EP. 351: Regulation Before Education: Why Calm Brains Learn Best with Meg Schofield

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Sometimes the thing that saves you is also the thing that masks your greatest struggle.

Swimming was Meg Hennessey Schofield's lifeline through college—three to four miles a day that kept her ADHD brain calm and focused. When she quit her senior year to focus on teaching, everything fell apart. The anxiety and depression that led to her diagnosis at 21 made sense in hindsight, but she pushed the ADHD piece aside. Everyone has a little ADHD, right? It wasn't until postpartum struggles led a provider to revisit that ignored diagnosis that everything changed. Two hours after taking medication, Meg saw herself clearly for the first time in years—the mental noise had quieted.

Meg is a special educator with a Master's in Severe Special Education and co-creator of the SMYLE program, which blends sensory-based yoga with trauma-informed education. Her revelation about regulation didn't just change her life—it transformed her classroom. When she made subtle changes to help manage her own anxiety, her students with severe disabilities began accessing parts of their brains they hadn't reached in years.

In this conversation, Meg and Tracy explore how chronic stress hijacks learning, why "acting out" is actually nervous system dysregulation, and what it looks like to start each school day with regulation instead of demands. Meg shares her coffee cup analogy for how students arrive each morning and how she teaches both kids and adults to reconnect their bodies and minds through breath and movement.

Resources:

Email: [e-mail]
Website: sensoryenhancedyoga.org
LinkedIn: https://www.linkedin.com/in/meg-hennessey-schofield-784449102

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