What if the achievement gap is the wrong problem entirely?
In this episode, Dr. Mike Conner speaks with Dr. Donna Housman, clinical psychologist, CEO of Housman Learning, and pioneer of the ECSEL programme, about why emotional intelligence is the most powerful and overlooked driver of academic success.
With over 30 years of research and clinical experience, Dr. Housman makes the compelling case that the real crisis in education begins long before a child enters the classroom. By addressing the preparation gap, the critical window from birth to kindergarten, we can reduce behavioural challenges, close achievement disparities, and build the kind of self-regulation that shapes a child’s entire trajectory.
This is a conversation for educators, policymakers, and parents who want to go beyond managing symptoms and start creating real, lasting change.
Michael Conner: [00:00:00] Good morning, good afternoon, good evening. Welcome to another episode of Voices for Excellence. I am your host, Dr. Mike Conner, CEO, and founder of the Agile Evolutionary Group, and of course, the proud host of VFE. And today's guest is such an extreme honor to have Dr. Donna Housman on with us. I say the experts, whether it be in early childhood education, which we're going to unpack emotional intelligence. Michael Conner: I really want to go deep into the conversation with that. She's considered czar, just absolutely love and respect the work that she does. The white paper that I read, we'll get into that, which just. Phenomenal, phenomenal coordination around the research and how she is executing this now within the ecosystem. Michael Conner: Dr. Housman is the CEO and founder of the Housman Institute doing extraordinary work across the globe and the impact that she's had on [00:01:00] early childhood learners. And in the emotional intelligence sector. So without further ado, this is a, again, an extreme honor to have Dr. Donna Housman on Voices for Excellence. Michael Conner: Dr. Housman, such an honor. How are you? Dr. Donna Housman: I am great and I'm delighted to be here with you this morning and really looking forward to this conversation that is so important and meaningful for children and also for adults. Michael Conner: Absolutely Dr. Housman. I can't wait. I've been looking forward to recording this episode because again, I want to be able to, I want to be able to build my electrical property around specific strategies and methods from an expert. Michael Conner: Specifically when we talk about. EI and the importance that it has within the educational vertical. But Dr. Housman, of course, you are the CEO and founder of the Housman Institute, a national leader in the early childhood sector, emotional intelligence [00:02:00] vertical. But what song describes your leadership signature in this most important and critical time within the paradigm of education? Dr. Donna Housman: The song that has always been with me, that really speaks from my heart about what I do and the, and the meaningfulness of it is the greatest love of all by Whitney Houston. I adore Whitney Houston, but I adore that song. Michael Conner: Absolutely. Dr. Housman, I tell you, you know, when we talk about Whitney Houston, you know, I always go back to when she sung the national anthem at the Super Bowl, right? Michael Conner: And just in an extraordinary entertainer, extraordinary voice. But when we think about the meaning, the lyrics of the greatest love of all I, I always say that we have to have. That love to drive our why within the work, right? And [00:03:00] we have to be able to love this work, be very passionate, specifically when we think about the dynamic shift of what we've seen in education in just a short timeframe. Michael Conner: Right. We're seeing now, you know, education, highly politicized. We're seeing teachers, you know, that are parents, and it's just, like I said, it's just a very, very difficult time to lead. But when we think about it, we have to really now go deep into our why. And that why gotta be the greatest love of all, which is our kids, our students, our education ecosystem, and adults that are in it. Michael Conner: But Dr. Housman, you are. The CEO and founder of the Housman Institute, right? And a core architect of the E-C-S-E-L program. I really wanna unpack that. But first, what is the core mission, vision, and work of the Housman Institute? And second, and this is more kind of like a sub variant of the initial question, what is the [00:04:00] E-C-S-E-L program and how is the Housman Institute creating systemic change in the early childhood sector? Dr. Donna Housman: We have been, we, we launched this Housman Institute and we since have changed to Housman learning. And so, you know, the mission and the vision of Housman learning really has been developed and with me for, for many, many decades. I started out as a clinical psychologist working with very troubled children, very early, you know, from three years of age all the way up through, you know. Dr. Donna Housman: Early adulthood and they were struggling with issues such as depression and, and and severe anxiety suicide. And I realized even though all these kids were very different in many different ways, the one common thread among all these kids was an inability to manage big emotions. So I thought at the time if we could really get to [00:05:00] children very early, when the brain is developing very rapidly and can be informed and shaped by their daily experiences and relationships, and help children really become competent about their first. Dr. Donna Housman: Universal language, which is that of emotion. And also help them learn how to manage, regulate their own emotions and understand the emotions of others, and at the same time, working with the adults because we know children develop within the context of meaningful relationships. So in working with the adults and helping them become much more aware and competent about their own emotionality, we could really change the trajectory of children's development and set them on a path of healthy brain development and success, both in learning and in life. Dr. Donna Housman: So at that point, let's fast forward a little bit. I decided to really start an early learning school, [00:06:00] which we called Beginnings for Children from three months of age all the way up through kindergarten, and really help develop. Practice design and research. What I, the theory that I was just talking about in terms of what was so important and really be able to implement this in the school where we were training the educators and helping children really begin co becoming competent about their emotions. Dr. Donna Housman: Um, what we saw is that within this school, we started getting children from all over the world, so that we were seeing that this approach called ECSEL, which I will speak to in a moment. Was really benefiting children from all different races, ethnicities, cultures, and the research that we did, we did some very rigorous longitudinal research and research showed that these [00:07:00] children that went through our program and in a relatively short period of time within that school year significantly outperformed the control group. Dr. Donna Housman: In areas such as emotional competence, emotional intelligence, self-regulation, empathy. Executive functioning and learning, and those are critical foundational skills that we wanna provide and support for our children, and this is what we were seeing. And so from there, we created. The ECSEL relational approach. Dr. Donna Housman: We launched Housman Learning right around COVID so that, you know, we started going in and then the doors shut and locked down. And so it gave us an opportunity to really develop all the tools and strategies that we created for ECSEL. So let me just explain what ECSEL [00:08:00] is. So ECSEL is an acronym for emotional, cognitive, and social early learning. Dr. Donna Housman: And it is a prevention intervention, evidence-based research, proven relational approach where we train the educators and school leaders on how to really learn how to manage and regulate stress, anxiety, really big emotions so that they can in turn, really be able to model, guide, and respond appropriately to the children that. Dr. Donna Housman: They're working with and helping them to develop these same competencies. The skills of emotional intelligence and these skills of emotional intelligence are really critical in promoting. Empathy, compassion, perspective taking, really building resilience and effective communication. [00:09:00] And it was really important because what happens there in helping children to really develop these foundational skills, it unleashes their full potential in becoming their best self. Dr. Donna Housman: And so this is what we were seeing and this is what ECSEL provides. We really, you know, provide solutions in promoting educators and leaders, emotional wellbeing and children's mental health and academic achievement. Michael Conner: And to my audience, this Housman learning and the. Am I saying it correctly? Ecel Program? Dr. Donna Housman: ECSEL. Michael Conner: ECSEL, yep. In the ECSEL program. Phenomenal outputs. Dr. Housman, what resonates with me is the alignment to research, right? You, you identified how, you know, and a lot of times, you know, we see this Dr. Housman, that [00:10:00] various, whether it be ed tech companies or various organizations or companies say that yes, our product. Michael Conner: And our solutions and tools have impact and I'm already like, okay, is there, what's the research that is actually supporting you? Saying that there's that level of impact, there's that level of efficacy, whatever it might be. Really love the intentionality. On having the research lead, the actual discussion around the impact of the program. Michael Conner: More on the lines. I love the beginnings. Dr. Housman, where you said from three months to kindergarten, I always say that we had this over perseveration on the achievement gap. Right? But I always say that the achievement gap. It's a symptom of the root cause, which the beginnings in your work addresses, which is the preparation gap. Michael Conner: In order to close the achievement gap [00:11:00] exponentially, we have to be intentional on how we're closing the preparation gap from birth. All the way up to kindergarten, which is very intentional and such a need. And right when you launched it, like you said, it was in the DC stage of education during COVID-19, where now your work is I think, an essential imperative. Michael Conner: And an essential imperative when we think about the generational learners, generation Alpha, and then who we just welcomed into the world last year. Generation beta, phenomenal, phenomenal work out of the Housman learning. I apologize, I didn't know the rebranding went from Institute to Housman Learning that means that there's more impact that you're having. Michael Conner: Dr. Housman, Dr. Donna Housman: I would like to add to something that you were just talking about, about the achievement gap. And, and what we found, we found several things happening in addition to what you're talking about in terms of preparation, which is really critical, is that, you know, when we [00:12:00] took a very high risk population and, you know, we, we looked at what are the differentials, what are the factors that allow the children within the high risk population to succeed versus the one. Dr. Donna Housman: That were failing and what we found was the key differentiator. It wasn't about throwing more money, throwing more books. It was about self-regulation. Michael Conner: Absolutely. Absolutely. And Dr. Housman, I, and you're touching upon a, a pivotal point I remember, and I never will forget this, what Dr. Pedro Nagara stated at a keynote, and it, it falls in kind of like that context of Maslow's Hierarchy of Learning, where if a student's basic needs are not met or developed, they're not gonna learn in any type of. Michael Conner: Educational environment, and then essentially [00:13:00] what you're talking about, that whole ei, that whole domain around EI that you're talking about, empathy, compassion, self-regulation, that to me forms into the basic needs that students need to be addressed in order to have that residual. Which is accelerated academic outcomes. Michael Conner: But Dr. Housman, there's been a myriad and I want to, I want you to unpack, this has been just a myriad of discussions, theoretical rooted dialogue on the standardization of emotional intelligence and learning organizations as well as schools. Now, in your decades of work, your levels of your tiered levels of expertise, how has this conversation around emotional intelligence. Michael Conner: Education evolved. And then the second part of that, what, what skeptics in the BC stage of education, I created this time ecology, uh, that it's a chronology that outlines the timeline within education. But what skeptics in the BC stage of education [00:14:00] before COVID-19 is now quote unquote accepted. The AC stage of education, which is after COVID-19. Dr. Donna Housman: Emotional intelligence at first was really seen as a soft skill and a skill where, you know, it belonged within the home with families, you know, really helping children develop, you know, well-roundedness, you know more about their character, things of this sort. However, what has really taken place is that emotional intelligence is not a soft skill. Dr. Donna Housman: It's a durable skill and it's sustainable. And you know, emotional intelligence is not separate from academic outcomes. It drives positive academic outcomes, and these durable skills are key in regulation in managing one's emotions. Behavior and also understanding the emotions of others and the growth of empathy, compassion, perspective taking, as [00:15:00] I had said earlier, and these skills really provide, you know, tools in how to develop and regain control of one's emotions, thinking and behavior. Dr. Donna Housman: And it's not just for the moment, this is for months and years to come. We're not talking about behavioral management. We're talking about behavioral change. Michael Conner: Dr. Housman, if you can, for my audience, that was such a provocative and resonating statement. Can you say that one more time? Because I think that we always rely on the former in lieu of looking at it in the latter. Michael Conner: Can you rephrase that one more time because that's very critical. Dr. Donna Housman: Okay, so these skills of emotional intelligence and how helping us manage our own emotions and understand the emotions of others, also provide the tools in helping to develop and regain control of what's [00:16:00] emotions thinking and behavior. Dr. Donna Housman: And not just for the moment, this is for months and years to come, and we're just talking about behavioral management. Michael Conner: I love that Dr. Donna Housman: we're talking about behavioral change. Michael Conner: Yes. Behavioral change. Now to my audience and I never, Dr. Housman, I never interject the way I did, but I think that is so pivotal. That is a, is a seismic mindset shift. Michael Conner: Not behavioral management, but behavioral change. Continue. Dr. Housman well stated. Dr. Donna Housman: Okay, so again, you know, EI in summary really is a key indicator for behavioral change, academic achievement, and teacher satisfaction and retention. And this is what lies at the heart of ECSEL. And by equipping kids with these essential skills, we're empowering [00:17:00] them to navigate life's stresses and challenges. Dr. Donna Housman: To develop and build meaningful relationships and contribute positively to their communities and society. It's really education for character and moral development. Michael Conner: Yeah. Yeah, Dr. Housman. Amazing. Amazing. And to my audience, again, this is one of the answers that you wanna play back. You wanna be able to scaffold and segment Dr. Michael Conner: Housman. We use Voices for Excellence as an asynchronous professional learning tool for my audience. So these strategies, especially what you outlined, behavioral management versus behavioral change, and. Please, devil's advocate in electrical banter is wanted on this. I believe our schools are structured and designed for behavioral management, which my theory [00:18:00] is that that's where you get a sense of disenfranchisement from our students and teachers. Michael Conner: Teacher retention when we think about that as well. Changing to behavioral change. Now I wanna look at this from this reciprocal re relationship is behavioral change and academic achievement, right? Ultimately, obviously leads to that teacher retention. Can you elaborate on the two? Because I still feel Dr. Michael Conner: Housman, that we still look at it from this BC uh, uh, BC stage of education lens that there. They're, they're independent. They're parallel with one another where there's really that true intersectionality that can highlight it. Dr. Donna Housman: Right? You know, so many programs that teachers are receiving in their professional development really is focusing on children's managing. Dr. Donna Housman: Behavior [00:19:00] and the complaint that I hear over and over again from educators is that two things, one is it doesn't stick. It's for the moment and we are left without the tools to know how to deal with the dysregulated behavior. Our kids. So we are looking for training to help support us in how to really help children. Dr. Donna Housman: But in order to do that, we have to help the educators become much more aware of their own emotions. Because children are emotional detectives. They really, you know, kind of tune in, pick up, absorb the emotions. In relationships from significant others, and if we're not aware of our own emotionality and the triggers and the stresses and how we react. Dr. Donna Housman: In those situations, and typically we react with the fight, flight, freeze [00:20:00] response because when we're under stress, that's what the brain, you know, triggers in terms of our, you know, our emotional and brain systems, and it triggers the fight, flight, freeze response. So either we shut down, we walk away, or we explode or we feel as if we're going to explode. Dr. Donna Housman: And what helping. The educator become much more aware of in terms of their own emotionality, allows them to also learn not only about what they're feeling and about their triggers, but we go to the root cause of what is causing them to feel that way. The same way we teach them to do that with children. Dr. Donna Housman: And that is what is at the heart of behavioral. Change. You cannot change something when you don't understand what's causing it. Once you understand what's causing it, then you have that information to then deal with it and work it through. [00:21:00] Michael Conner: Phenomenal. Dr. Housman well stated. Well stated. It's my audience. Michael Conner: We have a real expert here. Please, please unpack the married of various strategies that Dr. Housman is presenting. And then also too to my audience, please, we have to get the white paper because the white paper has some amazing, amazing findings in Housman's learning. Dr. Housman released this white paper and it's called Unlocking Emotional Intelligence in Early Childhood Education, the Transformative Impact of ECSEL. Michael Conner: Now. One, can you unpack the high level themes from the white paper? I found it so interesting and fascinating, Dr. Housman. That's why I was really, really looking forward to this podcast recording. And second, can you extend on these two specific metrics that were directly correlated from the research findings? Michael Conner: Phenomenal. One. A hundred percent of schools, Dr. Housman, that [00:22:00] participated in the study improved emotional literacy. By three to four months. Wow. And then second, 86% of staff improve their ability to regulate their own emotions. So not only are you having an impact on students, but on the classroom practitioners, leaders and adults within that school or learning organization. Michael Conner: So what were the antecedents of excellence that led to these statistical outcomes? Dr. Donna Housman: Okay, so as you were pointing out that this approach is really transformative because we're training and we're teaching everybody within the school system. It's not one teacher, it's not a couple of classrooms, it's everybody. Dr. Donna Housman: And the reason we want to do that is because of the transformational outcomes. Of this approach. So we want people that are assistants. You know, we, we've had, you know, professionals that, you know, the school psychologists, social workers, everybody is getting trained so that there's consistency [00:23:00] of understanding and language being used and. Dr. Donna Housman: Due to the support and the extensive training that we really give, because this training is comprised of about eight to 12 courses. Very engaging, very interactive. The teachers love it. Lots of videos, animation, and there's pre and post assessments built in within each of these courses so that the educator is really getting an understanding of what. Dr. Donna Housman: They're learning and they're practicing it. And the other thing that's really been very impactful is that in addition to these courses, they're also getting a tremendous amount of support and feedback ongoing. One of the things I learned at Beginnings in the school that, you know, I ran for over 35 years is that teachers are needing feedback. Dr. Donna Housman: They don't want. Just the information to be dumped in their lap. They're wanting support and ongoing [00:24:00] feedback so that when they get into a situation where there's a glitch or it's not turning out the way that it was, quote supposed to turn out, they're able to get the feedback in terms of what's happening, what we can think about doing better the next time or different, or maybe that that's how it is, because in order to master something, you have to practice. Dr. Donna Housman: Practice. Practice. And we know that in terms of all kinds of learning practice and repetition leads to mastery so that the support that they're giving. We also have built in mentors, boots on the ground in the schools that are sort of like the train the trainer model, but they're also going through everything. Dr. Donna Housman: And instead of having to train hundreds of teachers, they only have to support. About four or five teachers and we have our own coaches that are all have been early childhood [00:25:00] educators. And this is really important because a lot of times training is happening from the top down, meaning that they're taking teachers that really ECSEL in teaching in. Dr. Donna Housman: Kindergarten, first, second, third, fourth, fifth grade, and they're saying, well, you're great teachers now you can teach the little ones. Well, they have no idea developmentally, which is so different about what is going on with the little ones when about babies and toddlers and preschoolers. And so in order to be really. Dr. Donna Housman: ECSEL at your profession and teaching these children, you really need to understand child development. And so all of our coaches have been early childhood educators obviously have gone through our whole training and they're the ones that are coaching. The mentors, and so there are different levels of support we're giving to the educators. Dr. Donna Housman: We're giving them the [00:26:00] training and that the training is also built on an iterative model, meaning that as they're learning. They're being asked to go into the classrooms and apply and implement, and then come back and report what they're seeing and what is happening. So as they're learning, they're. Dr. Donna Housman: Implementing and practicing and, and really starting to get a sense of what this feels like, tastes like, looks like, in terms of making it really stick for them and also help children learning become sticky instead of, you know, in one ear and out the other. Michael Conner: Yeah. Yeah. Dr. Housman. So intentional. So intentional. Michael Conner: And what I really love about this Dr. Housman, is that the transformation that you're undergirding it, it really focuses [00:27:00] on the dimensions of shifting culture. Shifting mental models around these best practices. And then two, Dr. Housman, the way you're able to tier and differentiate support, support and feedback for your classroom practitioners through your coaches. Michael Conner: Absolutely phenomenal. Because I think you, and I know there's a general consensus out there that professional learning for whether it be leaders or teachers, they're not really differentiated. It's pretty much standardized. One, this is how our educational model operates. Dr. Donna Housman: I it all, no right Michael Conner: size it all. Michael Conner: And you're very intentional. And I love the iterative dynamic of that. That's just being human-centric. So intentional with the design, child development, mentors and coaches. Okay, Dr. Housman Housman Learning in the House, Dr. Donna Housman: and there's one other support system that we built in, and that's for all teachers, leaders, and also mentors to be able to engage [00:28:00] in our community Shared forum, which is like a big Facebook page where they all can enter in any time, share successes, challenges, whatever. Dr. Donna Housman: Develop a support system within the school, across schools, across states, across countries, and that our coaches then will oversee it to make sure if there's a glitch or whatever, may be being, you know, discussed, if there's a question about it, they can enter in and, and engage in the conversation. Michael Conner: Amazing. Michael Conner: Dr. How has been amazing interfacing both impact of students and on the adults. Yes. I always, as you, uh, the whole thing, our whole podcast, our, our whole podcast recording, I keep on saying, well, we need this for adults too. So Dr. Donna Housman: I have gotten so many calls. You know, obviously I get lots of calls from principals and, you know, headmasters also, you know, just from adults in general that are saying we need. Dr. Donna Housman: Your approach in our [00:29:00] schools, you know, your kids coming into our schools when they graduate, when, you know, we had that early learning school, you know, they were coming into schools with all lots of other kids entering the school, and we would continually get phone calls from, as I said, principals or, or headmasters saying from both public and private schools. Dr. Donna Housman: I would say, what in the world are you doing with these kids? And I would say, why? I wasn't sure where they were coming from. And they said, your kids are so different from all the other kids coming in and it, within the similar demographics, they're saying that I said, well, different how? And they said they're different in terms of, you know. Dr. Donna Housman: Academically, they ECSEL beyond what is expected in terms of leadership skills. In terms of relationships. Kids go to them because they really enjoy being when they're empathic. They're standards when it comes to bullying, and they're very innovative and creative. And so [00:30:00] this is what we want to be able to have, you know, for our kids. Michael Conner: Absolutely. And Dr. Housman, the your intentionality and vitality to ensure your students are prepared. It goes back to kind of the theory. It proves kind of by theory correctly, where if you close the preparation gap and all the tenants that live within the preparation gap, you're gonna have output. Where principals and headmasters are calling you, what are you doing? Michael Conner: Because these kids are ready As they're entering their learning environments, you ultimately close the achievement gap exponentially. Great work, Dr. Housman. And Dr. Donna Housman: the issue with the schools in terms of preparation, you're absolutely right. Teachers need to be prepared, but they don't have the time for that. Dr. Donna Housman: And that's what the schools need to kind of start to mandate and recognize because the return on that investment is exponential. [00:31:00] Michael Conner: Absolutely. Time is the variable. Learning is the constant. But now, Dr. Housman, you've been immersed in a variety of different policy and legislative discussions around this topic. Michael Conner: If you had the ability to redesign state and national standards, whether it be from the early learning sector or the EI theory, best practices, what key competencies. Would be mandated for all education stakeholders and student learners Dr. Donna Housman: mandated both state and federal. What I would say is that they need a prevention intervention model. Dr. Donna Housman: Where children are learning and building their skills and being able to manage and deal with their own emotions and understand the emotions of others in building all the competencies that I was saying from the beginning, when [00:32:00] the brain is developing so rapidly and can be informed and shaped by their daily experiences. Dr. Donna Housman: The relationships that they're happening that they really need to make this a mandate for, for all kids, because again, all kids' first language is that of emotion and they need to become competent and skilled in dealing with their first language so that they become the boss of their emotions and their emotions aren't. Dr. Donna Housman: Becoming the boss of them, because once we do it, because what we also know about brain functioning is that it is the, you know, interaction between genetics and environment. And the emotional centers in our brain are interconnected with the cognitive centers of our brain. So the more we strengthen the emotional centers. Dr. Donna Housman: And helping children have the skills to deal with and manage and [00:33:00] regulate the emotions that in turn strengthens the executive functioning centers, the cognitive centers, the skills children need attention comprehension, you know, decision making, memory, all of these critical skills, critical thinking skills. Dr. Donna Housman: Children need to succeed in learning. And so that is that kind of relationship that is really important in terms of being able to provide children and mandating that children develop these skills. 'cause it's not just about their social and emotional development. This is about cognitive development as well. Dr. Donna Housman: We're dealing with all of the critical domains that children need support and help in, in fostering and developing to become their best self. Michael Conner: Answer. Absolutely. And I love how you state it, right? We need a prevention and intervention model to truly address the our, our students. First language, [00:34:00] right? And that we, we center so much around the achievement conversation, right? Michael Conner: Where we look at achievement, I always say, we always look at achievement metrics and slice it about 15 different ways, but is all focused on that one core domain without truly having the conversation around the emotional centers of students that impact learning and, and Dr. Housman. Very intentional, right? Michael Conner: Because we always jump to that cognitive domain around acceleration for achievement, ensuring that our students are scoring above specific cut scores or benchmarks designated at the state or national level. But how do we now, and I, and I really love the focus of how do we now create learning environments. Michael Conner: And, and transform our operating model that really focus on those emotional centers. Dr. Housman, I wanna get [00:35:00] into a contention point, right? In education and specifically this kind of evolved during the AC stage of education, and that is AI utility with early, with early learners, right? Some early, uh, childhood advocates, right? Michael Conner: They contend that technology. Inhibits everything that you're talking about. Socialization, really developing those emotional centers, AI development, but then there's also early childhood advocates that says that you know it. Yeah. AI can be a tool to enhance emotional intelligence skills and development and really frame or frame that to move into this executive function and cognitive, the cognitive domain impact of it from your lens and your expertise. Michael Conner: How do we address these tensions that live in the AC stage of education and now with this explosion where technology and AI is becoming ubiquitous within our economic [00:36:00] demand, right? How do leaders and teachers create authentic? Relationships with students to develop their EI and BQ competencies. Dr. Donna Housman: This is such a timely point to be having a conversation about because the reality is we're living in a moment of extraordinary technological. Dr. Donna Housman: Acceleration and we really need to be thinking about this. And I don't see AI in AI as being an either or. I think both are really important. It's the timing of both that I, I really wanna speak to, um, because you know, a lot of millions and millions of people are using AI and also educators and families. Dr. Donna Housman: Are finding AI is a relief because they're getting faster answers, they're getting easier planning, it's more efficient. However, childhood was never meant to be efficient. It was meant [00:37:00] to be relational. And students also, if we're reading everything that's coming out today, and there are volumes coming out today, students are also voicing concern that the AI is short circuiting their ability to form connections. Dr. Donna Housman: In terms of connecting with your teachers and also with peers, and it's leaving them feeling kind of alone. And they're also talking about going to ai, you know, for mental health needs in terms of a friend or a companion. And when we start hearing about this, we really need to stop and take notice about what is happening. Dr. Donna Housman: And so learning and growth. Happens within the context of relationships. And that's why we have to really, you know, provide the, the, the foundation and the building blocks of things that really matter most for children's lifelong success and wellbeing [00:38:00] and. Something that cannot be replaced with a machine is emotional intelligence. Dr. Donna Housman: And, you know, that is really important in, in helping children really begin to, you know, accomplish all of these skills that ai. Does not provide, you know, being able to commun, you know, efficient communication to be able to collaborate, you know, to be able to, you know, engage in, in critical thinking. You know, all of these skills that are so important in life and, and learning. Dr. Donna Housman: Those kinds of skills are developed and formed with practice within connections of meaningful relationships. Relationships are really a playground for kids to learn about themself, to learn about their friend across their play space, to learn about how to deal with disappointment and how to [00:39:00] repair. Dr. Donna Housman: Challenges and, and, and things of, you know, that, that are not working out in terms of what is important or what they would like to see. All of things are being learned within the connection of relationships, and so when we can provide. All of this, the EI before the ai, because AI does provide lots of, you know, advantages and benefits in terms of, you know, efficiency and information, but. Dr. Donna Housman: The skills that children need in terms of what we were talking about a moment ago, those aren't downloadable and really need them to have those skills so they can engage and really, you know, interact with the skills that AI can provide. Michael Conner: Dr. Housman and I always state that whenever there is an educational tension in the context of [00:40:00] systems redesign, moving from, you know, early stage to a late stage or middle stage, I always say that we have to look at the tension and a clarity context in it. Michael Conner: And when you, you highlighted that and very well, I'm referencing back to Moore's Law when Moore's Law always talks about the humans and machines working in this equilibrium. And I really loved how you unpacked where AI and ai, what's that equilibrium, albeit. Nothing will ever replace that connection of relationships. Michael Conner: So well stated. Yes, go ahead. Dr. Donna Housman: And what, what I would add to that is in this equilibrium I would advocate EI before AI and, and it's sort of like the oxygen mask rule because you know, when we talk about. Preparing educators and [00:41:00] leaders so that they can model and guide and be the best, you know, in terms of what children need for for learning, I refer to that oftentimes as the oxygen mask rule, helping the leaders and the teachers learn these skills first, so then they can then apply it in their engagement in teaching and responsiveness with children. Dr. Donna Housman: And so the oxygen mask rule with EI. Before AI for children is equally important. Michael Conner: Dr. Housman well stated, I cannot wait to go to Boston and to meet you in person. Our, our coffee is gonna get cold. Our food is gonna get cold because I want to pick your brain in so many different ways, but Dr. Housman last. Michael Conner: Question. Now, I'm very unsuccessful asking this question because I always try to limit my guests to three words. Now, all of my guests, they have a lot to say, but for me to limit them to three words on the last question, [00:42:00] it statistically, and data-driven wise, I haven't been successful. So. Take it as it is, Dr. Michael Conner: Housman, but what three words do you want our audience to leave today's podcast with regards to emotional competencies, human connection and relationships in the AC stage of education? Dr. Donna Housman: Okay, so when I think about three words, the first thing that comes to mind for me is in real estate. The old saying is, location, location, location. Dr. Donna Housman: And so what I would say is connection, connection, connection. That is the fuel, the energy that drives us forward, providing the motivation for us to become our best selves. Not only for ourself, but in turn really benefits our communities and society as a whole. Michael Conner: Absolutely. Connection. Connection. Michael Conner: Connection. Dr. [00:43:00] Housman, such an honor to have you on Voices for Excellence. Now, if any of my audience members wanna get in contact with you with regards to Housman learning the work that you're underpinning strategies from a student adult standpoint, really getting deep with the theoretical construct of emotional intelligence, how would they be able to get in contact with you? Dr. Donna Housman: I write blogs regularly, you know, couple a month they can read my blog, get in touch with me through my blogs, and also receive lots of helpful information. Michael Conner: Absolutely. Dr. Housman, again, thank you for coming on VFE, such an honor. I look forward to speaking with you, meeting with you in person. Can't wait to see you. Michael Conner: Thank you for coming on VFE. Dr. Donna Housman: Thank you so much for having me. This has been such a pleasure. Michael Conner: Absolutely. Dr. Donna Housman: I so enjoyed it. Thank you. Michael Conner: Thank you. And on that note, onward and upward. Everybody have a great [00:44:00] day.
