What does the research actually say about SEL and why does so much of what gets sold to schools fall short of the evidence? In this episode, we sit down with Dr. Christina Cipriano, Associate Professor at the Yale Child Study Center and one of the leading researchers in social-emotional learning, to get into what the data actually shows and what leaders should do about it.

Dr. Cipriano led the largest meta-analysis of SEL programs ever conducted: 424 studies, 53 countries, over 575,000 students. We talk about how to cut through the marketing, what to actually look for in an SEL program, and why so many schools are investing in the wrong things.

We also discuss why calling people out creates opponents instead of partners, how small language shifts change the entire dynamic between educators and families, and why "that's just the way we do things" may be the most costly phrase in education.

Dr. Christina Cipriano is an Associate Professor of Applied Developmental and Educational Psychology at the Yale Child Study Center and Director of the Education Collaboratory at Yale University. She has published over 120 peer-reviewed papers and her work has been featured in the New York Times, NPR, and Education Week.

Her new book, Be Unapologetically Impatient, is available now at drchriscip.com. Follow her on Instagram @DrChrisCip and on LinkedIn at Christina Cipriano.

Professional development has a trust problem. Many teachers feel burned by years of shifting initiatives, surface-level walkthroughs, and messages that miss the reality of classroom instruction.

In this episode, we’re joined by Zach Groshell, teacher, instructional coach, and author of Just Tell Them, for a candid conversation about why so many educators have grown skeptical of PD and instructional coaching, and what actually works instead.

Zach unpacks the loneliness of teaching, how poor training creates defensive cultures, and why strong instruction is often misunderstood by people furthest from the classroom. We dig into explicit instruction, coaching models that build trust instead of compliance, and the danger of edu-fads that look good but fail to improve learning.

We also tackle AI, edtech, and why tools cannot replace thinking, while still having a role when used with intention. This episode is for teachers, coaches, and leaders who want clarity, coherence, and instruction that actually helps students learn.

Guest bio
Zach Groshell, PhD, is a teacher, instructional coach, and education consultant based in Seattle, Washington. He works with schools across the United States and internationally to improve instruction using research from the science of learning.

Zach is the author of Just Tell Them and the host of the Progressively Incorrect podcast. He also writes at educationrickshaw.com.

He began his career as an elementary classroom teacher and later moved into instructional coaching and school improvement work. Zach is widely known for his practical approach to explicit instruction, teacher development, and coaching models that respect teacher expertise while pushing for better outcomes for students.

In this episode, Stephanie and I speak with neuroscientist and former teacher Dr. Jared Cooney Horvath about what schools get wrong, and why so many well-intended initiatives fall apart in real classrooms.

We talk about why teaching is a craft, why teachers should be treated as the core experts, and why schools struggle to build shared, usable evidence about what works. Jared also challenges common assumptions about classroom technology and AI. He explains why these tools often function as production shortcuts, not learning supports, and why knowledge has to come before skills like critical thinking and creativity.

About Dr. Jared Cooney Horvath

Jared Cooney Horvath (PhD, MEd) is a neuroscientist, educator, and best-selling author who specializes in human learning and brain development. He is the creator of The Learning Blueprint, an international award-winning program helping educators and students understand how learning actually works.
Jared has conducted research and taught at Harvard University, Harvard Medical School, and the University of Melbourne, and has worked with more than 1,000 schools around the world. He is the author of six books, has published over fifty research articles, and his work has appeared in The New Yorker, The Atlantic, The Economist, Harvard Business Review, and ABC’s Catalyst.
Jared currently serves as Director of LME Global, an organization dedicated to bringing cutting-edge brain and behavioral science to educators, students, and communities. To inquire about working with him, or to learn more about his international award-winning Science of Learning programs (The Learning Blueprint for Teachers & The Learning Blueprint for Students), visit lmeglobal.com.
Socials:
YouTube: https://www.youtube.com/jaredcooney
LinkedIn: https://www.linkedin.com/in/jared-cooney-horvath-phd-med-730704b2/
Instagram: https://www.instagram.com/jared.cooney.horvath/
Facebook: https://www.facebook.com/lmeglobal.net