Books over Bars

In this special episode of Learning Lab, Kaylah sits down with teacher Doralyn Adams and students Michael and Khyroe from Olomana School in Hawaii to explore the stories and meaning behind their artwork submitted to BreakFree Education’s Youth Justice Action Month (YJAM) Art Collective.Through their artwork and personal reflections, Michael and Khyroe share perspectives on identity, perseverance, personal growth, and the importance of looking toward the future. The conversation explores what inspired their creations, the messages they hope others take away, and what it means to have their work shared with audiences across the country. Doralyn also offers her perspective on finding her students' artwork particularly insightful in what they communicated through their pieces. This episode is a reminder that art is more than a creative outlet. It is an opportunity for young people to share their perspectives, challenge assumptions, and be recognized for their creativity, insights, and potential. When we make space for students to tell their own stories, we give others the opportunity to learn from them.Access Michael's artwork and artist statement at this link.Access Khyroe's artwork and statement at this link. View all student YJAM artwork yjam.breakfree-ed.org. Click here to view this podcast with a full transcript.

In this episode of Learning Lab, Christina and Kaylah sit down with Jennifer Williams from Take Action Global (TAG) and Bich Do, the principal at Donald E. Long School in Oregon, to explore what can happen when students are given meaningful opportunities to make an impact.The conversation begins with the Earth Day Challenge, a collaboration between TAG and BreakFree Education designed to bring environmental learning and tree planting to students in juvenile justice classrooms. What started as a classroom project became something much bigger when one of Bich’s students developed a winning idea that ultimately led to a community tree-planting ceremony. Jennifer and Bich reflect on meaningful learning, community partnerships, and the importance of celebrating students for what they accomplish, reminding us that when young people have opportunities to contribute, lead, and see their ideas become something real, learning can become an experience they carry with them long after the lesson ends.

In this episode of Learning Lab, Christina and Kaylah sit down with Morgan Gilbert, a resource teacher from Future Forward Education and Career Center at Fayette County Regional Juvenile Detention Center in Lexington, Kentucky, for a conversation about relationships, hope, and creating the best possible educational experience for young people in juvenile justice settings.Morgan shares her commitment to building hope, providing meaningful opportunities, and refusing to accept “no” when there is a path toward something better for students. For her, the focus is on helping young people move forward from where they are today, centered on possibility, growth, and belief in what they can achieve.Morgan reflects on how energized she has felt since participating in the BreakFree Teacher Fellowship and how that energy has translated into action in her classroom. When barriers have stood in the way of bringing in new materials and resources, Morgan has worked to find solutions, developing plans that address safety and security concerns while continuing to advocate for what her students need.At the heart of Morgan’s approach are relationships and respect not only with students, but also with staff. She shares why taking the time to build genuine connections across the entire school community helps create a stronger, more supportive environment for young people, and how starting with relationships makes the work of teaching more effective and meaningful. Her determination is captured in a simple declaration: “This is the best year yet, and I won’t let people take that from me.” This conversation is a reminder of what can happen when educators pair hope with persistence and keep pushing to create the classrooms their students deserve.

In this episode of Learning Labs, we sit down with Nicholas Maddron, a teacher with the Collaborative for Educational Services in Massachusetts, for a conversation about relationships, authenticity, and helping young people reconnect with themselves as learners.Nick shares how he unexpectedly found his way into juvenile justice education and why relationship-building became the foundation of his classroom practice. Throughout the conversation, he reflects on the importance of creating learning environments where students feel respected, supported, challenged, and capable of success.As the discussion unfolds, a larger theme emerges around what might be called “The Coach Approach” — the idea that educators can encourage and hold students accountable while also refusing to give up on them. Nick talks about communicating high expectations, helping students develop confidence and pride in their work, and creating opportunities for students to take ownership over their learning.From celebrating student work through his classroom “Wall of Fame” to simply taking the time to genuinely know his students, Nick offers practical insights and heartfelt reflections on what it means to create classrooms rooted in trust, purpose, persistence, and belief in young people.

In this special episode of Learning Lab, we’re sharing a live conversation from BreakFree Education’s Cultivate Series featuring Grammy-winning artist and poet Tarriona “Tank” Ball of Tank and the Bangas. Recorded live at Baldwin & Co. Books in New Orleans, the conversation centers on intrinsic motivation and the ways creativity, identity, and trusted relationships help young people develop resilience, purpose, and belief in themselves. Tank reflects on the role creativity has played in her own journey and discusses the importance of helping young people stay connected to their voice and humanity, even when systems attempt to define them otherwise. The episode also features student poems from Words Unlocked, BreakFree Education’s national poetry initiative. This conversation offers a powerful reminder of the healing, connection, and possibility that can emerge when we create space for young people to tell their stories and be fully themselves.

In this special episode of Learning Lab, we’re sharing a live conversation hosted by David Domenici featuring Arne Duncan and Cedric Hawkins from Chicago CRED on the transformative role restorative practices can play in schools, communities, and juvenile justice spaces. The conversation examines how restorative practices can reduce violence, strengthen relationships, and create environments where young people feel valued, supported, and seen for their full humanity. Arne and Cedric reflect on the importance of building systems rooted in trust and dignity, particularly for youth impacted by trauma and the justice system, and discuss what it takes to create communities focused on healing rather than harm. This episode offers a powerful look at how restorative practices can transform not only classrooms and schools, but the broader systems and relationships that shape young people’s lives.

In this episode of the Learning Lab, Christina and Kaylah sit down with Kimberly McKenzie, a teacher in a mid-level security facility, to explore what she calls a “why not” mentality in education. From hatching chicks and raising classroom animals to integrating AI and student-led inquiry, Kimberly shares how creating experiences—not just lessons—builds engagement, responsibility, and real-world skills. This episode highlights how curiosity, care, and creative “side quests” can transform learning, even within the structure of standards and testing.

In this episode of the Learning Lab, Kaylah chats with Rachel Lewis, a New Orleans-based educator and leader with deep experience in trauma-informed care, restorative practices, social-emotional learning (SEL), and special education. In this conversation, Rachel reframes SEL as essential skill-building—not “soft skills,” but the tools young people need to advocate for themselves, regulate emotions, and navigate conflict. She shares practical strategies for embedding SEL into daily classroom routines, from greeting students at the door and starting class with emotional check-ins to creating cool-down corners and modeling vulnerability as adults. Rachel also explores why SEL must be taught when students are regulated. When practiced consistently, emotional regulation becomes like muscle memory—something students can access when they need it most. This episode highlights how building connection, teaching emotional language, and intentionally creating space for SEL can transform classroom culture and support meaningful growth for young people.

In this episode of Learning Lab, Christina and Kaylah sit down with Jackie to talk about what it means to show up with honesty, consistency, and dignity in juvenile justice classrooms. Jackie shares her journey into JJ education as a special education teacher and reflects on the importance of being real with students—naming hard truths, challenging limiting beliefs, and reminding young people that needing help is part of being human. The conversation explores rejecting labels, honoring students as still-developing individuals, and teaching self-advocacy through consistent care and presence. Jackie’s approach is a powerful reminder that when educators meet students where they are and show up every day, real growth becomes possible.

In this episode of Learning Lab, Christina and Kaylah sit down with Chyrl Johnson, a cosmetology teacher at Macon YDC in Georgia Preparatory Academy, to explore parent engagement rooted in empathy, respect, and humanity. Chyrl shares how treating students the way she would her own children shapes everything. Through monthly phone calls, letters home, and joyful family engagement events, she shows how consistent, caring outreach strengthens trust, increases student engagement, and sparks meaningful conversations between students and their families. Chyrl reframes parent outreach not as an obligation, but as a meaningful responsibility, grounded in the belief that families deserve to be part of their child’s story, even in secure settings. This episode is a powerful reminder that when educators treat students as humans and families as partners, everyone benefits.