Small Schools: A More Human Future for Education

Small Schools: A More Human Future for Education

Small Schools: A More Human Future for Education with Dr. Stuart Grauer, Clint Davis, and Baran Yosef Artificial intelligence is transforming how we teach and learn–and create and lead. But its best contribution to education at the moment may not be what it can do, but the questions it is driving all of us to ask: If knowledge and expertise are accessible to all, what become education’s next, deeper purposes? What experiences must never be outsourced? How can technology strengthen rather than diminish learner agency, authentic relationships, meaningful work, engagement with the natural world, and (most important) our drive toward human freedom? Rather than debating whether schools should embrace or resist AI, this conversation explores how we can protect, and even expand, the experiences that make us more fully human on campuses. We’ll examine the remarkable emergence of entrepreneurial, intentionally small schools around the world. Often working outside traditional systems and across diverse cultural and political contexts, these schools are demonstrating that human-scale learning communities, super-efficient self-directed learning, Socratic dialogue (AI and human driven), expeditions, and deep engagement with “real” places and “real” communities are not alternatives to technological innovation: they may become its greatest dividend, as AI frees educators to devote more time to the deeply human work that small schools have long practiced. References and resources for listeners Stuart Grauer. (2026). The Way to Pancho’s Kitchen: A Trail Guide for Small School Leaders. The Worthy Educator Press. * Oxford University Department of Education. Climate and Nature Collaborative: A Reflection (July 2026). https://www.education.ox.ac.uk/news/climate-and-nature-collaborative-a-reflection/ Episode Guests   Stuart Grauer is founder and Head of School Emeritus of The Grauer School in Encinitas, California, has spent more than thirty years asking what happens when schools are designed around human relationships instead of systems, around places instead of programs, and around freedom instead of compliance. He is also founder of the Small Schools Coalition, through which he advises and researches schools around the world, and the author of The Way to Pancho’s Kitchen: A Trail Guide for Small School Leaders (2026). His work explores a simple but urgent question: as education races toward larger systems, artificial intelligence, and immersive digital worlds, what distinctly human experiences become more—not less—essential?…less artificial, more real? Grauer writes and speaks widely about place-based learning, learner agency, leadership, and the role of the natural world in human development. He argues that AI’s greatest promise may not be replacing human learning but helping us reclaim it—freeing teachers and students to spend more time in authentic relationships, meaningful work, and direct encounters with the living world. His current work challenges educators to think beyond debates over technology itself and instead ask how schools can cultivate the curiosity, wisdom, peace, and sense of place that no machine can experience on our behalf.   Clint Davis is the founder (2015) of Discovery Prep Academy, an intentionally small, independent school  in Newport Beach, California. He is a passionate and dynamic educator who has served as a classroom teacher, mentor, coach, director of college counseling, director of middle school, educational consultant and head of school for more than twenty-five years. Clint’s educational philosophy is centered on relationships, rigor and risk-taking inAu a compassionate and student-centered environment. As a graduate of Columbia University’s esteemed Teachers College and a member of the Klingenstein Institute for Independent School Leadership, Clint was exposed to the very best progressive, independent school educators in the world. Through his ability to connect with the heart of each child, Clint unfolds within them confidence and an ability to believe in themselves to pursue their passions and interests creating for themselves a joyful, fulfilling life.   Baran Yousefi is pursuing a Master’s degree in Educational Leadership and Policy at the University of Toronto, specializing in Comparative, International and Development Education (CIDEC), after earning her B.A. from York University’s School of Health Policy and Management. Her academic work has included sustainable development, research ethics, Indigenous healthcare, and democratic and humanistic approaches to education. She is also a graduate of the Participatory School in Tehran, Iran—the country’s first and only school founded on a humanistic, alternative educational philosophy. Although never officially recognized by the Iranian government, the school’s emphasis on curiosity, empathy, responsibility, and whole-person development profoundly shaped her vision of education. Inspired by that experience, Baran co-founded The Peace School in Toronto in 2023, a humanistic elementary school accredited by the Ontario Ministry of Education that extends the educational vision first developed in Iran. Through her leadership, graduate studies, and educational work, she is committed to advancing humanistic education in Canada and internationally by helping schools cultivate compassionate, critically engaged, and socially responsible learners. Join the conversation at silverliningforlearning.org  [https://silverliningforlearning.org ]

"Why not our kids?" Findings from a report on AI use in Rural K12 settings

AI in education seems to be taking center stage in every educational sector and across all age groups and environments. It is increasingly clear that rural schools and the teachers and students within them need a voice related to AI policy, practices, and implementation strategies. In response, FullScale recently conducted a national field scan as part of its Rural AI Strategy Lab to better understand how rural schools and districts approach AI. In fact, there is a new report from FullScale, AI in Rural Schools: What We’re Seeing in Practice. In this episode of Silver Lining for Learning (SLL), we will hear from two partners at FullScale about this report as well as two district leaders who were also involved. Listen to or watch this episode and learn about the scope and intent of the report as well as the key findings and potential future directions. You will also find out what AI adoption means in terms of instructional changes that are taking place today in rural schools in America as well as the coherence, constraints, and different trajectories of AI adoption. Finally, the show will reveal the current role of the "Rural AI Strategy Lab" and what might be on the horizon in the next couple of years. Do not miss this session. Rural AI Strategy Lab [https://www.fullscalelearning.org/rural-ai-strategy-lab/] > “Generative AI is rapidly reshaping conversations across education, with leaders exploring how this technology can expand access, strengthen instruction, and support student learning. Yet rural perspectives—representing more than 40% of U.S. districts—are often less visible in these conversations.” Report: Ham, M., Holland, B., & FullScale Team. (2026). AI in rural schools: What we’re seeing in practice. [https://resources.fullscalelearning.org/artifacts/ai-in-rural-schools-what-were-seeing-in-practice] FullScale. Dr. Megan Benay  Bio: Dr. Megan Benay is a Partner on the Practice and Implementation team at FullScale, where she builds learning networks and field partnerships that turn research into practical tools, including the Rural AI Strategy Lab. Earlier in her career, Megan served as a Program Analyst at the Carnegie Corporation of New York, as Senior National Director of Data & Research and National Director of Inclusive Education at the Great Oaks Foundation, as an education consultant partnering with state education agencies on literacy reform, and as a special education teacher in New York City Public Schools. Her work spans network strategy, data systems, inclusive education, and AI integration in K-12 schools. She holds an EdD in Entrepreneurial Leadership in Education from Johns Hopkins University. Michael Ham Bio: Michael Ham is Partner for Research & Policy at FullScale, where he leads national initiatives focused on school redesign, educational innovation, and system transformation. His work helps states and districts create the conditions for locally responsive models of teaching and learning through research, policy, and implementation support. He has led major initiatives with the Council of Chief State School Officers (CCSSO), the State Educational Technology Directors Association (SETDA), and state education agencies nationwide. A former middle school math teacher, Michael brings experience spanning classroom practice, education policy, and systems design. Jessica Gillespie Bio: Jessica Gillespie is the Director of Instructional Improvement–Innovation at Griswold Public Schools. As an ISTE certified EdTech leader, she collaborates with teachers across disciplines in grades K-12 to integrate technology and artificial intelligence in ways that center student learning and engagement. Currently, Jessica’s professional responsibilities include leading curriculum development; new teacher support and mentor training; supporting instruction, assessment, and multi-tiered systems of support; and providing professional learning. In addition to being a former Griswold Public Schools Teacher of the Year, Jessica is also a Modern Classrooms Project Distinguished Educator and Expert Mentor, a Google and SchoolAI certified educator, and CT Impact Educator for her work on blended learning. Jessica is passionate about making teaching more sustainable and about empowering learners through inclusive and authentic experiences. Jason Bell Jason Bell serves as Secondary Supervisor for Polk County Schools in southeast Tennessee, leading instructional innovation, postsecondary readiness, and leadership development. A passionate advocate for rural education, he helps schools leverage emerging technologies to expand opportunities for students and mentors school leaders through the district's teacher leadership program. Jason is a former President and Board member of the National Rural Education Association (NREA). He chairs the NREA Teacher of the Year Committee and serves on the Tennessee Rural Education Association Board of Directors. His work spans artificial intelligence, instructional leadership, workforce readiness, and rural school improvement, with a focus on building sustainable systems in resource-limited districts. Join the conversation at silverliningforlearning.org  [https://silverliningforlearning.org ]

Hosts Reflect with Chris Dede, Yong Zhao, Curt Bonk, Lydia Cao & Punya Mishra

Hosts Reflect with Chris Dede, Yong Zhao, Curt Bonk, Lydia Cao & Punya Mishra Join the conversation at silverliningforlearning.org

Stewarding Digital Youth-Led Movements

Explore how shifting the role of students from passive beneficiaries to active agents of change is transforming Peru’s educational landscape through a vibrant, self-sustaining ecosystem of over 6,000 young leaders. In a world often focused on individual achievement and competitive rankings, a new paradigm is emerging from Peru: one rooted in solidarity, intergenerational leadership, and “social movement learning.” This episode dives into the journey of moving beyond traditional school boundaries to create an ecosystem where adolescents (ages 13–17) lead initiatives ranging from mental health advocacy and financial education to STEM and public policy. By treating youth not as “tokens” but as legitimate stewards of their communities, this movement has seen 60% of its participants remain active agents of change years later and then become adult allies for the next generations. We discuss the unique challenges of supporting these leaders as they transition into adulthood and how the educational system can adapt to nurture human flourishing. This isn’t just about “student voice”—it’s about a loosely interconnected infrastructure of +300 youth organizations reimagining citizenship for the next decades. About our guests: Astrid Albujar Astrid Albujar’s mission is to aid Latin American development by ensuring all students receive quality education and leadership training so they can drive change in their lives and their communities. She is an Enseña Peru alumna, and has since collaborated with them on research and consulting for leadership programs. She also works with the Latin American Leadership Academy on its leadership bootcamps and is currently a University Programs Analyst at Abroad Peru, a Peruvian NGO that aims to reduce brain drain and reinsert talented Peruvians into key roles in Peru. She is currently pursuing the International and Public Affairs and Economics – Applied Mathematics degree at Brown University.  * https://www.linkedin.com/in/astrid-albujar/ [https://www.linkedin.com/in/astrid-albujar/] Fiorella Chuquihuanga Fiorella seeks to ensure that every person has equal opportunities to become the best version of themselves and, in this way, lead a flourishing life. She is an alumni of Enseña Perú (student leadership program – second cohort) and a third-year student of History and Cultural Management. She has led leadership campaigns in rural schools and is also a volunteer with T’ikary, a youth organization that combines ancestral knowledge and biodiversity, where she applies the knowledge and skills she has gained in her field of study. She is from Peru and is currently residing in Piura, Peru. Franco Mosso Cobián Franco stewards youth movements, so each young person becomes a changemaker without sacrificing their wellbeing or identity. He is a Harvard alumnus, and the co-founder and former CEO of Enseña Perú [https://www.ensenaperu.org/] (2014–2024) from the Teach for All Network [https://teachforall.org/], where he co-founded a movement that has impacted thousands. Franco’s work emphasizes “stewardship” of informal and non-formal educational spaces where solidarity replaces competition, and purpose replaces prestige. As a doctoral student at the University of Toronto, he also researches how youth lead and reimagine activism, learning and politics. He is from Peru, currently residing in Toronto, Canada.  * https://www.linkedin.com/in/franco-mosso-cobian/ [https://www.linkedin.com/in/franco-mosso-cobian/] Join the conversation at silverliningforlearning.org  [https://silverliningforlearning.org ]

From Episodes to Insights: Analyzing Silver Lining for Learning

Over six years, Silver Lining for Learning (SLL) has explored powerful ideas about learning, technology, and educational change. In this episode, faculty and graduate students from the University of Houston share a collaborative inquiry project in which they mined the SLL podcast archive for recurring themes emerging across diverse educational contexts worldwide. The project was collaboratively developed by Dr. Susie Gronseth, Clinical Professor at the University of Houston (UH), and Kelly Davis, a doctoral candidate in Learning, Design, and Technology at UH, in collaboration with Dr. Curt Bonk of Indiana University. Using Dr. Punya Mishra’s Analyzing Silver Lining for Learning AI exploration tool (https://punyamishra.com/sll/ [https://punyamishra.com/sll/]), small groups of students analyzed clusters of episodes connected to major topics in online and digital learning, including AI and emerging technologies, equity and access, student voice, social-emotional learning and wellbeing, technology as an enabler, and the reimagining of educational systems. Across the groups, themes emerged regarding learner-centered design, technology as both an opportunity and a risk, global collaboration, human connection, inclusive instructional design, student agency, teacher empowerment, and the continuing importance of pedagogy over technology itself. In this conversation, the guests and hosts reflect on both the findings that emerged from the podcast analysis and the learning process itself, in which examining conversations within the podcast illuminates larger questions about the future of learning. About our guests: Dr. Susie Gronseth  * Linkedin: https://www.linkedin.com/in/susiegronseth/ [https://www.linkedin.com/in/susiegronseth/] * Google Scholar: https://scholar.google.com/citations?user=408 [https://scholar.google.com/citations?user=408] Dr. Susie L. Gronseth is a Clinical Professor in the Learning, Design, and Technology (LDT) program at the University of Houston (UH), where she has taught since 2012. She is affiliate faculty in UH Population Health, the Human Centered AI Institute of the C.T. Bauer College of Business, and the Humana Integrated Health Systems Science Institute in the Tilman J. Fertitta Family College of Medicine. She will be joining the faculty of Texas A&M University as Associate Professor in the Learning Technology Performance Systems program in fall 2026. With a PhD in Instructional Systems Technology from Indiana University, she focuses her research on the intersection of artificial intelligence and instructional design, exploring how AI/ML can support personalized learning, address health disparities, and enhance STEM education. She co-directs the Laboratory for Innovative Technology in Education and has secured funding from the NIH, NSF, and Department of Education. Beyond research, she has developed over 20 courses, served as President of the UH Faculty Senate, led graduate programs in the LDT program area, and contributed to major initiatives, including UH's pandemic-era shift to online teaching and the health coaching certificate program. Her scholarly impact is reflected in publications in top journals like the International Journal of Educational Technology in Higher Education and Computers & Education, over 200 conference presentations, and a co-edited book on universal design for learning—one of the first internationally focused texts on the topic. She serves as Deputy Editor of the International Journal on Universal Design and Universal Design for Learning, a member of the Development section editorial board of Educational Technology Research and Development, and co-chair of the scientific committee of the International Conference on Education Quality in Morocco. Her work has earned numerous honors, including the ISTE Online Learning Network Award, multiple UH President's and teaching excellence awards, the Indiana University Distinguished Alumni Award, and induction into Phi Kappa Phi in 2023. Paola Esquivel Paola Esquivel-Gallegos is an M.Ed. student in Curriculum and Instruction at the University of Houston, specializing in Learning, Design, and Technology. Her work explores the development of a UX-based curriculum for high school students, focusing on how human-centered design can support more engaging learning experiences. With a background in architecture and UX design, she brings a systems perspective to her work, creating interactive and student-centered learning experiences. She is particularly interested in how practices like user research and iteration can inform instructional design. Garrett Ward Garrett Ward is an educational game designer working in virtual production and a recent graduate of the University of Houston’s M.Ed. LDT program. During his studies, he served as the founding Studio Director of Coog Interactive—UH’s game development club—and was a graduate research assistant for the CougAR Lab, UH’s internationally recognized AR/VR research and development lab. In addition, he is a certified Scrum Master, Product Owner, Project Manager, and Permaculture Designer. This professional background has made him a systems thinker, which he applies to his pursuits of UI/UX design, systems design, and product development. Recently, he has begun utilizing agentic engineering to develop AI assistants, tools, and digital services that empower creatives, students, and educators.   Vidya Menon Vidya Menon is a pediatric hospital medicine fellow at Baylor College of Medicine/Texas Children’s Hospital. She is currently pursuing her M.Ed [http://m.ed]. in Curriculum & Instruction with an emphasis in Health Science Education at the University of Houston. In addition to holding local and national leadership roles in medical education, she is passionate about curriculum design and development of clinical skills and reasoning through the use of high-fidelity simulation. She has nationally presented scholarly work in simulation education focusing on teamwork skills, as well as a project focusing on design, implementation, and assessment of an online module for medical students. She is also excited to be co-leading national workshops focusing on the use of Artificial Intelligence in medical education, and promotion of learner autonomy in fellowship programs. She has recently accepted an Assistant Professor position in the Department of Pediatric Hospital Medicine at The University of Texas at Southwestern Medical School. Join the conversation at silverliningforlearning.org  [https://silverliningforlearning.org ]