TPP 326: Educator Sam Young on Reimagining Socializing for Twice-Exceptional Students
episode
Full-Tilt Parenting: Strategies, Insights, and Connection for Parents Raising Neurodivergent Children
47 min
2 speakers
8 chapters
transcribed 14 hours ago
Transcript
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Transcript generated automatically by AI and may contain errors.
How has socializing changed for neurodivergent kids in recent years?
socializing has really changed in this time period. And I think that a lot of us expect it to go back to the way it was. And I say that in two ways. One, going back to the way it was for us as adults. We expect our kids to socialize similarly to the way we did. And I also think that we expect our kids to socialize similarly to the way that they did prior to the pandemic. So we have to reimagine it and really let go of what socializing might look like and put our arms around what it is looking like and what it might in the future.
Welcome to Tilt Parenting, a podcast featuring interviews and conversations aimed at inspiring, informing, and supporting parents raising differently wired kids. I'm your host, Debbie Reber, and today I'm talking with neurodivergent educator Sam Young about a topic I have not covered on the podcast before, and that is our neurodivergent kids' social lives. The world has changed so much in the past few years, including in no small way how our kids relate to other kids. Honestly, I get a pang of nostalgia when I think about how I used to form friendships when I was younger in a more analog world, but I can also feel excitement about the many possibilities that have opened up for kids like ours to find their communities thanks to the technology they're growing up with.
So in this episode, Sam is going to talk with us about what a meaningful and healthy social life might look like for our differently wired kids and how we can support them in the process. We explored how online communities have impacted socializing for neurodivergent kids, how parents can support kids in developing the skills to help with social anxiety, key elements to look for in ideal social environments for our kids, and much more. And here's a little bit about Sam before we get started. Sam Young is a growth-minded neurodivergent educator who has ADHD, a two-time Fulbright Scholar, and director of Young Scholars Academy, a strength-based, talent-focused virtual enrichment center that supports twice-exceptional, neurodivergent, and gifted students and their families.
Before founding Young Scholars Academy, Sam taught in a variety of capacities, including nearly a decade at Bridges Academy, at an array of programs in the US, Europe and Asia. Okay, and now here is my conversation with Sam. Hey, Sam, welcome to the podcast.
Hey, Debbie, thank you so much for having me. I'm psyched to be here.
I'm looking forward to this conversation. Another topic that's new to the show, like I have not done an episode just about social lives of neurodivergent kids. I did a solo cast with Asher many, many years ago about Asher social life. We were just in conversation. But this is an important topic for my listeners. For me, I'm really looking forward to getting into it. But Before we get into our topic for today, can you just tell us about yourself? You have a really interesting background. Tell us a bit about your story and the work that you do in the world.
Sure. I grew up on the East Coast originally and went through mostly the public school system and at a very early age was identified in fourth grade with having ADHD. And then once again in high school and then once again in college, there were sort of three times when I would sort of check in and say, is this me? Yes, it is. And during my educational journey, I really discovered that learning differently was exciting, rewarding, but mostly challenging. And that's mostly what I focused on, unfortunately, because So much of the system is focused on deficits and struggles and things like that. And a lot of the times I would really kind of stew in that place. And it wasn't until I got older and really committed myself to education and progressive education that I discovered all the strengths that I had as a result of some of these things.
So I went on this kind of strengths-based journey. In short, I worked at Bridges Academy for almost a decade. I went to the Bridges Graduate School, had two really cool opportunities to do some Fulbright scholarships looking at education in China, Mongolia, and France.
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Chapters
8 chapters
1
How has socializing changed for neurodivergent kids in recent years?
0:00–6:20
2
What is Young Scholars Academy and who is it designed for?
6:20–12:36
3
How can online communities support twice‑exceptional students?
12:36–18:30
4
What strategies help parents reduce social anxiety in their children?
18:30–25:08
5
Why might traditional social‑skills groups be ineffective for neurodivergent learners?
25:08–31:39
6
How can strengths‑based activities like improv or D&D foster social growth?
31:39–37:45
7
What role does mentorship and community building play in a child’s confidence?
37:45–44:21
8
What key takeaway should parents remember when reimagining their child’s social life?
44:21–46:59
Speakers
2 identifiedMore from Full-Tilt Parenting: Strategies, Insights, and Connection for Parents Raising Neurodivergent Children
TPP 266a: A Conversation with Poet and Advocate LeDerick Horne
TPP 522: A Whole Child Approach to ADHD with Phil Boucher, M.D.
TPP 091a: A Conversation With Steve Silberman About His Book “Neurotribes”
TPP 521: A Conversation with Dr. Peter Gray About Restoring Childhood
TPP 253a: Advocate and Author Jonathan Mooney on Why Normal Sucks
TPP 520: Dr. Özgür Bolat on Why Rewards Backfire and the Real Science of Motivating Kids