Principal Matters: The School Leader's Podcast with William D. Parker

PMP485: Preventing Trauma Before it Happens with Dr. Jan Harrell

A QUICK NOTE TO LISTENERS: Before this week’s interview, Will Parker and Jen Schwanke take some time to answer a listener question.  —- The Question of the Week is supported by Summer Pops Math Workbooks. Principals, when students practice math over the summer, math scores go up. What’s your summer math plan this year? A great way to start is by ordering FREE summer workbook samples at Summer Pops Workbooks.com. —- This week’s question is:  It’s very difficult to change one’s mind. When was the last time you were surprised to learn something new? How did this new learning make you feel?  Listen in to hear their response! MEET JAN HARRELL:  Dr. Jan Harrell is the creator of emotional education curricula now used in schools and prisons, with materials also accepted for use in both U.S. and Canadian federal prison systems—programs that help prevent bullying, build empathy, and transform communities. Her curricula bring students and inmates together by highlighting the shared human experience and transcending cultural, ethnic, and racial divides. Passionate about advancing human understanding, Dr. Harrell offers her programs to schools and juvenile justice/corrections at no cost, driven by a vision of preventing trauma before it happens and empowering young people with lifelong emotional wisdom. ADDRESSING STUDENT ANXIETY:  Jan has a long history in clinical psychology, but she is on this week’s episode of Principal Matters Podcast because of her outreach to schools. When addressing how school leaders should think about addressing the painful anxiety of students in schools, Jan talks about how a revolution in education is missing. Throughout the history of education, schools have focused on teaching human survival, through teaching problem solving abilities and teaching students about physical well-being. According to Jan, what is missing is education on emotional well-being. We are taught how to take care of our body, but not how to take care of our emotional well-being. Jan gives the example of a fire alarm going off. If a fire alarm goes off, we immediately know what to do. If an emotional alarm goes off and we do not know what to do about it, we go into a reactive state. Students need to be given the opportunity to learn what to do when their emotional alarm goes off.   SUCCESS OF THE CURRICULUM: Jan shares that her curriculum originated because of a friend who was the Dean of Students at a local high school. This friend would often talk to her about how her students suffered from anxiety. This friend piloted Jan’s program in her high school, and through this experience Jan learned that the issues of being a human being transcended every difference between us. The students in her program were brought together into an intimate family-like situation in which they felt comfortable being vulnerable and sharing their trauma and anxiety with each other. This same framework has been utilized in prisons with both juveniles and adults, with the same results. Through teaching the concept of understanding the self and learning how to work through issues with other people, Jan’s curriculum allows people to free themselves from the cycle of being in an emotionally reactive state.  HELPING STUDENTS AVOID BEING SABOTAGED BY THE EMOTIONS: Towards the end of the episode, Jan offers teachers and principals some strategies to help students avoid being sabotaged by their own emotions. She talks about how students often come to school feeling tortured and are filled with reactive emotions. Teachers and principals can try to suppress or judge their reaction, or they can view it as a gift that creates a teaching moment and helps students connect with their own wisdom. It is important to give students the rightness of their own feelings, not the wrongness. Equally important is teaching students that they can figure things out within themselves and between themselves. Helping students learn to guide the worst emotions the mind has to offer provides them with the tools to break out of an emotionally reactive state.  STAYING CONNECTED: If you are interested in learning more about Jan’s curriculum, she is currently offering it and her consultation for free. The only strings attached are that she wants to know that it’s being used and that it does not get fed into AI. You can reach out to her at janharrell.now@outlook.com [janharrell.now@outlook.com] or on Linkedin [https://www.linkedin.com/in/jan-harrell-phd-90271519/]. The post PMP485: Preventing Trauma Before it Happens with Dr. Jan Harrell [https://williamdparker.com/2026/pmp485-preventing-trauma-before-it-happens-with-dr-jan-harrell/] appeared first on Principal Matters [https://williamdparker.com].

MONDAY MATTERS with Jen Schwanke and Will Parker – Keeping Challenges in Perspective

This week on Monday Matters, Will Parker and Jen Schwanke take some time to talk about the challenges and emotional burdens faced everyday by school leaders. They highlight the importance of self-reflection practices and finding hope in trying times, and emphasize the importance of keeping challenges in perspective. This post was inspired by a blog post written by Will, you can read it below.  EVERY ONE OF THEM IS WORTH IT The first time I ever saw a student banging his head against a locker, I was completely perplexed. Even with eleven years of teaching, I had never seen a student engage in self-harm in such a public way. This was my first year as an assistant principal. The boy had been placed in the hallway for disciplinary reasons and, for reasons unknown to me at the time, was so distraught that his way of coping with being in trouble was to hit his head over and over again against a metal locker. Thankfully, my assistant principal partner at the time was well-trained in trauma and had a background working as a mental-health professional. She helped guide the student back to a place of calm and reason. It was an eye-opener for me. Moving out of the classroom and into an entire school setting would confront me with situations that were novel, different, and far more challenging than anything I had seen in my own classroom. The first time I met a student with schizophrenia, I was also perplexed. He began pulling his hair out while sitting in my office and admitted to me that he could see someone sitting in a chair nearby. After consulting with his parents and getting to know him more personally, he would open up about the times he was frightened–scared of others appearing in rooms and unsure whether they were real or not. Then there was the time a student became so upset after an argument at lunch that he slammed his head into the window frame of a door, shattering the glass and bleeding from his head. He lay on the office floor, growling and angry. When he was finally able to regain control, the residual effects of his meltdown were felt deeply by other students and staff. Even though my responsibility was to define an appropriate disciplinary response, that behavior still perplexes me to this day. There was also a student I didn’t work with directly, but one of my assistant-principal friends did. She learned his story over time: during his traumatic early years, his father abused him by locking him in a cage throughout the day when he didn’t want to tend to him. The emotional scars from those memories made it incredibly difficult for him to cope with the everyday dramas he encountered at school. Over time, he learned better self-control–but it came from a place of deep pain. As I think about these things today, I am sometimes amazed that educators can teach math, reading, and science–or coach sports–never knowing the underlying situations children face. Even students from well-adjusted families, or those who seem to have all the support they need, I have seen end up in facilities needing inpatient therapy because of self-harm or suicidal ideation. The statistics around trauma for young people–especially in my own state–are pretty compelling. Psychologists use a measurement called ACEs (Adverse Childhood Experiences), and Oklahoma is among the states with high numbers of children who have experienced significant trauma. Because of that, they come to school desperately needing stability, consistency, and predictability. They need a place that holds them to high expectations while also providing high support. A good teacher knows this. But if a teacher has a classroom with multiple students who may melt down, over-respond, or lack the coping skills needed to regulate their emotions, it can be overwhelming. Even one student with those needs can make a classroom difficult–now imagine if half or more of your students came in with those kinds of backgrounds. This is why teachers, to me, are heroes. You can’t predict what kinds of students you will get. Some schools can try–those with placement applications or tuition-based enrollment can deny students whose needs they know they cannot meet. But public schools, in particular, take them all. That should be even more reason for every community to want their public schools fully resourced, well-trained, and staffed with teachers who are supported to meet children wherever they come from. The idea of creating a school where no bad things happen, where students never see others in crisis, where children are never exposed to difficulty–that is a fallacy. It is only possible for those with enough resources to insulate their children in carefully constructed environments. And even those environments are no longer sealed off. Phones and social media have proven that outside forces can invade anywhere–often faster than parents or schools have the capacity to respond–especially when algorithms backed by billions of dollars are designed to capture the attention of our children, and of us adults. So the question becomes: how do we create daily, weekly, monthly, and yearly routines that reintroduce the civility and consistency necessary for good learning, good outcomes, and healthy, flourishing lives? This is why the best schools I work with understand that children are complex, adults are complex, and environments and communities are complex. And three things must be present for schools to succeed. First: people. Schools must be full of people committed to high expectations and high support. Second: systems. Schools must commit to creating policies, procedures, protocols, and curricula that guide students toward better outcomes while providing support along the way. Third: belief. An unwavering commitment that all students are worth our investment–our time, our creativity, and our care. None of them is expendable. None is disposable. For those of us who are veterans in education, these have become familiar refrains we must revisit again and again. For those new to education, the fresh perspective and vision quickly reveal the truth: the work is as hard as it has always been–but with the right people, systems, and beliefs, it is still deeply worth doing. Because we also know the flip side of these stories. There is the orphaned student who sat across from me one day, clutching a book to her chest–so excited to be reading, asking permission to take it home for the night. There are the bright voices of students discovering their talents in the school choir, standing for the first time in front of friends and family, singing at a Christmas concert. There is the amazement and awe in the eyes of students doing a science experiment for the first time. Or the pride of a young girl standing beside her groomed heifer, showing it for Future Farmers of America. The list could go on and on: the exhilarating moments of watching children learn to read, listening to their curious questions, enjoying their laughter on the playground, watching them wrestle for the ball in athletics. No one goes into this profession without a love for kids. And over time, I think we all realize something else–everyone is still a kid at heart. So whether you are working with a student, a fellow teacher, or a community member, we are all someone’s student in one way or another. How we treat the people right in front of us–whether they come from backgrounds of deep trauma or from more stable settings–matters. They all deserve the same attention, the same intention we would have wanted to receive at any age. The same grace and compassion. The same forgiveness and correction. Humanity has been on this planet a long time, and the traumas of our present age are not always as new as we think. But they are still painful. Still profound. So let’s keep perspective. Let’s be people who show up with high expectations and high support. Let’s build systems that provide students with the stability, consistency, and outcomes we know they deserve. And let’s hold firmly to the belief that every one of them is worth it. FURTHER READING: If you would like to read some of Jen’s thoughts on managing struggles, check out her newsletter, linked here [https://jen-newsletter-c4287d.beehiiv.com/p/secondary-stress]. As always, thank you for doing what matters! The post MONDAY MATTERS with Jen Schwanke and Will Parker – Keeping Challenges in Perspective [https://williamdparker.com/2026/monday-matters-with-jen-schwanke-and-will-parker-keeping-challenges-in-perspective/] appeared first on Principal Matters [https://williamdparker.com].

PMP484: Brain-Body Literacy with Trish Keiller

A QUICK NOTE TO LISTENERS: Before this week’s interview, Will Parker and Jen Schwanke take some time to answer a listener question.  —- The Question of the Week is supported by Summer Pops Math Workbooks. Principals, when students practice math over the summer, math scores go up. What’s your summer math plan this year? A great way to start is by ordering FREE summer workbook samples at Summer Pops Workbooks.com. —- This week’s question is:  What is something you will never forget about school leadership?  How did you learn it and how did it impact your career?  Listen in to hear their response! MEET TRISH KEILLER: Trish Keiller is an Emotional Intelligence Trainer, SEL Coach, and founder of Roots Education https://roots-education.com/. [https://roots-education.com/] With more than 20 years in education and dual master’s degrees, her career spans from middle school teaching to pioneering wellness practices for schools. Trish is the creator of Brain-Body Literacy™, a framework that integrates mindfulness, neuroscience, yoga, nutrition, and leadership to help educators and students thrive. Drawing on her background as a teacher, administrator, and holistic health practitioner, she equips schools with practical tools to manage stress, build resilience, and foster authentic connection. Through her training and coaching, Trish empowers educators to transform school culture, showing that well-being is not an add-on, but the foundation for achievement and joy. THE IMPORTANCE OF LEARNING READINESS: In her work, Trish promotes a “Learning Readiness” framework as an important way to talk about wellness with students, teachers, and school leaders. She based this framework on her experience as a middle school math teacher. As a young teacher, Trish utilized yoga as a way to help her deal with stress. She began practicing it in front of her students, who said that they wanted to try yoga too. Through this experience, Trish began to examine the disconnect that happens in modern teaching, saying that the whole child is being taught while neglecting the body. Thus the “Learning Readiness” framework was born. Through the use of yoga practices and other tools, the framework that Trish uses creates a sense of belonging and connection for students that allows for greater learning experiences. The “Learning Readiness” framework allows students to be more centered and feel less anxious.  UNDERSTANDING THE BRAIN AND BODY CONNECTION: Trish is passionate about educators gaining a deeper understanding of learning and brain and body connection. She reiterates that the body is not fully included in how we think about learning in modern teaching practices. “Learning Readiness” is about getting students’ minds and bodies ready to focus on learning. It is important for students to learn how to practice preparing to learn, so that those skills become subconscious. When educators want students to be able to self-regulate and remain calm in conflict, they first have to teach students those skills and allow them to practice them. Doing so helps these skills become part of the students’ subconscious and saves teachers time and energy in the future.  THE SIGNIFICANCE OF SELF-FORGIVENESS AND SELF-COMPASSION: In her work as a coach, Trish spends a lot of time preaching self-forgiveness and self-compassion to school leaders. School leaders have to deal with a lot of stress, and approaching stress with self-forgiveness and self-compassion gives leaders space to acknowledge that their job is a lot. She uses a framework called the LOVE framework to help school leaders deal with stress and uncomfortable emotions. The LOVE framework stands for Lean in, Observe, Validate, and Embrace. Through this method, school leaders can really understand stress at a deep level.  STAYING CONNECTED: Listeners can stay connected with Trish Keiller and her work via the following channels: Linkedin [https://www.linkedin.com/in/trish-keiller/] https://roots-education.com [https://roots-education.com] Thank you for doing what matters! The post PMP484: Brain-Body Literacy with Trish Keiller [https://williamdparker.com/2026/pmp484-brain-body-literacy-with-trish-keiller/] appeared first on Principal Matters [https://williamdparker.com].

MONDAY MATTERS with Jen Schwanke and Will Parker – Planning PD

This week on Monday Matters, Will Parker and Jen Schwanke take some time to discuss second semester PD planning. This topic comes from this question: A common “Catch-22” is when the principal feels staff needs a particular PD, but staff says, “Just let me go to my room, close my door, and teach.” How can a principal reconcile these two perspectives? Will and Jen discuss this question and talk about building PD based on responses, successes, and challenges from first semester PD. They remind principals that, ultimately, if the goal is to create something that people will enjoy, then the solution is to include their voice. Listen in to hear the whole conversation! The post MONDAY MATTERS with Jen Schwanke and Will Parker – Planning PD [https://williamdparker.com/2026/monday-matters-with-jen-schwanke-and-will-parker-planning-pd/] appeared first on Principal Matters [https://williamdparker.com].

PMP483: Leaders of the Class with Maureen Chapman and James Simons

A QUICK NOTE TO LISTENERS: Before this week’s episode, Will Parker and Jen Schwanke take some time to answer a listener question. This week’s question is: Why do you think reading non-education books is important? Listen in to hear their response! MEET MAUREEN CHAPMAN AND JAMES SIMONS: Maureen Chapman and James Simons are co-founders of Cor-Creative partners, a Boston-based company that provides inspiring and practical professional development for educators, by educators. They are also the coauthors of the Solution Tree book Leaders of the Class: Teaching Motivation, Perseverance, Communication, and Collaboration in the Secondary Classroom [https://www.solutiontree.com/leaders-of-the-class.html]. Both have written articles for Edutopia, Inside Higher Ed, and Middleweb.  A little more about them individually:  Maureen Chapman loves school. As the co-founder of Cor Creative Partners, Maureen supports leadership development and student engagement through speaking, coaching, workshops, and PLCs. Maureen is a lifelong educator who taught for 15 years in elementary, middle, and high school classrooms and spent eight years in school leadership. As a curriculum director and the head of an instructional leadership team, Maureen oversaw curriculum, resources, student data, instructional coaching, professional development, new teacher induction, and career education. James Simons loves school. James is the co-founder of Cor Creative Partners, and supports leadership development and student engagement through consulting coaching, facilitating workshops and PLCs, delivering speeches, and producing videos. Prior to co-founding Cor Creative Partners, James served as a high school principal and dean of students, an instructional coach, a middle and high school English teacher, a video-based storyteller, and a writer.  In this episode, Dr. Jen Schwanke interviews a dynamic duo, James Simons and Maureen Chapman, co-founders of Core Creative Partners and co-authors of the Solution Tree book “Leaders of the Class.” Drawing from their combined experiences as teachers and school leaders, they discuss the parallel work of adults and students in building leadership skills. The conversation centers on a framework that emphasizes the importance of motivation, perseverance, communication, and collaboration as essential leadership competencies. They argue that leadership is not a fixed position, but rather a set of skills and a mindset that can and should be cultivated in everyone, from school administrators and teachers to students in the classroom. Their discussion reveals a philosophy that sees leadership not as a top-down mandate, but as a collective endeavor fueled by a shared love for school and a belief in one another. By providing a practical framework for educators to teach and model these competencies, James and Maureen hope to empower every member of the school community to see themselves as a leader. Their work is a compelling call for a more empathetic, collaborative, and joyful approach to education, grounded in the belief that when adults and students work together to develop these essential human skills, everyone wins. STAYING CONNECTED: You can keep up with Maureen and James’ work via the channels linked below: www.corcreativepartners.com [http://www.corcreativepartners.com] www.linkedin.com/in/maureenmckennachapman [http://www.linkedin.com/in/maureenmckennachapman] www.linkedin.com/in/jamesrobertsimons [http://www.linkedin.com/in/jamesrobertsimons] The post PMP483: Leaders of the Class with Maureen Chapman and James Simons [https://williamdparker.com/2026/pmp483-leaders-of-the-class-with-maureen-chapman-and-james-simons/] appeared first on Principal Matters [https://williamdparker.com].