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My One Word for 2026: Alive

Posted in Change, Health, Technology, tagged , , on January 2, 2026| 4 Comments »

This marks the 11th year of my One Word tradition. Eleven years. When I started this practice back in 2016, I was 42 years old and hungry. Literally, that was my word. Hungry. I wanted to compete, to stay curious, to keep pushing. And here I am, a decade later, still hungry but now asking different questions about what that means.

Before I get to 2026, let me say this about 2025 and “Thrive.” It delivered. In a year where it would have been easy to retreat into cynicism or exhaustion, I chose to flourish instead. I wrote more than I have in years, and it never felt like a chore. I ran every single day. I spent my summer coaching basketball with young athletes who remind me why I do this work. I leaned into AI not as a threat but as an invitation to rethink learning. I found great satisfaction in work and with those I work with.   Thrive was about sustaining momentum and finding joy in that momentum. It worked.

So what comes next?

This word is not about doing more. It is about feeling more, without losing momentum.

My word for 2026 is Alive.

Why Alive?

I turn 53 this year. Regular readers know I feel my age more than ever (I keep bringing it up), and I mean that in both the best and most humbling ways. There are strands of grey in my hair that were not there five years ago. My recovery from long runs takes longer than it used to. I notice things now that I never noticed before: the way my knees feel on cold mornings, the reading glasses I now keep in three different places, the names that take an extra second (or sometimes minute) to retrieve.

And yet.

I am not checking out. My body may be changing, but my commitment to showing up has not. My run streak will cross 2,000 days in 2026. I will keep coaching. I will keep writing. I will keep appearing in classrooms and  conference rooms with intention and energy, even when generating that energy requires more deliberate effort than it used to.

A friend of mine, Anthony, texted me recently. He is not in education; he is a successful entrepreneur. His message was simple: “Call me.” He does that sometimes. When I did, he started right in. “You know what makes us different? No matter what happens today, we show up tomorrow and attack the day. We don’t get stuck in what happened. We just keep moving forward.”

That is what Alive means to me. Not ignoring the hard stuff. Not pretending the grey hair and the sore knees do not exist. But choosing, every single day, to show up and engage anyway.

Alive is my answer to a world that feels increasingly numb. In a time filled with cynics and critics, with doom-scrolling and disengagement, I am choosing to stay fully present. To feel things. To remain curious when it would be easier to become jaded. To stay optimistic when pessimism seems more sophisticated.

Being alive means more than existing. It means showing up with your whole self, not some protected, half version. It means being willing to be changed by what you encounter.

Building on a Decade of Words

When I look back at my words over the past decade, I see a story. Each word was right for its moment, and together they form something larger than any single year.

The early years were about drive: Hungry (2016), Hope (2017), Relevance (2018), Delight (2019).

The middle years were about resilience: Hustle (2020), Optimism (2021), Focus (2022), Coached (2023).

The recent years have been about integration: Accelerate (2024), Thrive (2025).

And now, 2026: Alive.

Alive feels like a synthesis of all of it. You cannot be truly alive without hunger and hope. You cannot be alive without relevance and delight. You cannot be alive without focus and the willingness to be coached. Being alive requires both acceleration and the wisdom to know what thriving actually looks like.

Alive in a Changing World

We are living through one of the most significant shifts in how humans learn and work. AI is not coming; it is here. And I want to be fully alive to what that means, not as a passive observer but as an active participant shaping how we integrate these tools in our schools.

But here is what I keep coming back to:

The more powerful the technology becomes, the more important the human elements are.

Connection. Curiosity. Creativity. Compassion. These are not things AI can replicate. They are the things that make us alive.

In 2026, I want to be alive to both realities. I want to keep exploring what AI can do for learning while never losing sight of what only humans can do for each other. I want to be in classrooms watching teachers and students navigate this new landscape together. I want to ask good questions and resist easy answers. I want to model what it looks like to embrace change without abandoning what matters most.

Alive in Body and Relationship

For me, being alive has always been connected to physical movement. My run streak is not about athletic achievement. It is about presence. Every morning when I lace up my shoes and step outside, I am choosing to be alive to that day. Rain or shine, tired or energized, home or traveling. The streak is a daily declaration: I am here. I am engaged.

In 2026, I will keep running. I will keep coaching basketball. I will keep prioritizing the habits that have carried me this far: 10,000 steps, daily movement, attention to what I put in my body (OK – this last one needs to be better).

But being alive is also about the people around me. My family. My colleagues. The educators I work alongside. Relationships require the same consistency as run streaks. You show up. You do the work. You stay curious about the people next to you, even when you think you know them completely.

Alive and Hopeful

I know the world can feel heavy right now. There is no shortage of reasons to disengage, to protect yourself, to lower your expectations. Cynicism is easy. Hope is harder.

But I keep choosing hope. Not naive hope that ignores reality, but stubborn hope that insists on possibility anyway. Hope that believes education can be better. Hope that trusts young people to rise to challenges we cannot yet imagine. Hope that sees AI as a tool for human flourishing rather than replacement.

Being alive means staying open to wonder. It means maintaining the curiosity that has driven my career and my writing. It means refusing to let age or experience calcify into certainty. The older I get, the more I realize how much I do not know. And that feels like a gift, not a limitation.

All In

So yes, I may be greyer. I may be slower in some ways. But I am all in on 2026.

All in on learning.
All in on family.
All in on health.
All in on this beautiful, complicated, rapidly changing world.

Alive is not a passive state. It is a choice, made daily, sometimes hourly. It is the choice to engage rather than withdraw. To feel rather than numb. To hope rather than despair. To keep saying yes.

That is the Culture of Yes I have been writing about for 16 years now. And it turns out, it has always been about being fully, stubbornly, joyfully alive.

What word will guide your 2026?

And want a second opinion on picking a word,  here is what Daniel Pink said this week about the power of the one word process.  

Previous One Word Posts:

2016: Hungry

2017: Hope

2018: Relevance

2019: Delight

2020: Hustle

2021: Optimism

2022: Focus

2023: Coached

2024: Accelerate

2025: Thrive

The image at the top of this post was generated through AI.  Various AI tools were used as feedback helpers (for our students this post would be a Yellow assignment – see link to explanation chart) as I edited and refined my thinking.

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When Gambling Starts to Look Like Camel Ads

Posted in Change, Health, tagged , , , , on September 8, 2025| 2 Comments »

You can’t watch sports these days without being hit by gambling ads. They are everywhere, plastered across hockey broadcasts, embedded in pre-game shows, sliding into social media feeds. And they’re not just ads; they are slick, fun and social, often fronted by relatable celebrities touting the thrill of gambling. It’s hard not to be reminded of those old Camel cigarette campaigns: technically “for adults only,” but with a wink and a smile, kids got the message all the same.

This past week, the McCreary Centre Society released From Loot Boxes to Lottery Tickets: Gaming & Gambling among BC Youth aged 12–18. The report draws on surveys from more than 38,000 students across the province, and the findings are striking. One in five youth reported gambling for money in the past year, up from 18% in 2018. Online sports betting, while still less common overall, has doubled since 2018 (4% compared to 2%) and is now the gambling activity young people are most likely to engage in regularly. The most popular monetized activity, however, wasn’t betting at all but buying in-game items like loot boxes, something 20% of youth had done. And 12% of youth said their gaming had reached a point where they needed help. For gambling, that number was 1%, with another 1% saying both had become problematic.

In the United States, the story is similar but amplified: studies suggest that up to 60–80% of high school students have gambled in the past year, with problem gambling rates among young men and college students significantly higher than the general population.

What is striking is how these activities overlap and reinforce each other. While the survey doesn’t track individuals across categories, the fact that both loot boxes and gambling each draw in 20% of youth suggests a generation being gradually acclimated to risk-based spending, first through the games they play, and then through the sports they watch.

The report also highlights the ripple effects: poorer sleep, disrupted eating and reduced school attendance. The risk factors look familiar, poverty, loneliness, bullying and a lack of close in-person friendships. The protective factors do too: adult support, healthy boundaries around screen use and strong connections to school and community.

Earlier this year, my colleague and friend Dean Shareski asked in his blog, When Will We Talk About Sports Gambling in Schools? He pointed out what feels obvious once you see it: gambling is no longer tucked away in casinos or shady corners of the internet. It has been woven directly into the sports culture that so many young people love. The Vancouver Sun recently echoed the same concern, noting that online betting is driving a new wave of youth addiction risk.

Educators don’t need another health and well-being issue to worry about. But this one is particularly tricky. Gambling doesn’t leave bottles in lockers or the smell of smoke on clothes. It is silent, digital and invisible, until it is not.

We can’t solve this alone, but we can’t ignore it either. If preparing students for the world they are growing up in means anything, it means naming the risks hiding in plain sight. Gambling isn’t just an “adult issue.” It is already in kids’ worlds, delivered through the games they play, the sports they watch, and the phones in their pockets.

The question is not if we should talk about it. The question is when. And perhaps the answer is sooner than we think, not as a crisis intervention, but as part of the conversations we are already having about digital citizenship, media literacy, and making informed choices in an increasingly complex world.

The image at the top of this post was generated through AI.  Various AI tools were used as feedback helpers (for our students this post would be a Yellow assignment – see link to explanation chart) as I edited and refined my thinking.

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Breaking News: Track and Field Without Running? A New Era Begins!

Posted in Change, Health, tagged , on April 1, 2025| 2 Comments »

Regular readings here know my love for high school sports and innovation.  This is why today is such a particularly exciting day for me.

Following rigorous analysis of 427 track meets, 217 scraped knees, and 2,341 cases of “excessive athletic enthusiasm,” schools across our district are implementing a groundbreaking “No Running Rule” in track and field events. This innovative approach, validated by the Club of Humans Indulging in Low-impact Living (CHILL), aims to revolutionize athletic competition while prioritizing what they call “mindful movement metrics.”

“Our longitudinal studies show that walking reduces adrenaline levels by 87% compared to running, leading to a 542% increase in pleasant conversation during events,” explains Loof Lipra, a doctor from Sweden who helped guide our research. As noted in the latest ISLA Journal of Deceleration Studies, “The correlation between decreased velocity and increased athletic satisfaction is statistically significant (p < 0.0001, n = very many).”  So what does this mean for us in West Vancouver? 

Event Modifications
The traditional track and field events have been reimagined with mandatory bubble wrap suits and mid-event hydration stations.

Power Walking Relays: Teams compete in synchronized power-walking, judged on both speed and style. Anti-perspiration zones featuring industrial fans ensure optimal comfort, with an emergency Axe Body Spray misting station on standby for those who take their strut a little too seriously. “The arm-swing technique is everything,” says Rockridge Principal and track coach Trevor Kolkea, demonstrating his signature “Pendulum Paradise” move, which has been likened to a metronome on a coffee high – though some say the lingering cloud of Axe gives it an extra aerodynamic boost.


Hurdle Hops: Athletes approach obstacles at a meditation-approved pace before executing a “mindful leap.” Each hurdle features a built-in relaxation chaise lounge for pre-jump contemplation, where athletes can meditate or safely adjust their bubble wrap suits.

Discus Dance-Off: Before gentle disc deployment, athletes perform a mandatory interpretive dance routine. Team Captain Meander Smith’s “Slow Motion Ocean” choreography has already gone viral on social media, inspiring a new wave of interpretive athletics.

Shot Put Plop: Replaced with aromatherapy beanbags, this event now includes a pre-throw breathing exercise and optional shoulder massage. Reports suggest that the scent of lavender has resulted in record-setting “plops” along with a pleasant night’s sleep.

Zen Javelin: Instead of running and throwing the javelin, competitors will gently place a foam pool noodle onto a plush target while whispering an inspirational quote. 

Safety Innovations
The district has invested heavily in new safety infrastructure:

1. Moving sidewalks installed around the track to prevent accidental jogging or sprinting
2. Recliners at 50-meter intervals for “motion meditation breaks”
3. Zero-gravity zones near the finish line to ensure absolutely no running occurs (though early trials reported athletes floating away if they moved too quickly)
4. Emergency cucumber water stations every 10 meters, chosen for their “hydration zen factor”
5. Mandatory pre-event naps in the district’s new “Velocity Recovery Pods” followed by rhythmic popping of the bubble wrap suits

Student Perspectives
“I used to feel pressured to move quickly,” says Sentinel grade 9 student Annie Stride. “Now I can finally express my true athletic identity through interpretive power walking.”

However, West Van Grade 12 runner, Dash Sprint, former 100-meter sprint district champion, seems less enthusiastic: “Next they’ll tell us the 3000 M needs nap checkpoints.” We have noted this suggestion for future implementation.

Future Developments
The newly formed Slow & Steady Conference is already planning additional innovations:

– Golf cart cross country, with competitors being driven in golf carts while politely discussing their athletic aspirations
– Replacing track surfaces with memory foam
– Installing hammocks in long jump pits
– Developing “anti-acceleration technology” to ensure perfect leisurely form

Similar initiatives are already being considered for other sports, including swimming (floating meditation), diving (before each dive, swimmers must communicate their intentions to a certified dolphin coach for feedback), basketball (stationary contemplation and defense by distraction: where no blocking or stealing will occur just soft spoken philosophical debates), soccer (seated ball appreciation) and hockey (players in the penalty box must journal about their feelings and recite a calming haiku about patience before returning to the game). Spectators are already lobbying for competitive shuffleboard on grass.

The historic first No-Running Track Meet debuts today. Spectators are encouraged to bring recliners, expect cucumber water stations, and enjoy a full day of extremely measured athletic achievement.

It is this time of year we regularly look to bold innovations.  

To catch you up on some of the other innovations I have shared in recent years, here is a list:

In 2012 I launched my FLOG.

In 2013 I made the announcement of Quadrennial Round Schooling.

In 2014 we formalized our System of Student Power Rankings.

In 2015 we created our Rock, Paper, Scissors Academy.

In 2016 we piloted the Drone Homework Delivery System.

In 2017 we introduced the Donald J. Trump Elementary School of Winning.

In 2018 we announced the construction of Soak City Elementary.

In 2019 we went back to the 80’s with the launch of the Belvedere Learning Academy.

In 2020 we embraced the latest in learning styles with our PBL (Pajama-Based Learning) Program.  

In 2021 we announced we were going out of this world with our Galaxy High Program.

In 2022 we modernized our schools with  New Nicknames for All of Our Schools.

In 2023 we embraced our expanded mandate with our Animal Kingdom Academy.

And just last year we pushed the technology boundaries with several key initiatives including time travel field trips with Technology and Innovation – Where Next?


Happy April Fools’ Day!

(Note: Any resemblance to actual track events is purely coincidental. Please continue running responsibly, preferably faster than your teacher.)

And finally, thanks to this CBC – This or That from more than a decade ago that I thought was hilarious and was the absolute inspiration for this post.

AI was used to create the image at the top of this post.

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Why Is Everyone Talking About Longevity?

Posted in Change, Health, tagged , , , , , , on February 18, 2025| 4 Comments »

I was recently having a “walk and talk” with a West Vancouver colleague, and the first thing he said to me was “the next 20 years will be my best 20 years.”  It feels like I’ve joined a club – one where the admission requirement is reaching a stage in life where you start thinking seriously about the future, not just in terms of years but in terms of quality.

Lately, my group chats, social feeds, and casual conversations have been filled with book recommendations and podcast links—all on one topic: longevity. Peter Attia’s Outlive, Andrew Huberman’s deep dives into aging, Dan Buettner’s Blue Zones, and the latest from David Sinclair are making the rounds. I’ve lost track of how many times I’ve heard someone say, “You have to listen to this episode on how to live to 100.”

And I am guilty.  I made sure all our district leadership team had a copy of Peter Diamandis’ latest book, Longevity Guidebook: How to Slow, Stop, and Reverse Aging – and NOT Die from Something Stupid.  

Is this just the latest intellectual trend, or is something deeper going on?

Is It Just Our Age?

Most of my friends and colleagues are in their 40s and 50s, a point in life where health isn’t just a background concern—it’s front and centre. We’ve started seeing parents and older mentors struggle with aging, some well and others not. We’re feeling the limits of bodies that used to bounce back more easily. And we’re realizing that the choices we make today will determine whether our later years are defined by energy and adventure or by decline and limitation.

Maybe we don’t just want to live longer—we want to live better. And in my role in education, I see parallels between this longevity movement and what we strive for in education: long-term thinking, sustainable systems, and a focus on well-being.

From Hustle to Health—In Life and in Schools

In our 30s, the dominant narrative was hustle. Build your career, raise your kids, achieve as much as you can. But at some point, the conversation shifts from success to sustainability (while still keeping a good dose of hustle). This shift isn’t just happening in our personal lives; it’s happening in education, too.

But now we’re starting to ask: How do we design schools where longevity isn’t just possible, but prioritized?

We talk about longevity in life, but what about longevity in leadership? In a profession where turnover is high, how do we help educators sustain their passion, energy, and well-being over decades? Just as I’m thinking about my own health, I’m also thinking about how we create schools where people can thrive for the long haul.

The Science of Longevity—and Learning

Many leading researchers predict we are just a few years away from major breakthroughs—anti-aging drugs, advanced diagnostics, and other innovations. The challenge? Taking steps now to ensure we’re around to benefit from them.

We are already seeing this shift in action—take literacy instruction in our primary grades, where new insights into cognitive development are transforming classroom practices.

Like health, education has moved beyond short-term thinking. It’s no longer about quick fixes or crash diets; it’s about systems that sustain well-being and performance over a lifetime.

A Shared Shift in Priorities

The longevity conversation isn’t just about physical health; it’s also about how we want to live. We are thinking more about meaning, relationships, and the kind of people we want to be as we age. The same questions apply to our schools:

  • How do we build school systems that prioritize well-being, not just academic achievement?
  • How do we create environments where students and staff can flourish for the long term?
  • How do we make decisions today that will set us up for success, not just in the next five years, but in the next fifty?

So yes, maybe we’re all talking about longevity because we’re at that stage of life. But maybe we’re also just getting smarter about what matters—both in our own lives and in the way we lead.

Like my colleague said, “the next 20 years will be my best 20 years.” And if we get this right – not just in our personal lives but in education – it could transform how we think about learning, leadership, and well-being for generations to come.

As we rethink longevity in our own lives, how can we reimagine it in education—ensuring that our schools, students, and staff don’t just endure, but thrive for the long haul?

The image at the top of this post was generated through Magic School AI.  Various AI tools were used as feedback helpers (for our students this post would be a Yellow assignment – see link to explanation chart) as I edited and refined my thinking.

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Physical Literacy and Innovation: Building the Foundation for Lifelong Success

Posted in Health, tagged , , , on February 10, 2025| 2 Comments »

Over the past year, I’ve thought a lot about physical literacy. My earlier post, Embracing Physical Literacy: More Than Just Fitness, explored the concept of giving students the tools, confidence, and motivation to move—to make physical activity a lifelong pursuit. This picked up from a 2019 post, More Than Just Getting Moving, that shared the work of physical literacy mentors.  Yet as we move through this school year, I see physical literacy taking on new dimensions—from its role in mental health to its intersection with emerging technologies. It’s time to expand our understanding of how schools can make physical literacy a cornerstone of student success.

Why is physical literacy so important for young people today? For starters, it’s more than simply a “nice to have” complement to academic pursuits; it’s foundational. Recent studies like this one from 2019 on physical literacy and academic performance make a strong case for it. This conclusion was more broadly supported by a comprehensive review in the United States by the Center for Disease Control and Prevention (CDC) that found incorporating brief physical activities in classroom settings positively affected cognitive skills, attitudes, and academic behaviours, with none of the studies reporting negative associations. Academic success and physical literacy are deeply interconnected, with research consistently showing that movement enhances cognitive function, focus, and overall learning. When students engage in physical activity—whether through structured sports, active play, or simple movement breaks—their brains release chemicals that boost memory, problem-solving skills, and concentration. Schools that prioritize physical literacy not only help students develop coordination and confidence in movement but also create environments where learning is more effective. By integrating physical activity into the school day, we aren’t just fostering healthier bodies; we are actively improving academic outcomes, engagement, and overall student well-being.

Yet, beyond the numbers, there is a simple truth: movement helps kids thrive. It builds resiliency, fosters belonging, and provides a mental health anchor in an increasingly fast-paced and complex world.

Consider the challenges our young people face. With the rise of screen time—now averaging over eight hours daily for teenagers—and increasingly sedentary lifestyles, many students don’t engage in the kind of unstructured, active play that was once a given. The annual study in Canada from ParticipACTION scored our country with a D+ for physical activity for children and youth in 2024. The grade resulted from youth having insufficient physical activity, excessive screen time, and declining active play and outdoor movement. By integrating movement into daily life—not just in PE but across subjects and schedules—we can help students build the habits they need for lifelong health and well-being and move us up from this unacceptable standing.

West Vancouver participated in a study released in 2023 of grade 2 students from all of district elementary schools.  The research  assessed 319 children, with an average age of 7.5 years, evaluating them across five domains: running, locomotor skills, upper and lower body control, and balance. Findings revealed that 79% of the children were at an emerging level of motor competency, while 21% were at a competent level. On average, children engaged in approximately 111 minutes of moderate-to-vigorous physical activity (MVPA) daily, with those at the competent level participating in 15 minutes more MVPA per day than their emerging-level peers. The study highlighted the significant positive impact of parental support, especially logistical support, on children’s motor competencies. Additionally, the quality of school grounds played a role in enhancing motor competencies, with different aspects benefiting boys and girls uniquely. The research underscores the importance of both parental involvement and well-designed school environments in fostering children’s motor skill development.

The sum of all of this means that at the school and district level we need to stay committed on making physical literacy a deliberate focus.

I use this space a lot to write about innovation, and recently a lot about AI.  I do think there are some interesting linkages with both these areas related to physical literacy.  As I noted in a recent post, we are being explicit and strategic by identifying AI and physical literacy as our two key areas related to innovation in our district this year.  The intersection of AI and physical literacy represents a broader opportunity. In a world increasingly defined by technology, emphasizing physical literacy alongside digital innovation signals that we value the whole child. It says that while we prepare students for the future’s technological demands, we’re also committed to ensuring they have the tools to take care of their bodies and minds. One is not more important than the other; they’re two sides of the same coin. 

Looking ahead, we need to think bigger about physical literacy’s role in education. What if every student graduated not only with digital literacy but also with a foundational level of physical literacy? What if movement became as integral to our schools as math or reading? This isn’t just about preparing kids for gym class; it’s about equipping them with the skills to lead healthy, balanced lives in an increasingly digital world.  As we embrace innovation this year, let’s continue to make physical literacy a priority in our schools. We can build an education system that harnesses the power of technology while ensuring our students develop the physical literacy they need to thrive.

The image at the top of this post was generated through Magic School AI.  Various AI tools were used as feedback helpers (for our students this post would be a Yellow assignment – see link to explanation chart) as I edited and refined my thinking.  

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Could AI Reduce Student Technology Use?

Posted in Change, Health, SD45, tagged , , on January 21, 2025| 7 Comments »

Ironically, by integrating generative AI tools in schools, we might empower ourselves to focus less on screens and more on human connection, simplifying tasks so that technology becomes a supporting player rather than the main act.

This idea has been rattling around in my head for a while now, partly because it feels so counterintuitive.  The image at the top of this post is a slide from presentations I have been giving lately on AI.   AI is often seen as another layer of technology that increases our dependence on devices, but what if it can actually do the opposite? What if AI’s ability to handle repetitive, time-consuming tasks allowed us to reallocate student time and focus on areas that emphasize creativity, connection, and collaboration?

Take the ubiquitous PowerPoint presentation as an example. Right now, students spend hours designing slides—choosing fonts, aligning images, and adjusting transitions—when the real value lies in the ideas they’re presenting. Imagine if AI could generate the slides for them in minutes, leaving more time for practicing their delivery, refining their arguments, or engaging in meaningful dialogue with peers and teachers about the topic. The focus shifts from the tool to the content, and from the screen to the human interaction.

Or consider note-taking. Today, students often type madly while their teacher is speaking, their eyes glued to their laptops or tablets, trying to capture every word. AI tools can now summarize lectures in real time or even generate notes automatically from audio recordings. With this burden lifted, students could engage more fully in discussions, ask thoughtful questions, or simply listen. This reallocation of attention—from typing to thinking—is where the potential lies.

And it doesn’t stop there. AI can analyze data for science projects, generate essay outlines, and create study guides tailored to individual needs. Each of these tasks, currently requiring significant screen time, could be offloaded to AI, allowing students to spend more time on hands-on experiments, peer reviews, or physical, collaborative activities like building prototypes or role-playing historical events.

 From Efficiency to Human Connection

Initially, it’s easy to think about these shifts in terms of efficiency—getting more done in less time. But I believe there’s a deeper opportunity here, one that’s more human. By removing some of the digital drudgery, we can refocus on the things that make education rich and meaningful: relationships, creativity, and shared experiences.

What if, instead of students individually creating digital flashcards for hours, they spent that time playing learning games together? What if the hours saved from not editing videos for a media project were spent brainstorming as a group or rehearsing for a live presentation? These shifts could bring back the human element that has sometimes felt crowded out by screens.

Even more intriguing is the potential for AI to free up teachers in similar ways. If AI can help with grading or lesson planning, teachers might have more time for one-on-one conversations with students or for designing experiential learning opportunities. The classroom could become less about sitting behind screens and more about shared exploration and growth.

Innovation in AI and Physical Literacy

In West Vancouver, we have been discussing innovation around two key areas: AI and physical literacy. This juxtaposition is intentional, as we begin to think about how these two seemingly opposite areas can work together. On one hand, AI has the potential to simplify and streamline tasks, freeing up time. On the other, physical literacy emphasizes movement, health, and engagement in the physical world. Together, they could create a more balanced and holistic approach to education, where technology supports human connection and physical activity rather than replacing it.

Earlier this month we did a session with school and parent leaders that looked at innovation in these areas and the linkages and it was met with a lot of interest.  My colleague, Assistant Superintendent Sandra-Lynn Shortall also wrote an excellent blog post on some of her thinking in this area earlier this month, Bots, Bodies & Balance: Embracing AI, Movement and Co-Regulation in Education.


A Work in Progress

Of course, I recognize that this vision might be naïve. Technology has a way of creeping into every corner of our lives, and the idea that AI will reduce overall screen time might be overly optimistic. It’s entirely possible that the efficiencies created by AI will simply lead to new tech-based activities filling the gaps, perpetuating the cycle rather than breaking it.

Moreover, this transition would require deliberate choices by educators and school leaders. AI won’t automatically shift the focus to human connection—we have to intentionally design learning environments that prioritize it. This involves rethinking instruction, supporting teachers, and ensuring that we use AI as a tool to enhance, not replace, the human elements of education.  

Embracing the Paradox

The idea that more advanced technology could lead to less reliance on technology feels paradoxical, but perhaps that’s where the real promise lies. If we can embrace AI as a means to simplify, streamline, and refocus, we might find ourselves in a world where technology truly supports learning rather than dominating it. It’s a shift from using tech for tech’s sake to using it as a tool to deepen our humanity.

This is still a work in progress for me—a mix of hope, curiosity, and skepticism. I’d love to hear from others: Do you think AI could lead to less technology use in schools? What would it take to make that happen? And how do we ensure that the efficiencies created by AI translate into richer, more connected learning experiences for our students?

For this post, I used several AI tools (Chat GPT, Claude, Magic School) as feedback helpers to refine my thinking and assist in the editing process.

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Some Digital Parenting Thoughts for 2025

Posted in Change, Health, Parenting, Technology, tagged , , on January 14, 2025| Leave a Comment »

I shared my “Word for 2025” last week, but I am still thinking about the year ahead.  I know in school-life the real new year starts in September, but January is a good time to reset and reassess. And just as we do that in school, I know it is happening in homes as well.

As we step into a new calendar year, it’s the perfect time for a refresh—a moment to reflect, reset, and renew our family routines. For parents navigating the complexities of raising children in today’s digital age, this moment feels particularly significant. And with the added layer of AI, this navigation is only getting more complex.

We live in a world where technology is seamlessly woven into the fabric of daily life. Devices offer connection, knowledge, and opportunities that previous generations could only dream of. Yet, they also pose challenges—especially for families trying to strike a balance between purposeful technology use and the very human need for physical activity, meaningful connections, and mindful living.

At school, we have been working hard to foster that balance. We’ve set limits on cell phone usage in schools across BC, not because we are anti-technology, but because we believe in purposeful use (Here is an infographic we have shared out this week in schools). What does this look like in practice? Students using computers to create digital portfolios of their work, collaborating on shared documents for group projects through Google Classroom, or using educational apps to practice math skills—all while maintaining dedicated time for physical activity, face-to-face discussions, and hands-on learning. These boundaries ensure our students’ well-being and physical literacy remain priorities. But this is not a task schools can do alone.  As I have written before, physical literacy and AI are side by side as key areas for innovation in West Vancouver.

Parents play a crucial role in shaping how their children navigate technology. As we rethink routines this January, let’s remember that our children are always watching. They notice when we set aside our phones during dinner, when we prioritize outdoor family activities, and when we engage in face-to-face conversations. Modeling thoughtful technology habits isn’t just important—it’s transformational.  At school events, it is often adults who demonstrate the poorest cell phone etiquette. 

Over the break a colleague of mine showed me an interesting iPhone feature.  Go to Settings, tap Screen Time>See All Activity. Scroll down to the area titled “pickups”.   This number is how many times you have picked up your phone that day.  It’s not just the kids who might be a little too attached to their screens.  Give it a try and be ready for a reality check!

This January reset calls for thoughtful conversations. Rather than banning or blindly embracing tech, engage your children with questions that promote intentional use: How does this app support your learning goals? What boundaries would help you balance screen time with other activities you enjoy? When do you feel most creative and focused while using technology? These conversations can help children develop critical thinking about their digital habits.

As a parent, this isn’t about perfection. It’s about progress—a commitment to staying engaged and aware as technology evolves. It’s about setting expectations that align with your family values, being open to learning from your kids, and creating a culture where tech is a tool, not a master. I know I used to HATE my kids playing video games, but now I realize they can often be a point of connection with friends out of school time.

In schools, we’ll continue to champion purposeful technology use while ensuring students’ physical and emotional development is front and centre. But as we know, what happens at home matters just as much. Together, we can guide our kids to be confident, capable, and thoughtful digital citizens.

Around our office, we have a walking club once a week at lunch and staff have started a run club to train for a race in March.  We are keenly aware that we need to model getting outside and modeling good practices with our own health. 

Here’s your January challenge: Choose one area of family technology use to reset. Maybe it’s establishing device-free dinner times, setting up a family charging station outside bedrooms, or planning weekly outdoor activities. Start small, stay consistent, and celebrate progress. This is the year to refresh, reset, and reimagine what it means to parent in the digital age.

I used both Chat GPT and Claude in the editing process and the image at the top of the post is also AI generated.

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Some Thoughts on the Journey to Post-Secondary Sports

Posted in Health, tagged , , , on December 3, 2024| 4 Comments »

I have sports on my mind this week.  With our district hosting the BC AAA Girls Volleyball Provincial Championships and the start of basketball season across the province, my evenings have been full of seeing talented young athletes lately.

As a superintendent, a lifelong coach, and a passionate advocate for sports, I’ve had the privilege of working with countless students who dream of playing sports at the university level. From basketball courts to swimming pools and soccer fields, and even in our house with our own kids, I’ve seen what works, what doesn’t, and how the journey to post-secondary sports can shape young people’s lives in profound ways.

Let me start by saying this: playing sports at any post-secondary level is an incredible achievement. Whether it’s going to the US for the NCAA, staying in Canada for U Sports or being part of a college program, earning a spot on a university or college team is a testament to hard work, discipline, and passion. It’s something to celebrate, no matter the level.

That said, the path to post-secondary athletics isn’t for everyone—and that’s also okay. For high school athletes, the focus shouldn’t just be on recruitment. Enjoying the camaraderie, the big games, and the countless memories you’ll make in high school sports is just as important. Those moments will stay with you long after you have finished playing and too often I see families think high school sports is just a vehicle to access university sports and not for what it often is – a collection of amazing life memoires. 

Here are some observations and tips I’ve gathered over the years for those who are considering post-secondary sports.

Playing High School Sports Should Be About More Than Recruitment

The joy of playing sports in high school is something you’ll never get back. The friendships you make, the pressure-filled championship games, the fun of road trips with teammates—these are the moments that shape you.

Don’t let the focus on post-secondary recruitment overshadow the experience. Most high school athletes won’t play sports at the next level, but that doesn’t mean the experience wasn’t valuable. High school sports build transferable skills like resilience, teamwork, time management, leadership, and dealing with adversity. 

Celebrate All Levels of Post-Secondary Sports

Too often, the spotlight is on top tier university scholarships, as if they’re the only marker of success. The truth is, playing any sport in university—whether it’s U Sports, NCAA, or a local college—is a remarkable accomplishment.

I’ve seen students thrive in programs that fit their level, whether they’re stars in a smaller league or role players on a larger stage. Success isn’t defined by the level you play at but by the experiences you gain and the lessons you learn.

Do Your Homework on the Team

One of the best steps you can take is researching the programs you’re interested in. Look at the team roster. How many players in your position are graduating? How many spots will realistically be open?

And know how many players are on the roster and how many actually get to compete.  Does the soccer team have 30 players and only dress 16 for games?  Does the cross country team have 20 runners but are only able to take 7 to the championships?  This kind of information can have a major impact on your experience with the sport at university.

Knowing this information can save you time and energy. It also shows coaches you’re serious about their program.

Focus on Academics—They Open Doors

In Canada especially, academic scholarships are often much larger than athletic ones. A strong GPA and solid test scores can make a huge difference in your options.

Academic scholarships not only benefit you—they’re also a major plus for coaches. If you can secure academic funding, it allows them to stretch their limited athletic scholarship dollars to recruit more athletes. This makes you an even more valuable recruit, as you’re helping the team while lightening the financial load.

Coaches value academically strong athletes—they’re less likely to struggle with eligibility requirements and reflect positively on the program. If you’re serious about post-secondary sports, being serious about your academics is non-negotiable.

Be Honest About Your Level

Are you truly a Division 1 athlete, or is your skill set better suited to U Sports or a local college program? Being honest with yourself is critical.  

This isn’t about limiting your dreams—it’s about finding a program where you’ll thrive. A good fit, both athletically and academically, leads to the best post-secondary experience.

Decide: Do You Want to Play or Sit?

This is an important question: Would you rather be a role player on a powerhouse team or a star on a smaller one?

For example, I’ve seen basketball players who chose to join a strong team knowing they’d spend a lot of time on the bench. Others opted for smaller programs where they could be key contributors from day one. Neither choice is wrong—it depends on what you value most.  Know this before going in, if you don’t want to sit on the bench for the first 3 years of your university career maybe that “full ride” isn’t as good as it looks. 

Visit Schools and Meet Coaches

Seeing a campus, talking to the coaches, and meeting current players can tell you more than any recruitment pitch.  

Pay attention to the culture of the team. Talk to people, look closer.  Are players supportive of each other? What’s the coach’s leadership style? These factors can make or break your experience.

You also can dig into the academic programs – and ensure it is not just a sports fit but an academic fit for what you are wanting.

Take the Lead in Your Recruitment Process

Coaches want to hear from you, not your parents. This is your journey, and you need to own it.

Reach out to coaches, send your highlight clips, and follow up. Taking initiative shows maturity and independence—qualities coaches value.

Parents can support their kids by asking good questions, helping them weigh options and being a sounding board for ideas – but too many parents think their child’s university recruitment is theirs – it isn’t.  

Your own high school coach can often be hugely impactful speaking to your character and many high school coaches are well connected with university programs and coaches.

Beware of the Monetization of Dreams

Too many families fall into the trap of spending excessive money on private trainers, showcases, and recruitment services, chasing the dream of a scholarship.

While some investment can be helpful, be wary of promises that sound too good to be true. Recruitment isn’t about spending the most money—it’s about highlighting your talent, being strategic, and finding the right fit for you.

If you need some assistance on anything post-secondary related, including athletic opportunities, a good first stop is with your school counsellor.  

Enjoy the Journey

The recruitment process can be stressful, but it’s also an exciting opportunity to explore your options and think about your future. Take time to reflect on what you want out of your post-secondary experience, both as an athlete and as a student.

And most importantly, don’t forget to enjoy the journey. Whether you end up playing at the next level or not, the lessons, memories, and friendships from high school sports are something to cherish.

 Final Thoughts

Playing sports at the post-secondary level is an incredible achievement and an experience that will shape you for life. Over and over I hear from university student athletes that the team gave them an immediate social network and connections at university.  The process getting there doesn’t have to be overwhelming or consume your high school years. Focus on enjoying the moments, making memories, and being the best version of yourself.

And for all the grade 12 athletes out there right now – enjoy every moment of this year on the field, in the pool, on the court or wherever your sport takes you.

What do you think?  Do you agree with these observations? What else would you add?

The image at the top of this post was created in Chat GPT 4

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Thinking About The Anxious Generation

Posted in Health, Sustainability, tagged , on October 23, 2024| 6 Comments »

A bit later to the party with reading (actually listening) to Jonathan Haidt’s latest book but I do think there is a lot for us in education.  It is interesting to think of  Haidt’s thesis in the context of the cell phone restrictions in schools that are sweeping North America (including British Columbia this fall).

Reflecting on Jonathan Haidt’s latest work, The Anxious Generation, I can’t help but connect its themes to the stories and experiences I’m encountering in my work as superintendent. Haidt’s exploration of the growing anxiety epidemic among today’s youth speaks deeply to those of us in education, as we’re on the frontlines of witnessing what seems like a  generational shift. For those of us who have been in the system for 20 or 30 years, what we see is telling us something is different with today’s students and their families. I want to unpack some of Haidt’s key ideas and consider what they mean for our schools, our students, and us as educators.  It is also important to note upfront that Haidt’s work has not been universally accepted, and critics have loudly raised concerns (some here) about the research used. In the TED Talks Daily podcast with Elise Hu I recently listened to interviewing Haidt she challenged him as to whether he we conflating correlation for causation when it comes to young people and the impacts of social media.


The Reality of Rising Anxiety

One of the central arguments of The Anxious Generation is that young people today are struggling with unprecedented levels of anxiety, and Haidt attributes much of this to environmental changes—particularly the rise of social media, the erosion of unstructured play, and the hyper-focus on safety and risk aversion. These ideas are not new to those who have followed Haidt’s previous work or the themes that often emerge in our schools.  For a number of years now I have heard some version of the criticism that we are bubble wrapping our kids.  There was a joke that went viral recently (TikTok link here) that you just don’t see kids with casts anymore – which plays on the same theme.

In our schools, we see the consequences firsthand of anxiety: students who are scared to fail, who hesitate to take risks, who struggle with resilience. It’s no longer about just teaching math or science; it’s about teaching coping strategies and emotional literacy. What’s particularly compelling about Haidt’s perspective is the way he links this anxiety to broader societal trends—less time outdoors, overprotective parenting, and of course, the omnipresent influence of social media.

The Social Media Dilemma

Haidt dedicates significant attention to social media and its impact on young minds. This is something we’ve been grappling with in our district for years—how to embrace the positive aspects of technology while safeguarding our students from its pitfalls. I was skeptical about the restrictions on cell phones in schools that went in place this fall, but I have heard first hand from students, it is calming to know nobody has access during class – there is no Fear of Missing Out.   I have also heard from school staff that our students using social media are constantly comparing, curating, and performing, and as a result, they’re often left feeling exhausted and, yes, anxious.

One point Haidt makes is that our role isn’t to demonize social media but to create spaces where young people can better understand and manage it. This resonates deeply with me. As educators and leaders, we need to be proactive about integrating digital literacy into our curriculum—not just how to use technology, but how to navigate the emotional landscape it creates.  I think we have done the right thing over the last 15 years to teach about social media use.  Schools are the best place to build thoughtful digital skills that they can take with them outside of school.

Reclaiming Unstructured Play

Another compelling aspect of Haidt’s book is his emphasis on the importance of unstructured play. He argues that the decline of unsupervised play and exploration has left kids ill-equipped to face challenges independently. When we overly supervise, we signal to our children that the world is inherently dangerous, and this message undermines their confidence.

This makes me think about the balance we try to achieve in our schools—balancing safety and freedom. It’s not about throwing caution to the wind, but about trusting our students enough to take risks, to make mistakes, and to solve problems on their own.  I do take it as a point of pride at how guests to our school district are often so impressed (and surprised) by all the rocks and trees we have for students to play on.  They always ask, “Aren’t you worried of kids getting hurt or you getting sued?” The short answer is no.

Haidt’s call for less structured environments isn’t just about playgrounds; it’s about our classrooms too. It’s about group work, inquiry projects, and letting students take the lead, even when it means they might stumble.  A lot in this that reminds me of the work in British Columbia over the last 20 years.

A Call for Resilience

Ultimately, what stands out to me in The Anxious Generation is a call for resilience—a reminder that we need to create conditions where young people can develop the skills they need to cope with an unpredictable world. It’s a reminder that education isn’t just about academics; it’s about shaping character. It makes me reflect on the initiatives we’ve put in place—self-regulation strategies, peer support systems, and counseling services—and the role of the entire community to support mental well being and resilience and how it should not be left just to schools.

As school leaders, we must also model this resilience. We need to show that while we acknowledge the challenges, we aren’t overwhelmed by them. Haidt’s work challenges us to rethink the environment we are building—not just for our students, but for our entire school community.

Moving Forward

The Anxious Generation offers no quick fixes, and perhaps that’s the most important lesson of all. Addressing youth anxiety is complex, and it requires us all—educators, parents, and community members—to play a role. We need to balance safety with freedom, acknowledge the pressures of social media, and create environments where students feel safe enough to take risks.

It’s a journey. And while Haidt offers a sobering look at the landscape of youth mental health today, he also provides hope—hope that by making thoughtful changes, we can help this generation not just survive, but thrive.

Curious for others who have read it – what do you think? What stood out for you?

The image at the top of this post was created by Chat GPT 4.  After drafting this post I used both Chat GPT  4 and Claude to get feedback and suggestions that I incorporated to improve the readability of the post.

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Embracing Physical Literacy: More Than Just Fitness

Posted in Change, Health, SD45, tagged , , , on March 11, 2024| 3 Comments »

 
I have written before (HERE) about the importance of not just moving more, but developing physical literacy skills with students.  This was pre-pandemic. And if anything the limited activity many had during the COVID-19 pandemic increased these challenges leading to what many are seeing as a health crisis.

In the world of education, we rightly emphasize intellectual growth, but the significance of physical health cannot be overstated. We are intentionally trying to do this differently in West Vancouver Schools. We are looking at the whole school environment to get students moving more often throughout the day.  For us physical health is not just about sports or fitness; it’s a comprehensive approach encompassing mental and emotional well-being, community involvement, and personal development.

During the pandemic new connections and partnerships were formed between health and education. And for us, this is translating into our work in physical literacy – it is not just about the “school’s job” to make changes, but it is also for the entire community to work together. Community partnerships can push us forward, positively impacting students’ overall health and wellbeing. This new physical health promotion video which is a product of our collective efforts in West Vancouver, shares our thinking:



The video showcases the importance of finding creative ways to promote physical activity and make movement matter.  Engaging students in a variety of activities, from yoga and dance to outdoor adventures, while also using simple but intentional movements in classrooms and hallways, highlights the diverse ways students can engage in physical health. It’s a reminder that physical health must be accessible to everyone, regardless of their athletic ability or interests. And we know that it is important for all of our students to be competent in key physical literacy skills.  Just like you have key literacy and numeracy skills to function in the world, the same is true with physical literacy.  When you are competent in movement skills, it is more likely you will  be immersed in diverse physical pursuits throughout your life because activities are more fun when you are physically competent. The focus is on enjoyment, participation, and the holistic benefits of staying active.

And we know the research is clear that physical literacy is linked to better academic performance and consistently embedding physical literacy in schools can have a positive impact on both physical health and academic achievement.

Physical health is a collective journey, where students support and motivate each other. This communal aspect is crucial, as it fosters a positive environment where students form new friendships, feel encouraged to try new activities in a variety of environments, and push their boundaries.

The integration of physical health promotion into our schools is a testament to its importance. It’s not just an extracurricular activity; it’s a fundamental part of student development. As the Province of BC moves to expand foods programs (through its Feeding Futures initiative) and calls are coming for a national program, this needs to be linked to the work in physical literacy – this is all interconnected.

The physical literacy work is essential for all of us. We need to continue promoting and supporting diverse physical health opportunities giving our students skills that they will value and be motivated to use for their entire life.  By doing so, we’re not just nurturing healthier bodies; we’re building stronger, more connected communities.

Note:  The visual at the top of today’s post was generated by me pasting this blog post into Chat GPT 4.0 and asking it to generate some options of images that could accompany the post. 

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