In one of the most grounded and deeply human conversations we've had the honor to be part of, Kevin and I sat down with Dr. Currie Myers—America's Criminologist—for an episode that reached well beyond crime statistics and research papers.

It reached into the heart of why we do this work.

Because behind every warning about online risk, behind every school training or digital wellness tool we design, there are stories. Family stories. Police reports that start with a parent's voice cracking on the phone. Classroom moments when a child sheepishly confesses something they've seen but wish they hadn't.

There's the stillness in a teacher's face when they realize how much they didn't know they were supposed to protect kids from—the kind of dangers that don't show up in textbooks.

And that's what we talked about with Dr. Myers.

Not just the "what" of digital safety. But the "why."

In recent years, the conversation around reducing screen time in schools has moved from quiet concern to active policy change. Educators, parents, and mental health professionals are paying closer attention to how constant tech use impacts student focus, emotional regulation, and classroom engagement.

At the heart of this shift is a deeper question: Are our current digital practices truly supporting learning—or simply becoming the norm without reflection? At McPherson Middle School in Kansas, one principal decided to pause, reassess, and lead with intention. What followed was a bold reimagining of how—and when—technology should serve students.

This episode explores the powerful connection between digital learning and brain development, featuring insights from neurotherapist Susan Dunaway. From screen-based reading to educational apps in early childhood, we examine how technology in schools may be reshaping cognitive growth, memory, and emotional regulation in ways parents and educators can no longer afford to overlook.