Episode Summary

In this episode, I, Mr. Funky Teacher, Nicholas Kleve, reflect on mental health tips for teachers inspired by a professional development session with Allison Edwards and her work Growing Up Strong. I share how her ideas about emotions, resilience, soft skills, and short-term discomfort for long-term comfort are shaping the way I think about students’ inner worlds and my own as an educator.

I walk through my notes from her session, including the five core feelings kids need to learn to manage before age 18: worry, sadness, anger, disappointment, and loneliness. I talk about the three adult response styles—“buck up,” “bubble wrap,” and scaffolding—and how I see my own parents, my own parenting, and my teaching reflected in those models. I also share how concepts like negative thoughts creating ruts in the brain, full-tank versus half-tank energy, and bursts of neuroplasticity in the teen years are influencing the way I think about student behavior and mental health.

I connect Allison’s ideas to the work I already do in my classroom around mental health, whole-child support, and soft skills. I talk about my own grief therapy after my mom died, how I use visuals like the “anger iceberg” with students, and why I believe early intervention around self-advocacy, coping strategies, and healthy thinking is essential. I reflect on the tension between rescuing kids and letting them experience the natural consequences of their choices, and why I believe occasional support is okay as long as we are not bubble-wrapping kids from every struggle.

I end by focusing on the message I want every student to hear: I see you, I hear you, I accept you. I share how I plan to dig deeper into Allison Edwards’ book Growing Up Strong, keep learning, and keep adjusting my practice so I can better help students manage big feelings and do hard things. My hope is that as we grow in our understanding of emotions, mental health, and soft skills, we can better inspire greatness in young people while also taking care of ourselves in the process.

Show Notes

• I share three things I am thankful for, including my phone camera for capturing memories, bright colors that make my classroom pop, and silly signs that bring laughter and joy into the space.

• I introduce the professional development session with Allison Edwards and her book Growing Up Strong, highlighting her focus on helping kids manage big emotions and build resilience.

• I outline the five key feelings kids need to learn to manage before age 18: worry, sadness, anger, disappointment, and loneliness, and why these matter for long-term success.

• I reflect on the three response styles adults use with kids—“buck up,” “bubble wrap,” and scaffolding—and why I want to be the adult who scaffolds and believes kids can do hard things.

• I talk about anxiety as a negative story about the future, the dangers of avoidance, and how facing hard things can lower anxiety and increase confidence for both kids and adults.

• I describe how negative thoughts create “ruts in the brain,” and how I teach students to be mindful of their inner voice instead of constantly tearing themselves down.

• I share how grief therapy after my mom’s death helped me understand what sits underneath anger, and how I use visuals like the iceberg of underlying feelings to better support students.

• I close with the powerful message Allison shared—“I see you. I hear you. I accept you.”—and why I want every student to feel that in my classroom as I continue learning from Growing Up Strong.

Key Takeaways

• Students need to learn to manage five core feelings—worry, sadness, anger, disappointment, and loneliness—before age 18 so they are not overwhelmed by them later in life.

• How adults respond to kids’ struggles matters; moving away from “buck up” and “bubble wrap” toward scaffolding teaches kids that they are capable and supported.

• Avoidance might temporarily reduce anxiety, but facing hard things with support lowers anxiety over time and builds confidence in both students and teachers.

• Negative thoughts can create deep ruts in the brain, so helping students notice and shift their inner self-talk is a key part of supporting their mental health.

• Sending students the message “I see you. I hear you. I accept you.” while teaching coping strategies and soft skills can transform both classroom culture and student resilience.