In this episode, Ken Futernick sits down with Mike Walsh—widely known across California education circles as a master human connector—to explore how schools can build trust, strengthen relationships, and create communities where both adults and students truly belong.

Drawing on decades of experience as a school board leader, facilitator, and student advocate, Walsh shares how meaningful change doesn’t begin with answers, but with better questions—and with the courage to step aside so others can connect with one another.

The conversation focuses on three powerful themes:

• Strengthening relationships among adults in the schoolhouse (starting at 1:40), including how curiosity, shared purpose, and intentional facilitation can help educators and staff reconnect during times of crisis and burnout.
• How school boards can better connect with their constituents (starting at 12:25), moving beyond performative public comment toward authentic engagement that invites parents and community members to help solve real problems together.
• Breaking down walls among students, as Walsh explains how Breaking Down the Walls workshops help young people overcome loneliness, fear of judgment, and disconnection by sharing stories, playing together, and discovering their shared humanity.

The emotional high point of the episode comes at 33:29, when Walsh recounts a deeply moving story about an angry student whose hidden trauma reshapes how the entire room understands resilience, compassion, and the urgent need for hope in schools.

This episode is a powerful reminder that connection—not compliance, not lectures, not politics—is what allows schools and communities to heal, grow, and move forward together.

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In Part 1, we heard how Reading, Pennsylvania, began to turn outward—listening to families, students, and educators to rethink what their school system could be. In Part 2, we see what happened when a new mindset and civic culture shifted from data gathering and healthy conversation to concrete action.

Host Ken Futernick and Rich Harwood, founder of the Harwood Institute, return to trace three major initiatives that are reshaping life for students in the Reading School District—and changing how the community relates to its schools.

You’ll hear how:

• After-school programs came back into school buildings after years of being kept out, transforming schools into safe, vibrant hubs where students can learn, eat a hot meal, and connect with caring adults.
• Youth and families themselves shaped these programs—from asking for more experiences and field trips to naming something as basic as food as a barrier to participation—leading partners like Centro Hispano and Communities In Schools to step in with thousands of daily meals.
• A new English as a second language network grew from simple church dinners into a citywide web of support, helping parents gain the confidence to talk with teachers, support their children’s learning, and fully participate in school and community life.
• Faith communities adopted schools, not by deciding what they would offer, but by asking principals, “What do your students and teachers need?”—and responding with practical support, from tutors to winter coats.
• Early childhood leaders, backed by a major grant, made a courageous public “U-turn,” shifting from adding more childcare slots to building demand and awareness so that more families see high-quality early learning as essential to their children’s success in school.

Throughout the episode, educators and community partners describe how these efforts are changing the district’s relationship with the city it serves. Schools are no longer expected to shoulder every problem alone; instead, they’ve become the center of a shared project, with nonprofits, churches, funders, and residents working alongside them.

Rich and Ken also step back to ask: What does this mean for other communities that want to strengthen their own school systems—whether they’re in deep crisis or simply trying to move from good to great? Drawing on Reading’s experience, Rich offers four practical mantras for getting started: turn outward, get in motion, start small to go big, and build a “trajectory of hope.”

This is the story of a school system being rebuilt not just from the inside out, but from the outside in—one partnership, one program, and one act of listening at a time.

Download a free study guide and find related resources for this series at schoolconversations.org/reading and theharwoodinstitute.org/reading.

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When the pandemic struck Reading, Pennsylvania, its school system was already under enormous strain. The Reading School District—the poorest in the state—served 16,000 students, many of whom faced daunting barriers long before COVID arrived. Hundreds were homeless. Thousands stopped showing up to class. Teachers and principals were stretched thin. Community trust was low. And after years of missed opportunities and stalled reforms, many inside and outside the district believed real improvement was impossible.

Part 1 of this two-episode series is a story about how that belief began to change.

Host Ken Futernick speaks with Rich Harwood, founder of the Harwood Institute, and a wide range of local leaders who were determined to help Reading’s schools move from crisis to renewal. What unfolded wasn’t driven by a new curriculum, a flashy turnaround model, or a mandate from the outside. It started with something much simpler—and much harder: listening to the people who rely on the school system every day.

Through dozens of conversations with parents, students, educators, and community partners in both English and Spanish, Harwood’s team discovered that residents weren’t focused on culture-war debates. They cared about whether children felt safe, supported, seen, and prepared for the future. Those conversations revealed key community priorities for improving the city’s schools.

This episode highlights:

• How Reading’s school board struggles, high poverty levels, and pandemic disruptions left educators feeling isolated and overwhelmed
• Why attempts at school reform had failed to take root—and how turning outward toward the community created space for new solutions
• The pivotal moment when Superintendent Jennifer Murray confronted stark feedback from the community, first with defensiveness, then with humility and resolve
• How her leadership helped shift the district’s mindset from “these are our buildings” to “these are the community’s schools”
• How educators, nonprofits, and civic leaders began dismantling silos that had long kept them from working together effectively

Rather than focusing solely on classroom instruction or policy changes, Reading’s transformation would come from a new civic culture emerging—one in which schools are not expected to fix everything alone, and in which community partners see themselves as co-owners of students’ success.

This is a story of a school system rediscovering its purpose by reconnecting with the people it serves. It’s a reminder that meaningful and sustainable school improvement requires trust, collaboration, and a willingness to hear the hard truths.

In Part 2, we follow the concrete initiatives that emerged from this shift, including expanded after-school programs, a reimagined approach to English-language support, and a renewed commitment to early childhood education—each led by educators and community groups working in sync instead of in isolation.

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What would make someone leave a thirty–year career on Wall Street to help heal America’s divides? In this episode of Courageous Conversations About Our Schools, host Ken Futernick talks with Adam Mizel, former investment banker turned bridge-builder, who co-founded US United to strengthen communities and classrooms through empathy, respect, and dialogue.

When George Floyd was killed, Adam found himself shouting at the television—until his wife asked the question that changed everything: “What are you going to do about it?” That moment led him to Sheriff Chris Swanson in Flint, Michigan, and to a new mission—bringing Americans together through programs that promote listening over labeling. One of those, “30 for Us,” invites small groups of strangers—students, neighbors, or even rivals—to discuss tough topics and discover common ground.

Ken and Adam explore how these conversations are transforming schools and how young people, in particular, are leading the way toward a more unified future. It’s a conversation about the power of listening, the importance of respect, and the possibilities for civic renewal through empathy and dialogue.

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In a live, online discussion we co-hosted with Braver Angels on September 4th, 2025, eight panelists discussed whether Ethnic Studies should be required for high school graduation, whether such a course should even be offered at all, or whether the content is likely to do more harm than good.

Nearly 200 audience members from across the country listened in and posed questions as panelists shared their views and personal experiences, listened, and responded respectfully to audience questions. The conversation was lively, illuminating, and, at times, challenging, but it exemplified the value of civil dialogue when addressing controversial topics like this one.

A video recording of the initial event with 8 panelists is available on our YouTube channel. An audio podcast episode is also available here on our website and on your favorite podcasting platforms. Additional details, including brief panelist bios, questions and comments from the audience, and updates on the California law that would have made Ethnic Studies a high school graduation requirement, are available here.

A particularly noteworthy moment occurred near the end when Niclole Bernstein, a panelist opposed to Ethnic Studies, expressed a desire to continue the conversation with Albert Camarillo, one of four panelists in support of the course. This episode captures the fascinating conversation that took place between these two panelists just two weeks later.

A video of this conversation between Bernstein and Camarillio can also be viewed on our YouTube channel.

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Should high school students be required to take an Ethnic Studies course? Should such a course even be offered at all, or is the content likely to do more harm than good? These were the questions that a diverse group of panelists discussed in a live, online “fishbowl” discussion we co-hosted with Braver Angels on September 4th, 2025.

Nearly 200 audience members from across the country listened in and posed questions as panelists shared their views and personal experiences, listened respectfully, and responded to the audience's questions. The conversation was lively, illuminating, and challenging at times, but it exemplified the value of civil dialogue when addressing controversial topics like this one.

A particularly noteworthy moment occurred near the end when Niclole Bernstein, a panelist opposed to Ethnic Studies, expressed a desire to continue the conversation with Albert Camarillo, one of four panelists in support of the course. They agreed to let us record that conversation, which you can listen to here. You can also view it here on our YouTube channel.

In a post-event survey, 88% of the audience respondents said they would recommend this event to others. Over 300 people have since viewed the video recording on our YouTube channel or the one managed by Braver Angels.

Additional details, including short panelist bios, questions and comments from the audience, and updates on the California law that would have made Ethnic Studies a high school graduation requirement, are available here.

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In this timely conversation, attorney Leo Tucker shares his expertise on preparing schools and communities for immigration enforcement actions that could separate children from their families. As executive director of Aid (Aiding Survivors of Trafficking and Child Abuse), Tucker has developed a comprehensive, free guide called "Preparing for ICE Raids" that helps schools create rapid response plans to protect vulnerable students.

Key highlights:

• Legal distinctions between "undocumented" vs. "illegal" immigrants and why terminology matters
• Real-world examples of Fourth Amendment violations during enforcement actions
• Practical strategies for schools to respond when students' parents are detained
• Constitutional protections and the landmark Plyler v. Doe Supreme Court case ensuring education access regardless of immigration status

Tucker emphasizes this isn't about politics—it's about protecting children from trauma and ensuring they have support systems when a crisis strikes. Whether from immigration enforcement, accidents, or other family emergencies, communities benefit from having response plans in place.

This conversation provides hope and practical solutions for educators and community leaders navigating these challenging times. Developing emergency response plans for youth, even in communities where the risk of trauma appears low, has the additional benefit of enabling educators, parents, and community members to collaborate on a matter of mutual concern.

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In this episode, host Ken Futernick speaks with James Coan, founder of More Like US, along with high school students Landon and Deegan, about perception gaps in American society.

James explains how perception gaps are the exaggerated negative views we hold about people with different political beliefs. Research shows Americans across the political spectrum are actually more similar than they realize, but media, social platforms, and political systems often incentivize division.

For Landon and Deegan, learning about perception gaps has changed their approach to conversations, making them more willing to listen to different perspectives and question information they find on social media. The episode explores how schools can use a lesson plan from More Like US to help students recognize these gaps and improve civil discourse. "I think the perception gap lesson really taught me that I need to take what other people say more seriously. I can't just go into something thinking that I'm always going to be right. I need to listen to what other people think," Landon said.

This semester, More Like US is working with Georgetown University's Civic Education Research Lab to test the effectiveness of the lesson plan. The lesson plan (linked below) includes both a pre-survey and a post-survey that More Like US encourages teachers to give to their students.

Guests also discuss recommendations made by Daryl Davis, a Black musician and previous guest on this show, who had the courage to interact with members of the Ku Klux Klan, some of whom had never spoken to a Black person. Davis believes the best way to reduce dangerous misperceptions about others, the kind that can lead to hate, is for schools to enable students to interact with people outside of their affinity groups. Landon and Deegan were enthusiastic about programs like Mismatch, developed by the organization All Sides, which enables students across the country to learn about one another and to interact around controversial issues.

The conversation highlights how reducing perception gaps through better listening and understanding can help bridge political divides and foster more productive conversations in schools and beyond.

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