tap into those feelings from when they were younger and had these driving passions and had these visions for what they wanted to be in the world and do in the world. But like you said, Erika, they just set it aside because, oh, okay, it has to look like this.

And so I do think this is one of the gifts of unschooling is that you really can have a head start on that, on really understanding yourself, self-awareness, just all of those pieces that you don’t have to unlearn later.

ERIKA: It feels like we have taken the interest seriously all along, not as this is a little side thing that if you have enough time, you can squeeze into your life. It’s like, no, if you’re able to really dive in and pursue your interests, then you’ll actually be able to use them in a meaningful way for your whole life. It just makes such a difference because people are so different.

There isn’t one right path to being an adult and working. And so, yeah, I just love that so much. And I know everyone loves hearing these conversations with grown unschoolers.

I know people will be excited to hear what you’ve learned along the way. So my question is, what piece of advice would you like to share with unschooling parents who are just starting out on the unschooling journey?

HALIE: That is a good question. How much time do we have? I mean, I think trust is the most important. I think trusting yourself and your own instincts and also trusting your children and that they also know what’s best for them.

I think with trusting your instincts, being able to separate what’s actually your instinct and what’s cultural conditioning and being able to figure out where the difference is and trust your instincts and critically analyze what the cultural messaging is. And then have real authentic conversations with your children so that you can ask them what they need and you can be partners and be on the same team.

I was thinking about this this morning and I have a little flow chart in my head. If you think about what’s your end goal, what’s your why? Why are you doing this? Why does it matter? Where do you want your children to be as young adults? And then backwards map it and think about what are the steps to get there.

In my mind, if the end goal is collaboration between you and your children in this journey of life, then what does that collaboration need? And I think it needs trust and communication. And trust, for me anyways, emotional trust means congruence.

So, your inner experience and your outer portrayal need to be aligned in a way that’s not dumping your emotions and needs on everybody around you, but being authentic and honest with what you’re feeling and who you are. And so part of getting to this point of healthy congruence, which is really what the horses help you with too, because horses live in the moment and are totally authentic and respond to that congruence. But to get there, you need this self-responsibility aspect and this self-compassion aspect of also doing what you need to support yourself and give yourself grace for when you’re not perfect, because no one’s ever perfect.

And then also the communication aspect of learning how to communicate with your teammates, if that’s your friends, your family, your children, and how to work through conflict. There are obviously tons of resources out there. We’ve particularly been drawn towards nonviolent communication with Marshall Rosenberg and Ross Green’s Collaborative and Proactive Solutions.

But the other concept I wanted to mention is the idea of rupture and repair in a relationship. You’re going to run into dings, and that’s an opportunity to literally practice resilience. Because if you can come back in a calm time and address those issues, your relationship grows stronger because of that. And again, there is no real perfection, which drives me crazy.

I’m a person who wants to know what’s perfect and then wants to meet that standard. The thing that I’ve had to realize is not only are we incapable of being perfect 100% of the time, but the definition of perfect is fluid between moment to moment and person to person. And so really it’s about showing up with full presence and having compassion for yourself and others and being willing to have real, authentic conversations and go back and address things when things feel sticky.

ERIKA: That’s awesome. I feel like you’ve talked about a lot of the things that we have recently been talking about too, just about paradigm shifts in parenting. And I think that is so huge about realizing we can’t be perfect. And that in fact, those moments where we are imperfect are the perfect time to then be building trust in our relationships. That just takes so much pressure off of me as a parent, but it also, it’s true.

I’ve seen it happen for us. And we can’t be perfect, but when we can repair, we’re all stronger. We all have this shared experience with each other that we can build on for the next time.

So I loved those answers, Halie.

ANNA: Oh my gosh. So, so much.

And I love that idea that perfect is fluid because I think all of us can get caught up in that, wanting to do the best job, the right thing, that piece. But it is, the people are different idea that we talk about a lot. It is different in every situation.

And those are the perfect opportunities to learn and grow and make that repair and deepen the relationship. And so I think it is helpful for parents to realize that this is not about doing X thing perfectly. It really is just about the presence.

And so I loved that, that kind of an opposite of perfect is letting it go to just being present, being present, that’s the work that we can do to show up for the people in our lives, to learn about ourselves, to learn about each other. And so, yeah, I just thought that was so beautiful. Thank you.

PAM: That presence is really how we can learn and navigate that moment. Like being truly present helps us see the next baby step of repair, right? It’s hard to have a rupture, then come up with this whole repair plan and then bring it back and do the thing, right? It really is a team effort, it’s in that presence and that trust. Their trust in us, to hear us as we come and approach a repair, but also our trust and our developing trust with experience just in the process itself.

Because for me, again, I’m another one who wants the right answer, just tell me what to do, tell me how to fix it, and I’ll do it. But time and again, through experience, just showing up and having those authentic conversations leads all of us into the way to execute in the right word, but for the repair to happen, right? And it’s not a one and done.

I can see so many people, I want to have this repair conversation and be done. And now we’re all back to normal, right? But that fluidity of perfection, that fluidity of life, it’s just showing up again and again and being present and being open and curious and trust.

And yeah, that was all beautiful.

ERIKA: I liked how you said that there’s resources for this too, though, because I feel like so many of us as parents, we did not grow up with this being modeled. What does validation look like? What does this kind of communication look like? But there are resources out there. So we can learn and just try things out with our family. So yeah, I loved that point as well.

ANNA: Yeah, for sure. Well, Halie, thank you so much for joining us. It was just such a treat.

And I just feel like we will definitely be staying in touch. I feel like we’ll see you again down the road because I think there’s just so much to what you’re doing and all that you’re putting out into the world. That’s so beautiful.

And I want to thank everybody for listening. And we hope that you enjoyed this conversation. It was just so great to catch up with Halie.

And I know, like Erika said, people really enjoy hearing from grown unschoolers. And sometimes we’re like, it’s not about a product or it’s not one path. Halie’s path is her own.

But I think it does show this weaving in of these different pieces, these threads and how it can look so different than what the traditional paths are. I do hope you’ll also check out Halie’s website, which is growingedgeequineimity.com. But we’ll also put it in the show notes so you can find it there.

And before we go, I want to invite everyone to join us at the Living Joyful Network. It’s a warm and welcoming online community of like-hearted parents, a non-judgmental space where you can steep in these unconventional ideas and explore what it might look like day to day in your family and ask questions and just see it in action too. Your first month is free so you can get a sense of whether the community is a good fit for you and we would love to see you there.

To learn more and to join us, just follow the link in the show notes or you can go to livingjoyfully.ca and choose Network in the menu. So thank you everyone again and take care. Thank you, Halie.

PAM: Thanks, Halie. So nice to see you.

We invited a panel of three unschooling parents to join us to talk about what happens when unschooling kids choose school. Ari, Terri, and Kinsey are all members of the Living Joyfully Network and they all have children who have chosen to try school. They shared about what led to the decision, how the expectations of school affected them and their families, what they and their kids learned from their experiences, and how their foundation of unschooling helped them along the way. It was really interesting to hear about their unique paths and we hope you find our conversation helpful on your unschooling journey!

Watch the video of our conversation on YouTube.

THINGS WE MENTION IN THIS EPISODE

We invite you to join us in the Living Joyfully Network, a warm and welcoming online community of like-hearted parents. It’s a non-judgmental space where you can steep in these unconventional ideas around parenting, relationships, and learning, and explore what they might look like day-to-day in your uniquely wonderful family. We offer a free month trial so you can see if it’s a good fit for you. Click here to join us.

Sign up to our mailing list on Substack to receive our email newsletters as well as new articles about learning, parenting, and so much more!

Check out our website, livingjoyfully.ca for more information about exploring unschooling and navigating relationships.

EPISODE TRANSCRIPT

ERIKA: Hello, everyone. I’m Erika Ellis from Living Joyfully, and I’m joined by my co-hosts, Anna Brown and Pam Laricchia, as well as our special guests today, Ari, Terri, and Kinsey. Hi, everyone.

So, I am really excited for this conversation. We invited Ari, Terri, and Kinsey, who are all Living Joyfully Network members, to join us today to talk about what happens when unschooling kids choose to go to school. There are lots of reasons why kids might be interested in trying school. And if they do, it can be a different experience than we might expect, because they’re making that choice themselves. But since people are different, and so are schools, we’ve seen a really wide range of experiences. And so thank you all for joining us to share a bit about your family’s experience.

To get us started, can you briefly introduce yourself and share just a bit about your family? And maybe we could start with Ari.

ARI: Sure. Hi, I’m Ari. I have three daughters. They are 10, 5, and 7. And we live in Portland, Oregon. We’ve been unschooling for about four years now. And this past year, my 10-year-old decided to go to school. She attended our local public school for fourth grade.

ERIKA: Okay. And Terri?

TERRI: We live in Swan River, Manitoba, quite a small town. There are four of us, me and my husband, and our two kids, a boy and a girl, Felix and Stella. And Stella decided to go into school this last year, into grade four as well. We live out in the country. It’s nice and quiet out here. And we have various interests that we have going on.

ERIKA: Thank you. And Kinsey?

KINSEY: Awesome. Hey, yes, I’m Kinsey. I live in Lubbock, Texas. And I have two children, Riley, who’s 15, and Emmy, who’s 12. Emmy chose to try school in 2024, and was there for a little while. So yeah, we had some experience there at our local public school.

PAM: Nice. That’s very awesome. Okay, so now let’s get into a little bit more of the details. We’re very excited to hear everyone’s stories.

We would love to know how did your child’s choice to go to school come about? And then how did it play out for your family? Certainly like at the beginning, as you guys were adjusting and getting this kind of settled. And would you like to start, Terri?

TERRI: Sure, sure. I’m guessing like maybe two years ago, it was coming up to when we could have enrolled her for grade three. And Stella had started asking about school, saying she really wanted to go.

And we were, I guess at that point, we homeschooled from when she was young, from the very beginning, and then slowly relaxed into unschooling. So we’d maybe be unschooling for about a year at that point. It felt like we had made this choice to not do school, me and my husband anyway, to not do school. So, it was very tough to wrap our heads around, could she go to school? My husband was very against it. He doesn’t mind me saying he’s like, I said no, he said outright no to her. Outright no to me. He said, we’ve chosen this lifestyle. And this just goes against everything we believe in about the school system. And so that was fair. That was his perspective. And I had that thought as well.

But I was kind of keeping it to myself, because I could also see with my child that she’s very, when she knows something or wants something, she knows it through and through, no one will shake her, right? And she’s very strong that way. And I could see that if we held with that no, and held with what we believed was right over what she wanted, that it would be really, really bad for our relationship.

And so, my husband and I talked about it. And I just kind of brought that to him that she’s just going to dig her heels in and want it more. And then if one day we let her, maybe she won’t feel comfortable to come to us if it’s not right. So, we’ve had those conversations.

Like I said, it took like a year, because that was grade three. And then finally, when it came back around to springtime, we had all talked about it and said, you know, yes, let’s try this out. Let’s try for grade four, there’s really only two schools you can choose from here, either French immersion or English speaking.

We could have done French immersion, that was an option. But she was very much against that. So, we enrolled her and also really did lots of work, reassuring her that there would be no, I told you so, you can come home anytime. You can tell us if it’s difficult, but that it was a lot of work. It was a year of work getting to that place. And yeah, it worked out in the end. So, that’s how we came to it.

PAM: Very cool. Very cool. Kinsey, what was your experience?

KINSEY: Let’s see, school is something that Emmy has mentioned over the years, at times, just something that she wanted to try. I think it’s part of just culture, it’s everywhere. People online talk about experiences at school, good and bad.

I think it was kind of like a social experiment for her. Just to see what it was like. So, before we moved here back, we live with my parents in my childhood home, in my hometown. And so she went to the public school that I grew up going to. And still with a lot of staff and stuff that I remember from when I was there, or knew from there, or that knew my parents, that worked with my parents at the school. So, we had a lot of resources, which was great, really helpful.

She went up there and was really excited. She was really excited to try it and did okay for the first couple weeks. And then it was like, okay, I’ve seen what this is like and I’m finished with this. But she did not stop going to school, then she would actually stay on and for the rest of the semester, which was pretty challenging for her. Are we going in depth of school experiences right now or how it played out?

PAM: Right now, this is just the choice to go to school. Let’s just focus on that piece.

KINSEY: Just trying it, I think just trying it. And at the time too, her dad was encouraging her to go.

PAM: Makes sense, makes sense. And Ari?

ARI: My daughter would mention school a little bit in the few months before she made her decisive statement that she was going. But usually, it would come up like, hey, I think I want to try school. And we would say, okay, and then it would fall away for weeks or months.

And then there was one time she had been spending a lot of time during the summer with our neighbor and her good buddy, who goes to school. And the two girls were together one day and they both came up. And my daughter was like, I’m going to school this year, or I want to go to school this year. And something about it was like, this is for real. And so I thought maybe this is actually going to happen.

We were three or four weeks from the start of school. So it all felt kind of sudden and there might be a lot to prepare for. But we embraced it. We were like, okay, this is your choice. And so I just enrolled her. And that was pretty straightforward.

I think she had, she knew quite a few friends through her soccer team. And that was a big draw. She wanted to spend more time with them. I would say that, in that nine year old year, there were signs of kind of itching for more with life.

A little bit less satisfied with our co-op, our little homeschool playgroup type things. And I could see she was just kind of reaching for more. And so I viewed this as an extension of that. So, she started school and really enjoyed it. So that’s where we were.

ANNA: Okay, so I’m going to ask about expectations. I feel like school adds some expectations, because they have a way of doing things that’s very different from the way that we all would have been doing it in your families. So how did you handle that change of expectations? And how did your child, did they roll with it? Did they have questions about it? Was it hard to kind of balance those two? And I think, Kinsey, I’ll start with you for this one.

KINSEY: Okay, let’s see, expectations. Clearly the schedule part of it was super new and different. So those kinds of expectations, the absences, you know, being there, attendance, there was an expectation that took me a while to embrace. I know how it works. It still took a little bit to maybe get used to those expectations being a part of our life.

And the communication expected between me and the school about what was going on with my child. If she wanted to miss a day, is it going to be an excused absence or not, and stuff like that. And keeping track. Thankfully, our school here doesn’t assign homework. That would have been quite difficult, I think, even worse.

When Emmy was excited to go to school and motivated, I was excited for her to go to school and motivated to help her with that, because she wanted to be there and wanted to go. Even getting up and getting prepared and getting her stuff that she needed, and making connections even before and all that stuff. It was really fine.

It was when she was finished with the experience and couldn’t stop. Just because of what was going on in our family at the time. We were going through a divorce at the time. So that really complicated things.

And so she wasn’t able to just come right out. At the beginning of her trying it, that was the expectation. And that was the plan for her to just be able to try it. And then when/if the expectations were too much of a mismatch, or she got her curiosity filled, she got the information she needed to know, or whatever experience, she could come out.

And just because of the divorce and the impending case, it wasn’t that easy. And so for the rest of the semester, it was quite challenging to be with the outside expectations that we no longer wanted to be a part of. So that’s just a little bit more complicated and our specific situation. But she pushed through. And I hated it. Honestly.

But yeah, there were expectations. It was really interesting. Oh yeah, I forget that I need to tell people what’s going on in our family, I don’t know why she’s not there, and she’s not going to be there. And if she’s going to be back tomorrow or not. And to report everything to that authority figure. It can be challenging, for me anyway.

ANNA: Yeah.

KINSEY: And once when I was there as well. I had a great school experience. I really did great at school. I was there at that school my whole 12 years. It was fine. It’s going back again, on this side, was interesting.

ANNA: I bet. Oh, my goodness. All right, Terri, how about you?

TERRI: Stella was all ready to meet all the expectations at the start. Because in something I forgot to mention earlier, when she was talking about wanting to go to school, we’re trying to figure out what she was looking for. Is it the friends? Is it structure? No, she just wanted that school experience. So, she was making her lunch the night before and setting her clothes out and getting to bed on time, which is well on time. She’d say, Okay, I need to be in bed between nine and 10.

So, she would set her time and she was there. And then you come up with, a month in or so, some uncomfortable situations. Which kind of leads into what’s expected of me. She had a stuffy nose one morning, and she didn’t want to go to school. And I knew the night before she’d been up to about like 11 or 12. And so my mind went straight to that. She’s not sick enough to stay home. She stayed up too late. She should still go to school. That’s what my parents would have told me. And so there was a lot of work in just a space of 20 minutes one morning, where I was battling back and forth in my head.

Make her go to school. No, don’t. But she doesn’t need to be going to school, but she should go to school. No, she doesn’t feel well. And finally, I just called it in. I said, she won’t be in she’s not feeling well. That’s it. And that became my go to anytime that she was just not feeling like going. Sorry, she won’t be in and she’s not feeling well. And that’s it. And what happened? Nothing bad happened. I was kind of like, Oh, someone’s going to call me, someone’s going to find out. I’m going to be caught.

So, that was a big expectation that I had to work through. Both of us. She’s always been kind of skeptical about anything or everyone to make sure if people are telling the truth. Well, not necessarily in a whole, but I think with teachers and adults at school, she’s slowly began to see, they’re saying one thing, but doing another, or they’re saying it here, but it doesn’t apply here, or it applies to kids, but it doesn’t apply to them. So she saw this gap.

And over those months, anytime she came up to an expectation that was uncomfortable, she’d be a little anxious about it. But then we move through it. And she’d be like, Oh, yeah, right.

I think it really broke her trust in just any adults, right? In people who aren’t in our important relationships. And, yeah, I think that was a lot.

That was a big part of the journey for all of us, I think. And then she did, she did come out of school in March. I would say, all the way up to Christmas, she was pretty happy. And then by January, she started not to go. She was staying home more often, taking long weekends. Saying it was boring, or coming home with more stories like, Oh, the teacher said this, and I don’t agree with that. And, and then by March, she just didn’t go back after a weekend. She’s like, I don’t want to go back.

ANNA: All right, Ari, what about you? And was it? Yeah, what did those expectations bring to the family? And really, even to the other members of the family, too?

ARI: Yeah, I think this is so interesting, because we’re all talking about our expectations. And that was the biggest challenge. In our families, my expectation was that my daughter wouldn’t like it, or that it would be this environment that I had built up as this coercive, limiting world for her. And the reality wasn’t. It was a widening world for her. It was opening things up. So, I gradually let go of what school meant to me, as an unschooling parent, and just let her have her experience with it.

So, that was a journey for me. I would say the expectations from school on to my daughter were similar to what Terri and Kinsey were talking about. The schedule, the showing up, we did have homework, a light homework assignment once a week. And my daughter took all those in stride. Like Terri’s daughter, she would make a lunch, she would get herself up, she would walk herself to school. After a couple weeks, she started doing that and walked herself home. So it was pretty cool to see, I could really celebrate that, this initiated independence.

It’s not like, you must do this, because we’re parents trying to help you be independent. It was just, I’m at a phase of life where I kind of want to take on more responsibility for myself. So that was fun to watch.

I had another thought, but I can’t think of it right now.

ANNA: That’s okay. It may come to you.

ERIKA: So, our next question is how you found that your unschooling principals helped you as you were supporting your child in their school experience? And maybe we could start with Terri.

TERRI: Yeah, sure. Definitely the idea of holding it lightly, right from the very beginning. Making that decision, just really reminding myself constantly that it’s not a big deal. They can go, they cannot go.

We can try to meet some of the expectations school puts on us, and we can let some slide. There’s so much choice. So holding things lightly, all the way through. That was a big one for me.

And then also, open and curious, whenever we did meet one of those uncomfortable moments, she would come home from school and tell me something that happened. And you want to jump in and you want to fix it. And you want to suggest all sorts of things, all sorts of great ideas.

And I really worked at just being, just shutting up, just being quiet. I let her say all of the things, maybe ask some more questions to help her tell me more. And then either I might make a suggestion, or I might ask her if she wants advice. And sometimes she just needed to let it all out.

And then I just kept picking up little nuggets of information, right? And it just was more information for the next thing we ran into. So I think those are really, really helpful. Those are the two best ones.

Erika: Yes. How about Ari?

ARI: Yeah, I totally agree. Holding it lightly, letting it be their journey, following their lead, kind of matching their energy, showing interest when they’re interested and listening, so much listening. Which I felt was a gift because you hear stories about kids coming home from school and not wanting to share anything with their parents. But that wasn’t my experience.

My daughter would share what she learned, share what she did at recess. It just took a couple little questions sometimes for me. And she likes talking about it. So that was really nice.

I thought of what I was going to say, which was I love what Kinsey mentioned about matching expectations or something about, there’s a mismatch between the expectations on you and kind of what you’re willing to bring. That’s what I was always looking for.

And I think that’s what they are good at. They know that if there’s an outside expectation on them, they have a choice whether they want to stay in the situation and meet those because it’s worth it to them or go a different path. And so I liked looking for that and watching to see if my kids are paying attention to that as well.

I also wanted to mention my daughter’s teacher, who was pretty spectacular. I felt like she met my daughter and all the kids on a person level. It was like she saw them as people to interact with, not just pupils to be an authority for. And I think that made a big difference for my daughter’s experience. My daughter liked interacting with her teacher.

They would have conversations, they would joke. And that’s the kind of relationship with adults that she’s used to. So that was powerful.

But there are also times when the teacher has to be a teacher or there’s expectations on them. And I remember with the report card once, I shared in the network, how my daughter received a report that was, my goal for her is to do her best even on tasks that she’s not very interested in. And it was like, huh, okay. Why? Because that’s an expectation that people should just do things that authority tells them to do. Is that really what we’re trying to instill in our young people?

So, that’s just an interesting moment. And we talked about that. We still support you just following your interests.

Now I’ve taken us out of the question. Where were we?

ERIKA: Unschooling principles.

ARI: Yeah, I guess they all fit. Open and curious. Everybody’s voice is important. And your own opinion, your own initiative is the most important.

ERIKA: And how about Kinsey?

KINSEY: So I think the most important principle for me was open and curious for sure. But also always making sure I was seeing things through Emmy’s eyes. Because school can be such a loaded experience.

I think there can be a lot of outside pressure. We had so many people who were really, really, really happy that Emmy was going to school. So, I wanted to be really attentive and make sure that I was really seeing things from her perspective and hearing her and believing about what her experience was. And she had a great experience.

The teacher, she had no problems at all with teachers. The teachers really loved her. She didn’t have problems with the work or anything like that. It was, again, I think it was just really a social experience for her, an experiment.

And so and then when she was in a situation that she couldn’t easily get out of, it really became my focus to see things from her eyes and be her advocate in the best ways that I could. And keeping all my other unschooling principles. I don’t even really think about things as principles, I guess, it’s just kind of a way of being, a way of life. Tracking with her experience, prioritizing what that is, and the information that we’re getting from that, and responding in the most supportive ways that we can. Within the situation, the scenario that you’re in.

I think that’s what I would say, just the ways of unschooling, the ways of being were helpful. Yeah, holding it lightly. Plenty of time, there’s plenty of time. It’s just all so helpful. It’s all so helpful. In what could have been a really highly pressurized or complicated experiment.

ANNA: Yeah, it sounds like you were able to keep your connection, even though it did get harder because of just the outside context pieces.

KINSEY: That was the most important thing.

PAM: Yeah. And I think like the thread through all of your perspectives on it feels different. Like you’re saying it is, it’s just a way of being.

And that I feel like at the beginning, those were the expectations you guys were wrestling with a bit. You didn’t want to take on that authority figure, and take on those expectations wholeheartedly from school and then put them on your child. But that you were processing through all the things with them and helping them explore the things, the challenges there and the expectations they wanted to choose to take. Like you were saying Ari, sometimes it’s hard, or it may be an unexpected thing. But in the bigger picture, I want to meet it or to be able to process those things without just being told, you got to do this thing. This is how it is like that.

That is huge. I think it’s a very different way for them to experience it, even Kinsey, when she did have to stay longer, your extra effort to see through her eyes and to be specifically advocating for her as much as possible.

Those are very different experiences for kids, I think. So, I wanted to just dive into this last piece, this last question, because we could come up with all the questions that we wanted. But it would be very interesting for us to hear what else you or your kids would like to share about their school experience.

I think it’ll be fun to see what stuck out for you and for them. So would you like to start Ari?

ARI: Sure. I might come up with more ideas after I hear Terri and Kinsey’s. The one kind of big picture thought I keep having is that the school is very central to our neighborhood.

A lot of events happen there. The PTA is very well resourced and very active. There are community events which are centered around the school.

It’s probably part of my daughter’s draw to school because that’s where the center of social activity is. And it’s in some ways beautiful and in some ways kind of troubling for me because I can consider the alternative. What if our community built that energy just around ourselves, just around our kids and didn’t tie it to this brick and mortar building where we put kids for six hours a day. I see why my daughter loves to go to school. She loves gym, and music, and library, and recess. And doing projects with her friends. And that’s all possible without the coercion, without required attendance. It requires some structure and a lot of effort, but I think our community could do that without the school.

So anyway, this is my own kind of mind wandering. I think there are some wonderful aspects to what a school can be. And it shows just what human potential is to me and what a community could be. That’s my initial thought.

PAM: How about you, Terri?

TERRI: Wow, yeah, I love that idea. I never thought of it that way, Ari. That’s really cool.

So, my mind is spinning there. But yeah, well, first of all, I asked Stella this question. I said, Is there anything you want to share?

At first, she wasn’t sure what my question really meant. And I said, well, if there was another family that the child wanted to go to school, and they’ve never been to school, if there was another child who wanted to go to school that has never been before, what would you tell them? And she said, that recess isn’t all it’s cracked up to be. People say recess is their favorite part. She’s like, it’s not that great. She did say that, the first few minutes, you’ll have lots of kids who might want to play with you, and then you might end up alone.

And I think maybe what she didn’t outright say, I think sometimes being alone was not as fun. But then sometimes she was alone, and was okay being alone. And she’d have an adult, a teacher come up to her and say, Why are you sitting alone? Are you sad? And she’d be like, I’m just sitting alone, leave me. So, that was something she wanted me to share.

The whole experience leading up to it was a lot more daunting than the actual experience. In the end, I think I had a lot of work to do, because I worked in this school. My boss was the principal who when my child was four, I said, I think I’m going to homeschool. And he says, that’s a bad idea. I had lots of stuff in my head, thinking about all the thoughts that other people might have with me, choosing to do this, maybe her leaving all that. But in the end, it was okay. Because generally, people are pretty nice. And her teacher was lovely. Very lovely.

She was sad to see her go. But yeah, it was a good experience. And I think Stella, now she’s talked about going back sometime, she says maybe grade six. Here, elementary goes up to five, and then they go to junior high six to eight, she said, maybe I’ll go back in grade six.

She also said by the time she left, she was bored, that things were easy, or they weren’t interesting. And she was bored. So maybe she’s thinking, by grade six, things will be more complicated and interesting. Who knows, I guess we’ll see.

PAM: And Kinsey?

KINSEY: So, I’ll talk about Emmy’s experiences that she shared with me when we were talking about this podcast and reflecting about being at school. One thing that she mentioned was that she was really anxious, and what’s interesting, you would not think she was having this experience of school because of the feedback I was getting back from the teachers. But she was really anxious at school all the time.

And she was, I think she was guarded, looking, scanning, maybe. And afraid that she was going to get in trouble. And it’s not because she engages in behaviors that would bring on discipline or whatever. But I think it’s just the energy and the atmosphere there. The children are always getting in trouble. There’s a punishment reward system, of course, as most schools have lots of children being yelled at by adults. And there’s a kind of an adversarial, I mean, it’s interesting. There can be a sense of community in the school, maybe it’s around sports teams or the band, or just the school, whatever it is. But then within that, there is a line between adults and children. And it’s very felt.

Which probably, now that I’m really thinking about it, was unsettling for her because she’s never lived with that. I mean, we’ve been unschooling since 2018. She was three years old when we came home from preschool. We’ve been in this very partnered relationship her whole life. And other adult child relationships that we’ve fostered and found in our life. So, to be in this place where that’s just not the energy at all, or the way that things are set up. I’m sure that was really unsettling for her, but she said she was really anxious, worried she was going to get in trouble all the time.

She said she had felt lots of pressure about her grades, which I found was interesting, too. Because it wasn’t from me. It wasn’t from anybody outside. It was from within herself, which was so interesting to me again, because we haven’t had that. That hasn’t been a thing for us in our lives or for her before that. But I think again, it’s the culture of the environment, of the school environment.

The expectations, people are getting in trouble for not meeting expectations. It’s a lot of pressure all of the time, compounded pressure all the time. So, let’s say she was exhausted. She was really burnt out. She got sick a lot. So, we started racking up lots of absences. Terri, like you were saying, so then I’m spending these mornings, half awake, going, Oh, gosh, do I? Is it okay for her to stay home? Or should I go ahead and say you’re going, why am I? Why am I even having this conversation with myself right now? This is ridiculous. But it’s part of the system, right? It’s just it’s part of it.

And then after you get so many absences, you get a letter. You have too many absences. We got a letter at the end of the semester. So, that was another stressful thing. I was like, Oh, my gosh, what does this mean? What does this mean for next semester?

But anyway, she was really exhausted. She was not sleeping well. Something she learned about school was, this was what she said, she just doesn’t have time for it. She’s busy. She doesn’t have time for school, it takes too much time. And she wasn’t able to spend time with her friends, her pre going to school friends. Her homeschool friends, her online friends, or she really cut into that time. And I think that was really hard for her. So, then what she would end up doing, well, at first, she was going to bed early, it wasn’t that big of a deal, it’s okay, or whatever, worth it, maybe to try.

And then after it wasn’t worth it anymore. She really, really needed to be able to spend time with her friends. And she would do that. And she would stay up. So she would stay up at night to do that. She would not get the hours of sleep that she needed to go to school or to to feel good at school.

I mean, so she was just exhausted. At this point, she does not have any plans of trying school again, that I know of, I mean, maybe online or college or something like that. We’ve talked about stuff like that, but not going to the local public school. And I just have to wonder, and really, I feel like actually, I don’t really have to wonder that much. I think because she entered into it with it being this open opportunity. And then that was taken. That agency was taken. And then she was having to continue to go for longer. I just don’t know if she would chance it again.

And then not being able to come out at her choosing when she knew. So that was it. I mean, it was rough. There were some really fun things about it. But altogether, it was very rough. And she’s not interested anymore.

TERRI: Yeah, and that sounds like Stella.

ANNA: Yeah, for sure. So just because we didn’t really cover this specifically. Stella did decide to come out, Terri, your daughter, and then Ari, your daughter is still enjoying it. Ready to go back, I guess it’s summer break now, though, maybe, and she’ll be going in soon for the fall.

ARI: Yes, she’ll be starting fifth grade in the fall. I definitely think about, how do I keep the options open? Of course, she can always stop.

But because the social life is so important to her, I think it would be very hard for her to choose to go away from school, even if there were other aspects that she didn’t like. Like the forced learning, the forced homework stuff, if that got to be hard, would she, it might be a challenge for her to weigh those two things. And so sometimes I think about keeping up my capacity, the kind of friendships I have with the unschooling community, so that if she were to choose to come out, it would be an attractive option.

Anyway, that’s another thing that I consider sometimes. But yeah, she’s going to school in fifth grade. And she’s also had some influence on her younger sisters. So, they would also like to try school soon.

PAM: Yeah, that’s what I was going to say, if anybody would like to speak to that, because your kids who chose to go to school or try school have siblings as well. And just how that unfolded having one sibling going to school, like managing the schedules, too. And as you said, Ari, a little bit of it is just the excitement of it, or that she would like them to be there too?

ARI: I think it’s a whole combination of those things. There’s this joy that she had that she wanted her sisters to experience too. She did talk about it, we could see each other in the hallways, we could be at recess together, you would have this teacher that there’s this knowingness.

And at first, I had more resistance to her sisters being influenced by that than I did with her initial decision to go to school, because I could tell her decision was from herself. And her sisters were being influenced by her. And at first I was resistant to that. I wanted to provide information to my other daughters about listening to what they wanted. There’s plenty of time. Don’t have to do it now. I wanted to share with them a little bit about what I think happens in school. So we talked about it.

But ultimately, I had to let go of wanting zero influence from my oldest because that’s how our family is part of their life, right? So, they get to decide how much to listen to her and to try something that she’s suggesting, and learn from that experience. So, we’re embracing it again.

ANNA: It’s going to be really fun to see how that plays out. But I think for all of them, it may be a lesson in people are different. To find that something that works so well for one may not for the other or it may be that it works in a different way and is still beautiful. But I think that’s going to be really interesting.

I am curious about that. So Terri, how did their brother feel about it? Or did that ever bring up topics of conversation?

TERRI: Oh, for sure. We ask every once in a while, like, Oh, are you ever interested? And the answer is always no. And always a hard no. So it could change and grow over time. But I know he said, and I asked if I could share this. And he said, Okay. So, his main reason is that he wouldn’t go to school, is that there might be some things he wants to do, but there might be things he doesn’t want to do. And he doesn’t want to be told he has to do the things that he doesn’t want to do. Right? It’s agency, he loses his agency.

He’s eight. And it’s true. I mean, you don’t have a whole lot. Some of it’s really great, fun stuff. But you still have to do it in a certain order, you still have to do it for a certain amount of time. That’s his main reason.

I asked him if there’s a difference from when she’s at school to when she’s home now, and he wasn’t really able to say. From our perspective, kind of observing, I think they’re playing a lot together, with their online friends, they’ll all be in a call together, and they’ll play online. Right now they’re out on the trampoline together, I feel like, when she went away, it did create a bit of a separation.

And then when she came home, she kind of wanted to do her own thing. If she goes back again, that can always be different too, as they grow. But yeah, it’s something I noticed.

ANNA: Did Riley have anything to say, Kinsey? Or did she just think, that’s Emmy, Emmy doing Emmy.

KINSEY: Emmy’s doing Emmy things. Riley has absolutely no desire whatsoever in going to school. And she didn’t have any feelings about Emmy going to school either.

It was hard with the schedule expectations. When it was okay for Riley to stay up late and be playing, or video games, laughing with my mom late at night, when I was trying to help Emmy wind down and try to get her enough sleep for school the next day. Just trying to be aware of all of that. But it was a little bit tricky sometimes. Just didn’t feel good.

TERRI: Yeah, I agree. We got into that too. Their rooms are next to each other and going in at night and say, could you just play quietly? It’s after 9. I would say after nine, can you make sure headphones are on and speak in a low voice just just to help your sister out. So, sometimes it got uncomfortable. You’re just like, be quiet, be quiet, reminding to be quiet. But, no, I don’t want to, I don’t want to do this to you. But I also want your sister to sleep.

KINSEY: You end up kind of having to be an enforcer. And that’s not where I want to be at all. It is not at all the position that I want to be in. And that actually can really bother people. And did bother people that I was not interested in forcing anyone to do anything.

ANNA: Yeah, because they all have ideas, right? I’m just going to pull out a couple things. And then we’ll just talk about what came up.

I thought it was so interesting, because we’ve seen this a lot, Terri, that you mentioned, the lead up is so much more stressful than the actual event of going to school. Because I think we see that over and over again, with people who unschool their kids, there’s a lot of worry about what’s going to happen, what’s it going to be like, and really across the board, kids that have stayed or not stayed. So, while it’s not that it’s always the perfect match, the fears that we had ahead of time really don’t play out.

So I thought that was really interesting. And then Kinsey, that piece you were talking about with adults and kids, I was thinking just of all the adults in Emmy’s life, she has so many beautiful adults in her life that just celebrate her and delight in her and how that delta must have felt really intense. And I think in other situations, it may not, but I think that is, I think, a hard part about it, that kids and adults, we kind of set up this adversarial relationship that doesn’t need to be. And we see in our lives how it doesn’t have to be that way. But it is a part of that environment.

And then just quickly, Ari, that idea of community, I’m working with someone who has this vision of creating a community village. That is to me kind of the dream, because it is bringing adults and kids together to just learn and explore and have resources together. And I think, oh my gosh, if this actually works, it would be amazing. Because we do like community. It is fun to share resources. It is fun to have those different opportunities.

But why do we have to be at a place where we have to give away so much agency and where we have to really segregate kids is so hard. But I love your point that for your daughter, it’s worth it, right? She’s getting out of it what she needs to get out of it right now. And it may always be that way for her. I think it’s just, it’s a good testament to sometimes we do need to experiment. It’s their own life. They need to see what works for them, because there is no one right answer. A lot of things bubbled up when you were talking.

PAM: That’s what I did. I did really appreciate the point of this. Okay, I’ll finish my sentence. The point of how the lead up can be so much more challenging than the actual experience. And we see that so often, when parents are almost feeling like they need to adopt the school authority before the child even starts, because now I have to make sure they’re up to grade level or whatever, whatever. And we encourage them so often, that there are kids in school right now at every level in any topic.

So number one, is that you don’t have to use your authority and change your relationship completely with your child, so that they can become what you imagine to be a good student before they even go to school. You’ve been unschooling for years and then school comes in. And then now there’s just so much processing to do. And you guys all spoke about how that was yours, and your work to do.

And I think you all expressed that beautifully, which leads into the other piece that I was just so happy for you all to come and talk about your experience, because it doesn’t need to change your relationship at all. As we talked about the unschooling principles that can weave right through your days, and that the focus is still on the child, and their choices, and how they’re helping them process how they’re experiencing things.

We talked so much about giving them space, without needing to jump into fix, you really need to give them the space to do their processing, right? And, and then sometimes asking, do you even want me to say anything? Would you like my experience? Would you like to hear what I’m thinking about it?

You don’t have to lose that relationship that you have with all your children, just because one or more choose to go to school. Fundamentally, it’s still an exploration. And yeah, you mentioned being open and curious multiple times, I think that really is so huge, because that reminds us to see things through their eyes, to see how the experience is feeling for them, to see them choose the hard things.

So often, people say you can’t give kids a choice to go to school, they’d never go to school. They’d never do hard things, so much of the societal narrative around kids only doing things when they’re forced to do things is just bunk. Because when you give the kids a space to actually think about what they want to do and make choices, and see how they unfold and continue to make choices, you see them in action, their choices make so much sense, even if we would not make the same choices ourselves, the choices they’re making in that moment, make sense.

And just see them doing so much competent processing and choice making, right? Think of all the experience that they get just with that, in figuring out what they want to do day to day. Anyway, thank you so much.

ERIKA: I think it’s so interesting. And I love how we got to hear such different experiences. And it reminds me of people are different again, every child is so different. And all the teachers are different. And it’s kind of the luck of the draw with that sometimes and what is the school environment like? And so I just think it’s super unique.

And so that’s really fun to hear about. And then also, I just wanted to mention how I know sometimes when a child wants to go to school, it really can trigger an unschooling parent big time thinking I must be doing something wrong. If they’re asking to go there, I’ve been doing all the deschooling, convincing myself about how damaging it was in various ways. And just really questioning the importance of that.

So, I know it’s such a journey for parents to go on in this case. We want to be able to support them in going, without us going back to our previous mindset, which I think is so hard. And so yeah, I feel like I’ve heard some parents say, we’re not unschoolers anymore, because our kids are in school, or, have that kind of feeling.

And that’s why I feel like we always like to keep talking about unschooling as more of that focus on relationships, these kinds of things of giving our kids autonomy and all of that. And so you don’t lose that just because they’re back in school. And so I think that’s really cool.

And if anyone has anything else that came up?

TERRI: I will echo what Pam said of this fear that they’re not going to be ready. How many years did we not work on specific math things or specific writing things or printing or handwriting, and I’m thinking what will it be like? But she seemed to excel every time I talked to her teacher, she’s like, oh, she’s so wonderful. She asks questions, and she’s involved and is very good.

I mean, that could be just her too. But our children are just built for learning, right? They’re built for learning, and they go to school, well, supposedly to learn. So, they’re coming in and the teachers are ready to teach. It doesn’t matter where the kid is. Because again, like Pam said, there are 10 different levels in a class of 15.

Every child is different, even if they went to school from age five, or they’re just starting now. And yeah, if I can just underline that, don’t worry about it. I worried about it too. I just wasted energy worrying about that.

ANNA: Yeah, I think it’s the choice thing. Because I think when someone’s choosing to be there, I think the teachers just love that because these teachers are beautiful people, right? They are there because they love kids, because they want to create a great environment. And so to have a child who wants to be there and is excited to be there and wants to hear what they have to say, that’s going to just set them so far ahead. Even if they don’t know every single thing that someone else next to them knows, I think that energy of that choice makes such a difference.

KINSEY: Okay, that really brought something to mind. She did mention a lot at the time. And we’ve talked about it since then, too, but it was so frustrating to her being in a classroom setting when it was so clear that children didn’t want to be there.

If it’s something interesting that they were doing that she really wanted to participate in, or wanted the teacher to be able to explain how to do it because she wanted to do it. And then there were classroom management things going on. It was really, really frustrating for her. And she would get really frustrated at the other students and couldn’t understand.

But it’s a totally different story, you’re coming from a completely different place. And she’s even seen that in homeschool classes. She went to a zoology class for a semester, I don’t even think she went the whole semester, she was kind of bored with the classroom set lecture style setting.

There was, again, another thing she wanted to just try. And, but it was the same. You could tell that there were children there who really probably weren’t interested in being there. They were there because they were being put there. And it was frustrating. It was really frustrating for her. So she likes being a part of things and group stuff and class stuff when the others are there and choosing to be there. They want to be there. And they want to learn and because that synergy feels good, you know.

PAM: And I will say we saw that too in rec classes, like with Michael’s karate. There were some kids who were there because their parents wanted them to be there, for whatever reason, so it wasn’t their choice. And I remember him having the same kinds of reactions and being so happy to be asked to move up to the adult class a year earlier than typical, because it’s a choice. So everybody there wants to be there and everybody’s into it.

Fundamentally being able to choose where you go makes such a difference. Just look at kids at school and think these are kids. That’s why society in general thinks kids don’t want to learn. You have to make them do things. But that’s just because that’s the situation you’ve put them in and they are reacting to the situation. That isn’t them naturally as a human being, as a child, that is a young human being in that environment. Yeah, so interesting.

ERIKA: It’s really sad to think, most kids don’t have that experience of getting to follow their own interests with other people who also want to follow that interest. It’s such a different environment.

ARI: So, just on that choice piece. There’s also a choice of what to make of the metrics. There’s metrics everywhere. Like my daughter took, I think, three practice tests, three progress tests, and then the state assessment at the end of the year. And she got four report cards. They’re always telling her stuff about herself. But we talked about how you have a choice of how to interpret that, which was not my experience.

For 22 years of my life, I thought this authority knows me better than I know myself. So, I like viewing the assessments very differently, too. It’s huge.

ERIKA: I feel like that just creates a whole different experience, so much more empowering for your kids.

Thank you all so much for joining us. This was amazing. And we hope everyone at home enjoyed the conversation. And we invite you to join all of us in the Living Joyfully Network. It’s a warm and welcoming online community of hearted parents, a nonjudgmental space where you can explore what the ideas might look like day to day in your unique family, and be a part of conversations that are just like this.

Your first month is free. So you can get a sense of whether it’s a good fit for you. And we would be really excited to welcome you to learn more.

And to join us, you can follow the link in the show notes or just go to livingjoyfully.ca and choose network at the top of the page. Thank you so much and wishing everyone a wonderful day.

ALL: Thank you. Bye!

We’re back with the third episode in our series on the podcast in which we’re working our way through Pam’s book, The Unschooling Journey: A Field Guide.

Today, we’re continuing our exploration of the deschooling phase of the journey with stage seven: Shifting From Control to Connection. Last time, we questioned our beliefs about learning and now, we’re questioning our beliefs about parenting.

We talked about how parenting doesn’t have to be adults vs children, that children are capable of making their own choices, that equal doesn’t mean fair, how quitting is not a failure, and how strong relationships are the key. We also remembered to allow ourselves the time and space to grow and change.

Exploring these parenting mindset shifts was so much fun! We hope you find this episode helpful!

Watch the video of our conversation on YouTube.

THINGS WE MENTION IN THIS EPISODE

Learn more about Pam’s book, The Unschooling Journey: A Field Guide.

We invite you to join us in the Living Joyfully Network, a warm and welcoming online community of like-hearted parents. It’s a non-judgmental space where you can steep in these unconventional ideas around parenting, relationships, and learning, and explore what they might look like day-to-day in your uniquely wonderful family. We offer a free month trial so you can see if it’s a good fit for you. Click here to join us.

Sign up to our mailing list on Substack to receive our email newsletters as well as new articles about learning, parenting, and so much more!

Check out our website, livingjoyfully.ca for more information about exploring unschooling and navigating relationships.

EPISODE TRANSCRIPT

PAM: Hello everyone, I’m Pam Laricchia from Living Joyfully and I’m joined today by my co-hosts Anna Brown and Erika Ellis. Hello to you both. And we are back with another episode in our “A Field Guide” series.

We are working our way through my book, “The Unschooling Journey: A Field Guide”, which is framed around the hero’s journey and is a weave of myths, contemporary stories, and tales from my own journey. And we are deep in the de-schooling phase of our journey right now. In the last episode of the series, which was episode 408, we dug into some of the popular conventional paradigms about learning and found new truths buried in there.

And as we continue our journey on the road of trials, in this stage, which is stage seven, we are exploring some unconventional truths about parenting. If you’re newer to unschooling and this is your first time exploring these truths, you’re likely dancing with these ideas more intellectually to just understand what they mean, what are we talking about, and maybe some of the further reaching implications that come along with it. And if you’ve been unschooling for a while and feel like you already intellectually embraced these ideas and have been bringing them into your family’s lives, now’s the time to peel back some more layers to build more connections and contacts around them.

Strengthening your web of understanding with your own experiences, building your wisdom around this. And this is where you move towards, what feels to me anyway, believing these truths in your bones, you own them. These are your truths.

So, the first truth that we’re going to explore is that parenting is not adults versus children. And right off with that phrase, there are so many aspects to that one truth. Does the conventional approach of pitting adults against children really make sense for us?

What assumptions are we making if we believe that to be true? Does it mesh with our experiences with our own children and with the families that we see around us? The presumption of parental power over children is definitely widespread in our culture.

We are meant to assume good parenting means power struggles will happen, a battle of wills over whatever the issue at hand happens to be. Yet many of us see right in front of us that it’s a draining and stressful way to live. And that so many adults who grew up in that environment continue to have strained relationships with their parents.

That’s always been a curious one for me. So what if, let’s play with what if we choose to drop the assumption that the one right way to successfully parent is to exert power over your child to ensure that they do the right thing at the right moment? It can be challenging when we have little idea of what else to do.

Because shifting away from power and control doesn’t mean doing nothing. So to that end, I personally found it really helpful on my journey to focus on connecting with my child rather than directing them. That’s what I could do instead.

That helped me shift my energy in the moment to be open to seeing more of what was actually happening rather than that tunnel vision that comes with trying to control something to go one particular way and my way. And to instead get curious about how they were seeing the moment too, recognizing them as other human beings who are with me in this moment, not ones I’m trying to show the right way to go. Anyway, I found this a huge part of my unschooling journey.

ANNA: Oh my gosh, it really is this fundamental shift that changes everything. And I feel like we’re handed these ideas about parenting and what the dynamic between parents and kids should look like. This does not feel innate to me. It really feels like something that’s coming from outside. And I truly don’t believe that it feels good to anyone to be locked in power struggles with the people they love most in the world. And I think people press on because they think they’re supposed to. They think this is how it is. This is what I have to do. Even when they have these niggling feelings inside that it doesn’t feel good and I don’t want to interact with my family this way.

Because it really just doesn’t make any logical sense. Control, manipulation, and punishments do not work well in any healthy relationship. So take it outside of that parent-child dynamic. It does not work. These are not tools we want our kids to use. They aren’t the tools that we use in our close relationships as adults.

So why would we want to bring those tools into the relationship with these beings we cherish above all else? Why would we want to model that? That just never made sense to me.

The idea that really helped me the most was understanding that needs drive behaviors. So behind every behavior is an unmet need. Conventional parenting is about controlling behavior, but it never gets at that underlying need where change can actually happen.

And if we look for that underlying need and address it, what you find is that behavior that may be offending or challenging at the time can really melt away because the need is being met. And not only that, but it deepens our understanding of each other and our connection. Like you were talking about Pam, that’s how we get to that connected piece by understanding each other.

And so for me, that kind of defines the shift from control to connection, from trying to control behaviors, to connecting to understand the needs and address them together. And once there, it just feels better to everyone. And in that environment, we are all learning critical relationship skills that set us up for success, how to express our needs, how to hear another person’s needs, how to problem solve together to meet the needs.

That will play out over and over and over again in every relationship in our life, from the clerk at the post office to our closest partner. And that is where I wanted to spend my energy on us all fine tuning those skills together in a safe environment.

ERIKA: I agree. This is such a game changer. Moving from that power over dynamic that we’re all so familiar with just from living in our culture, to this place of connection. It just makes such a huge difference in my relationship with my children. And really, like you’re saying my relationship with everyone.

And I think it’s surprising to people when they first think about this or first see it in action, because people are not used to this dynamic. I’ve had many experiences, in relating to my kids, friends, with teenagers who are just like, what is this? This is an adult who’s not just trying to tell us to stop, an adult who’s just telling us what to do, or an adult who’s criticizing and judging everything that we do.

I’m an adult who is interested in them and wants to hear what they are interested in. And I just have had so many comments like, this is so weird to me, my parents don’t want to hear about this, that I don’t understand this idea of adults who are nice to us. And I think a lot of teenagers have that experience, it really feels like adults are just against them.

And so I think it’s kind of mind blowing. It really surprises people. But it helps me to remember how I felt when I was a child, and how I felt like I was a whole person, and then people would treat me like I wasn’t, but I knew that I was. And so that feeling is the feeling that kids have.

And so the power over dynamic does not make sense to them, it does not feel good to them. We can have people pleasing kids who go along with it. And then we can have kids who push against it, because it doesn’t make logical sense, and it feels terrible.

And then about those kids we’ll say, Oh, they’re a difficult child or whatever. But kids are people too. We’re all people. And so if I think about how I would have preferred to be treated when I was a kid, that’s a good place for me to start, with respecting children and not wielding my power over them.

And what I’ve found in my family is that it’s just so peaceful. Our interactions have a lot more peace, understanding, and mutual respect. There’s not a reason for them to be pushing back so hard against me. There’s not a reason for them to ignore everything I say, because they think I’m just trying to control them. All of those elements that you typically see in mainstream media relationships between teens and adults, it’s just not there.

It’s just so much more peaceful. And I think that helps all of us, it helps all of our nervous systems to not constantly be in battle with each other. And it has that feeling of, we’re solving problems together, you’re talking about the underlying needs versus me trying to force my will on to someone else regardless of what they want.

And so again, these are our most important, most treasured relationships. So I just think why would we want to bring that power over dynamic into that space that’s so important to us.

PAM: I know, I love that. I love all the little bits you guys brought to it. I love having this conversation. But when you think back on, especially, the teen relationships and the teen years, it’s like, oh my gosh, what a huge difference. I didn’t have a lot of conflict with my parents. But I also basically didn’t have a lot of conversations with them at that point, right?

Because you knew they were, from best of intentions, but only looking through their eyes. It’s about how they think you should do something. So much of it is their baggage from their experiences, right? And I want you to have a better life. It’s almost like inhuman expectations that they share and put on you, like, if I could help my child be the perfect teen into an adult and launch into that whole thing. Those are the kinds of stories that they’re bringing. And yeah, it just feels like one demand after another, right in the conversation.

So you don’t start the conversations for the most part. Because you know where they’re going to go. So I, why set myself up for that, right? So that’s the distance that conventionally you see with teens and parents. If we don’t talk, then I’ll never know what they’re bringing with those stories. I think when you tweak it to the kid, older kids, like wanting to build their independence, absolutely. That doesn’t mean the connection’s different. The connection is still strong. It’s still there. Of course they can do that.

But I think we tend to blame all of that on the teens wanting independence, but so much of it is just because they are bucking against the control, right?

ANNA: Absolutely. It’s just so disconnecting.

PAM: So, the second truth we are going to dive into is that children are capable of making choices. And this is another one I think can be so surprising for people to discover, right? Because conventionally many parents make most of their children’s decisions for them. Just believing that they’re modeling the right thing to do. And then assuming that their children have learned it and will make those same choices when they grow up and are finally in control of their own lives. And again, most often it’s not done with any malice, right? We love our kids and we want them to learn good choices.

But what if we aren’t telling our kids what choices to make? What do we do instead? Again, because it’s not about doing nothing. It’s not about leaving them to their own devices, all these phrases that you hear getting tossed about.

It’s about processing with them. What are their questions in this moment? How are they seeing things? What choice makes sense to them? When we aren’t struggling with our kids and are actively trying to nurture that secure and supportive environment, they have the space to consider things from various angles. And make the choice that makes the most sense to them in this particular moment. And have conversations with us about it both before and after the thing. They learn how to make choices by making choices.

And I think a key thing to remember as we make this shift in our parenting is to recognize that their choice may well be different from the choice that we would make in similar circumstances. Because, again, people are different. People are so different. I love how different people are.

ERIKA: Yes, and I’m so glad you ended with people are different because I really think that is the key here. If I stay stuck thinking that what I would do in this case is the only right answer in that situation, then it can feel impossible to allow my children to make a different decision. But since they’re different people, it doesn’t really even make sense for me to try to impose my preferences on them. Because that takes away their learning. It takes away my learning about them.

They can trust me as a sounding board if they want. But if my kids have the space to make their own choices about their own lives, which, you know, maybe that is a big paradigm shift right there, realizing that these are their lives, not mine. I don’t own their life as their parent. Then they can add to their own web of learning about what works for them. So how their choices play out for them will be so much more meaningful if they were the ones who made the original choice. If they’re just doing something that I suggested, and then however it works out, it’s like, why do they even care?

It doesn’t really have that same sort of importance to them, because they didn’t choose it. I love the point too, about the opposite of us making choices for them is doing nothing. And it really is not that. It’s being present, building that trust, being trustworthy, being non judgmental about the things that they’re interested in and the things that they want to do.

And so they will come to me if they’d like to imagine different scenarios, or if they’re not sure about something. And I know also just by having that connection, when they might need a little push or a little confidence booster, you know, you can do this, you’ve got this. And I know when to trust that even if it doesn’t work out how they thought it would.

And sometimes I even know that it won’t. And sometimes I’m right about that. And sometimes I’m wrong about that. But even if it doesn’t work out, I just believe that what they’re learning about themselves and the trust that it builds for themselves, trust in themselves, and then also trust in me that I’m trusting them. There’s just so much trust building that’s happening. I think it’s just huge.

ANNA: It really is. I love how you describe that interplay. Because I do think that’s a common first reaction. I’m not supposed to be over involved. So I’m just going to go away. And it isn’t hands off, but it is this what you were describing really being in tune with who they are and trusting in their journey, trusting in your relationship with them. Knowing when you can have conversations and when we can add a little something here.

When do I need to just observe or listen or reflect back? And yes, this is where people are different means everything, because we really do tend to think that people see and experience the world in the same way that we do, and that they want to move through the world in the same way that we do. And they just don’t.

So how I said it to myself in the early days was that I just don’t know what’s best for another person, even my child, ever. And that just helped stop me and help me stay open and curious about – what is their unique experience here? What are they getting out of this?

And it also helped me learn about myself and what things were uniquely mine. And I like how you said, Erika, now, maybe I just lost it. But it’s that sometimes you’re right, sometimes you’re wrong. Sometimes it didn’t work out. But it’s not about it working out, right? It’s just about the unfolding of it, because we’re learning all along the way by just taking a step by trying something.

I love that so much that this is even about letting go of some end goal of something that we’re all trying to get to. No, it’s about this exploration and learning about ourselves. And I just find kids are so capable. They know from the start, what they need at any given moment, and if they don’t have a fully formed vision of what that is, they know the next step they want to take, just so intuitively. I saw over and over again, they just don’t have the baggage that we’ve had, that I think can make things so much harder. And I think that baggage, kind of in light of what you were saying, is that we tend to have a fixed goal, like, this is what we’re trying to accomplish, so we have to be tunneling in on this endpoint. And I think kids are much more naturally playing with things and figuring things out.

And then, like you said, Pam, oh my goodness, we learn how to make choices by making choices. I don’t know how many times I said that to people when my kids were little. I’m like, how can you say that you want them to make good choices, but you don’t let them make choices? How are they going to learn how to make choices? And in that process of making choices, we do learn what works for us, what doesn’t, when to slow down, when to go full steam ahead, when to pivot. All these things come from the doing, not from being told which decision to make. That just short circuits all the learning, and begins this external orientation that’s actually really hard to break.

We’ve talked about this a lot too, that once that external orientation is fixed into you, from school, or even family, it’s really hard to step outside of thinking, what does everyone else want from me here? Versus, what do I want?. And I just found kids to be super capable of solving problems. Earlier I mentioned looking for these underlying needs, they have these best suggestions for solving issues.

And I will say, if this is new for your family, it can take some time to develop that trust. Can I really say something here? Am I going to be heard? But it can develop, and with that trust, just like you were saying, Erika, it’s trust, trust, trust all around, everyone feels safe advocating for their needs and really helping each other meet their needs. I just love that.

I know it’s a big shift to think that kids know best for themselves, but I truly believe that each one of us knows best for ourselves, and if we can give it some space and observe, you will start to see how different we all are, and how there is this knowing. And I feel like my kids helped me get back to my own knowing. It’s organically there in them from the start, and as adults, we may have to peel back some layers of conditioning, but I think it’s there for us too.

PAM: Yeah, I think so. I love that. And I mean, as you were saying that, it just became more and more clear. That giving them the space to make the choices that feel like they make the most sense for them, is such an effective way for them to learn more about themselves, which they bring to the next choice and the next choice. It’s just this beautiful cycle.

And then the reminder too, that it can take some time to build up that trust, absolutely, trusting that somebody’s not going to come back and tell them, no, no, no, that’s not the right way, do it this way. Or, see how it turned out after you made that bad choice, I told you so.

Okay, so the third truth is, fair doesn’t mean equal. I found this one really interesting to think through. It was so interesting, we don’t want to show favor to one child over another, right? We want all our children to feel equally loved by us, and conventionally, we extrapolate that to treating our children equally. So, like, all kids get one piece of cake, and you’re careful to make them all the same size. That’s just one little example, but it’s like the epitome of fairness, right?

But again, people are different, so instead, can we consider what the moment looks like through each of their eyes. How does it feel to each of them? So, I remember when I was thinking this through, I tested this little hypothesis. At the next birthday, I asked everybody how big a piece of cake they would like. And I was flabbergasted, nobody said the whole cake. But, so even as kids, I’d get different answers that really depended on how much they’d liked that particular cake or dessert, whatever we were having to celebrate, how hungry they were at the moment, if they were actually even fancying something sweet, right?

So, getting the amount of cake they wanted felt fair to them. They felt seen and heard just by being asked, not just, this is the size that all kids get, and here you go, and, finish it, or you don’t get more. The whole thing, equal does not mean fair. I began to see fairness, not as that quantitative measure of anything that parents give, but as the qualitative measure of the value that each child receives.

So, looking back over different seasons, one child may need more of their parents’ time, while another has a passionate interest that needs more of the family’s money to support it. We may be giving each of our children very different things in any particular moment, that take varying amounts of time, of our effort, of our money, but when their unique needs are being met, they each feel secure and happy, they feel seen and heard as who they are. And, in my experience, they do feel equally loved. What a difference, right?

ANNA: Oh my gosh, all of these things are so important. This one is huge also, and it’s one I cannot get my mother to understand. It’s funny, because she really does think that doing exactly the same thing for all three of us is fair, and that shows that she loves us the same, and that we’re all equally loved. But gosh, being on the receiving end of that just feels super disconnecting, I don’t feel seen and heard or understood at all. But at this point, she’s 92, so there’s no real changing her, so the three of us will just roll with it. But again, there are three of us, we have a huge age gap, brother, sister, and then I’m the baby, huge age gap. We’re all so different.

I think that’s why we talk so much about, people are different, because just understanding how different and unique we all are, just lights people up. They want you to know them, to see them, see their unique gifts and beauty. And so yeah, this whole, everybody needs to be treated exactly the same, does not do that.

So, I knew that with this one, I wanted to examine it deeply and do it really differently with my kids. My girls are very different, I just have two, very different, though, and it really would have been a disservice to think in those kinds of black and white, equal is fair, terms. And I think a big part of this is watching my own language, countering the cultural messages about fair, like you did with the cake, right? And so you created a new fair, which is, hey, how much do you want, and let me help you get that. And I think it takes some digging in, to figure out what the need is in any given situation. Sometimes you can just ask, but sometimes there’s a little more to it.

And also, just to build the culture of trust, that we will work to meet all the needs, and to recognize our choices in each moment. I think the other byproduct of everyone trusting that they’ll get their own needs met, is actually, they’re pretty happy when other people are getting their needs met too, because we can all celebrate each other doing our own things, and because we know that if we want something, we’ll figure it out, there’s no doubt about that.

So, as I was thinking about this one, I’m not even sure you can step away from this kind of equal as fair cultural idea, without moving to a more connected idea of everyone getting their needs met. I think it kind of goes hand in hand, so you don’t have any kind of backlash or misunderstanding about it.

ERIKA: Yeah, when I was growing up, we definitely had a huge, equal is fair, message in our family as well. And I think the funny thing is that, by constantly emphasizing trying to make everything equal among the three kids, we became so fixated on looking for the little discrepancies of, like, that’s a little bit more, that’s a little bit less, and we were also focused on it, and it gives you that feeling of scarcity, right? We were always on the lookout for, that’s not fair, how come she got that, I only got this, like, all of those things.

And so when I contrast my memories of that with my own children’s experience, it’s just so interesting. From the beginning, I was so careful not to ever indicate that our food, my attention, our toys, whatever the resource was, I made sure I was showing them that there’s abundance, they don’t have to fight over it. And so we provided what we could to each one, but it was what they individually wanted, and, like you both have said, people are different, so I’m not just handing both of them the same thing. Maybe sometimes, and in fact, sometimes that really helps too, to create that feeling of abundance, we don’t need to fight over things, but we don’t need all the same things, we all get what we need.

And so, when my kids were younger, my mom would play with them, but it was overwhelming, because if you have little kids, you know, a lot of times they’re both talking at the same time, wanting something, wanting her attention. And I remember she would set a timer. Okay, I’m going to play with Maya for 15 minutes, and then it will be your turn, Oliver, which feels really fair, but it really is just equal, because one might not need the full 15 minutes, and then the other one’s just focusing on what they’re not getting for those 15 minutes.

And so, even though it was at times overwhelming in those younger kid days, I did try to just include them both at all times. So I’m hearing them both, you know, kind of being like, oh wow, oh wow, oh, you know, it’s just the spec, and that’s all they really wanted. They wanted to be able to say what they wanted to say in the moment. It was more chaotic, I think, but they didn’t really notice that, they just knew that I was there, they both felt I was there for them, and they don’t have a feeling of competition between each other, and still don’t, to this day.

And so I feel like many of these paradigm shifts boil down to, people are different. This one feels like that too. If we can recognize that people are different, we know that meeting each person’s needs in our family is going to look different, and that’s what makes a family really interesting and unique.

PAM: Yeah, I love that you guys are both pointing out how so much of these boil down to, people are different. And it’s just recognizing that difference and incorporating it into the different aspects, that really is one of the fundamental paradigm shifts.

Okay, so fourth truth, and that is, quitting is not a failure. Choosing to quit an activity, I mean, think about it just for a second, it is as much a learning experience as starting an activity. So conventional wisdom says that if we let children quit whatever they want, they will never finish something when the going gets tough, right? They’ll just say, oh, that’s too hard, I’m going to quit. And I see you guys both smiling, that is just not what we see, and I bet you, anyone listening, if you watch your kids in action for any length of time, it’s not what you’ll see either.

In fact, if we continue to insist that they finish what they start, what they’re likely learning more fundamentally is to not try out new things unless they’re quite sure they’ll enjoy it. Because they can’t quit it, they’ll have to stick it out, as it were, you committed to this, like, all those kinds of messages. So they’re just going to only want to engage with something that they’re pretty darn sure they’ll be happy to follow through. So what that means is less exploration and less learning.

When we favor connection over control, our children gain lots of experience with wanting to try something, choosing different ways to explore it, and seeing how well those different paths meet their goals. They’ll discover things that they like, they’ll discover things that they don’t like, and they will get a better feel for the clues that help them decide when they want to lean into something and when they want to quit and move on. And each time they choose to quit, they’re learning so much.

Okay, I just got a rush of goosebumps, because I love this point. How does that choice feel moving forward? Do they miss the activity? If they miss it, that’s not a failure, that’s not wrong. What do they miss about it? That’s more learning. What are they doing with the time that quitting the thing freed up for them? Are they enjoying that? Are they enjoying that more? There’s just so much that comes when you quit something, that’s not the end, it’s not like, you therefore are not allowed to think about it ever again, right? There’s just so much processing that unfolds even beyond that one act, and it’s not forever either.

ERIKA: Oh yeah, I think mainstream parenting culture is just so hooked on this. They really want kids to stick it out, and I feel like it’s in this way that we don’t expect ourselves to. And yeah, I think it’s a little short-sighted, right? It’s trying to teach responsibility and commitment and all of these things, but who wants somebody who is committed to something that they’re no longer enjoying? This is a path that does not lead to success, it’s a path that does not lead to good places.

I still carry with me some feelings of failure that I have, due to, you know, in quotes, quitting something. I don’t even like the word quitting, because that kind of makes me feel like, I’ll never go back, I quit it. But I don’t view it like that with my kids, they can stop doing an activity and come back to it later, and there’s really no weight to that. But if I look back, I can see that my choices were valid, and that my life path has ended up being amazing, but looking back at certain things, I still feel the pressure and the weight of that, what felt like failure at the time, just because of the messages that I absorbed.

Sometimes we don’t know how something’s going to feel until we try it. When we do and it’s not a fit, sometimes it’s an immediate thing, right? Like when I tried taking computer programming in college, I was like, immediately, no, my brain doesn’t do this. For some reason, I thought it would, it didn’t. And so sometimes it’s right away, but sometimes we’re just changing and growing over time. We all know, we’re growing and changing so much, even as adults, but our kids are certainly growing and changing, we see it happen right in front of us. And so maybe it’s like, this used to be great, now it’s not anymore.

And so I think it’s just a gift to be able to listen to our inner voice, and make a choice that fits us right now, without that pressure of, this is a forever choice, or this is a failure if I don’t do this. There’s just no one right way to live, and each choice we make, it’s going to lead us somewhere, so we could just try things, quit things, shift gears, dive deep into something, and as long as we’re listening to our own voice, we can trust that we are building a life that works for us. I think we only really get stuck if we’re focusing on the external voices that don’t know us on the inside, and know what we really want and need.

ANNA: It really is a clue, that those outside voices are taking up way too much space, because those outside voices, the peanut gallery about the quitting, they’re not the ones that are going to be there doing the thing, they’re not the ones that know how you’re feeling. So it really is just that, slowing down to recognize that and push it away, because this idea of quitting equals failure, is so ingrained, and it’s so counterintuitive, because you’re right, Pam, if kids are forced to stay with something that isn’t working for them, what they learn is to not try, because, I’m going to be stuck with it forever.

And they’re so young, you know, they don’t know if they’ll like piano or baseball or that specific art class, there’s so many factors involved, and all the time that they’re stuck in something that they don’t love is time they aren’t getting to try other things to find out what they do love. And I love your point, Erika, that sometimes we know right away, nope, this is not for me, but sometimes interest wanes, right, and we grow and we change, and we’ve gotten what we’ve wanted out of it.

I think that’s another thing, sometimes parents get caught up. Oh, but they’re so great at the piano or that sport. But that person, that unique human, has gotten what they want out of that experience, and that’s okay. All of that is okay. And goodness, I mean, I’m 57 and still I want to dabble and try things to get a better sense of if something will work for me. I can get very excited about a lot of different ideas, but until I’m actually doing it, it’s hard for me to say, does it suit me? Does it fit in my life? Do I want this? Is this how I want to be spending my time?

And just quickly, if money is your sticking point here, because that’s usually a big one for people, we have a podcast about this, but David really helped me move through this one with the financial idea of sunk costs. And so the reframe is that we’re paying for the opportunity. When we go into it with this idea of we’re paying for the opportunity to try this, it feels very different.

The value is in learning whether it’s something we’re enjoying versus the value being in getting all of these specific instructions or finishing the class or staying on the team. And if letting the team down is your sticking point, you only have to have played a tiny bit of sport to know that someone who doesn’t want to be there isn’t helping the team at all. And you kind of alluded to this, Erika, like we really don’t want somebody that’s forced to be in any situation, sports or otherwise, or any kind of work.

And all of this doesn’t mean that there’s no discussion though, right? Because sometimes there are discussions before, during, and after. And for us, thinking back, if something was a particularly pricey activity,because that happens and kids are like, I want to do this thing. And it’s a year’s commitment for thousands of dollars. We would talk about how we spend that money, where it comes from, what it impacts. Is there another way to learn more about the activity before we commit to something that’s maybe as long or as expensive as that?

What I found is that kids are so creative and they often could find their own alternative paths as we’re playing with it and looking different things up. And also just talking to the organization, is there a way we can observe or trial it? People are pretty accommodating when you ask nicely. And I know for me, sometimes it is hard to ask for what I need. I don’t want to bother anybody. I know how busy and hard they’re working to do this program, but I really do find people to be understanding and generous when they can be. And that’s the information we need, right? Is it possible?

If not, okay, then that’s another thing to put in the hopper for the decision. And I just love that all of us feel comfortable leaving something that isn’t working. I have seen this play out in all of us over the years. You really just won’t find any of us stuck in jobs we hate for decades, which is so common in our culture. And we know there’s always a choice and there’s always another way. And I think I just have seen it serve my kids and it serves me and David as well.

PAM: Yeah. And I think that’s the whole point, with the relationships, with connection being in the lead, those processes are something that we can do actively. Like, okay, you’re stuck in a job that you really don’t like, you may end up quitting immediately, but also it can be, you’re disliking it more and more and more over time, but we’re having conversations, we’re making plans.

It’s not, well, you know, you have this job, it pays well, or whatever reason we say, oh, you need to stay, et cetera. No, you actually can. That’s the control piece coming right back in. We can instead focus on that connection piece. We can talk through it more and even later, it feels lighter, at least for me showing up to something maybe I don’t like, but I know I’ve got a plan to move through it. I know where I’m going to keep talking. It’s not black, white, like we were talking right at the beginning there. And then there was just one other tiny piece.

And now did I lose it? I’m trying to think what you, oh, oh, it was about, was it about, it was about like, how much we learn, I think, when, oh, yes, it was, it was, sorry. But it’s something that I love to do. When people come to the network. When we have the quitting discussions, et cetera. And, but then, so we talk about like, once they’re interested in something that may be expensive, I love brainstorming all sorts of ways that you can be involved in it without the expensive class. Because so often, certainly at the beginning of our journey, we turn it into – they’re interested in swimming, swimming lessons. Oh, piano, piano lessons, like dance, dance lessons.

That’s our first go-to because that is what we know, right? But there are so many other possibilities that can help them experience the thing that they’re interested in and may or may not at some point want actual lessons for it, but you don’t have to wait for the lesson to become involved. You can go swimming in the public pool. There are just so many possibilities. So I love that piece of just brainstorming ideas and people get very excited and off they go to play and it’s very fun.

Okay. Okay. Finally, truth number five, strong relationships are key.

It’s not about parenting that parent-child power dynamic in which the overarching goal is to turn out a successful adult, right? It’s about being in relationship with your child. This is a lifelong relationship. We’re two human beings. We’re multiple human beings. That relationship shifts over time as they grow and change, as we grow and change.

It looks very different when they’re young versus when they’re in their teens versus when they’re young adults versus when they’re older adults. Even if at any given moment, it feels like things will never change, right? But they really, really do.

You can’t imagine when this is ever going to change. And, and getting focused on and fixating on when it will change is going to get in your way. But that’s a conversation for another day.

A few years ago, I wrote a very long essay about the value of relationships to learning. And I will link in the show notes to anyone who’s interested. But oh my gosh, when I first came to unschooling because my kids were in school, it was like, oh, how are they going to learn, right?

And in the last episode, we talked about paradigm shifts around learning. But I really did come to see pretty quickly that I didn’t need to worry about the learning. What I could focus on was a relationships and this shift from control to connection and recognizing that strong relationships really just drive everything like that was key for me.

ANNA: Yeah, I think when we switch the lens to being in relationship, things just change dramatically across the board. I’ve talked about it before, but I would just often ask myself – Is what I’m about to say or do going to help or harm our relationship? That kept me focused on what was important to me. And that litmus test really served me well.

Because if I’m tending to the relationship, we’re able to navigate the challenges together from a place of connection. So if I’m wanting my kids to be safe. As parents, we kind of see that as a responsibility. They are safest when our relationship is strong and they can come to me versus rules and punishments to try to keep them safe, which serves to disconnect us.

If my kids came upon a situation that seemed a little sketchy, they would ask me about it. They knew I wasn’t going to stop the exploration just off the bat, but that I could be a sounding board and a processing partner as they navigated it. For kids who think they’re going to get in trouble, they may push down those niggling thoughts that this doesn’t feel good or something isn’t right here because they want to learn more.

There’s still something intriguing about it to them and they know their parents might deem it unsafe and stop the exploration altogether. And really that puts them in harm’s way without the support of someone who cares about them. And this applies when they’re young and maybe even more so when they’re teens.

We always had a policy of, I will come get you no matter what, no questions asked if they ever needed out of something. And they also knew they could use me as an excuse. My mom needs me to come home. Because then it wasn’t about me stopping their exploration. It was about giving them tools, tools to get out of situations if they needed it, tools they could use to explore safely. And that’s just the safety lens. But this really applies to all areas.

If we have trusted people in our corner, we’re going to be able to explore and learn more. And I think we can see that in our adult lives too. When we feel supported and loved and cared for, we’re so much more likely to learn and grow. Those basic needs have been met, we’re so much more likely to explore and learn and push the limits of what we can do.

And I think that’s the piece that you’re getting at, Pam, right? This is the basis for learning. These relationships really, that is what makes learning happen and easier.

ERIKA: Yeah, I think those strong relationships with people we trust helps us in every area of our lives. And it’s the same for our children. And I love the parts about how it helps with safety and with learning.

It just makes so much sense. I had a book club with a bunch of unschooling parents, and we were reading Pam’s book together many years ago. And Pam joined us on a call one week. And we were all, I mean, everybody’s like, oh my god, Pam. It was very fun. But I remember having a bit of the conversation, someone felt like they had messed things up, they maybe had an argument with their child, or in some way felt like it was just this negative interaction, it didn’t feel good.

And the question was more along the lines of, how can I do better? How can I stop doing that? And Pam’s idea was about how the repair is the important part. Because we’re trying to maintain this connection and relationship with our kids. But we’re humans, and we’re imperfect. And we’re going to say and do things that hurt our children at times, or we’ll say or do things that hurt other people in our lives at times.

And so we can let that moment crush us and pull us away from them. And we can just dive into negative self-talk about what a terrible job we’re doing. Or we can see those moments as opportunities to own our parts, own our words and our actions, apologize for the impact, and make the repair with the person that we care about.

I get goosebumps thinking about this, because it’s such a more powerful place to be. And it doesn’t require us to be perfect, which we cannot be. But since relationships are so important in all of these ways, when hard things happen in the relationships, knowing that we will be able to move through it, that builds trust between us and the other person. And it gives us more capacity to weather the next challenging thing, whether it’s something outside of our relationship, or the next misunderstanding between each other.

And so I always come back to keeping my relationship strong. How can I feel more connected? How can I give my children the feeling that I understand them, and I’m here for them? And it doesn’t always mean I’m talking with them more, or even spending more time together. It’s really figuring out what do they want from me in this particular season?

And since they’re unique individuals, what is it that’s helping us feel connected in this moment, in this season? And now that they’re teenagers, we do a lot of reflecting on, remember when that was hard, and we got through it? Things like that.

I feel like it really helps us all build resilience and realize that being humans is sometimes hard, and we’re always learning, and I’m always learning. And I feel like me being vulnerable in that way just develops trust between me and my kids. And looking at that, what is going to help us in this moment just to increase our connection is such a valuable place to take a look.

PAM: I love that. I love that you brought that up, because yeah, the whole thing, you’d say strong relationships are key. So I need to be perfect at that. I need to do my best at that. That’s the most important thing. I might have mentioned it at the time, the attachment parenting book I had read, because it’s the thing that knocked me, it’s like, oh really? That around 50% or so of our interactions with our children go awry in big ways or in little ways, and that it is the repair that brings us back, right?

It’s not trying to avoid it, because imagine what someone feels if they think someone else is perfect. Oh, they’re perfect at that. They make all the right choices. That does nothing but put pressure to be perfect on them. They’ll be putting that on themselves as well. I want to be as good, etc. So, understanding that repair piece, that is so much where trust is built.

That we’re coming back, that we’re going to be engaging again. We’re going to be moving through this, and as you said, using those previous examples of times you guys have moved through challenging things, and just bringing those up when new challenging things come up. We may not know how this is gonna resolve, but we know that we’ll find our way through it.

We can trust that. So I love that so much, and thank you. Thanks so much to you both for having this conversation. I feel like we touched on a lot of interesting pieces, so I hope people find it helpful.

Thanks so much to all our listeners for joining us. We hope you enjoyed this dive into the second stage of the de-schooling phase of our journey as we challenge some of our conventional beliefs about parenting, and we invite you to join us in the Living Joyfully Network to continue the conversation.

It is a warm and welcoming online community of like-hearted parents, a non-judgmental space where you can steep in these unconventional unschooling ideas, and just explore what they might look like day-to-day in your uniquely wonderful family. And your first month is free, so you can get a sense of whether the community is a good fit for you. We are very excited to welcome you.

To learn more and join us, just follow the link in the show notes or go to livingjoyfully.ca and choose Network in the menu. Wishing everyone a lovely day. Thanks so much.

Bye!