According to Common Sense Media, 50% of teens say they are addicted to their cell phone. While CSM concludes more study is needed to determine how deep the digital addiction is, teens feel the symptoms and consequences of it. It’s a growing issue in middle class America. Two-thirds of parents, 66%, feel their teens spend too much time on their mobile device. Phones have

Parenting experts all agree: your children will always need you while they live under your roof—but how they need you will change over time. One of our problems as parents is—we lock into one way of helping our kids; one leadership style that doesn’t change as they mature. This presents a problem. Take homework, for example. A recent article in Education Week reported the

Recently, I had the privilege of spending a day at the United States Military Academy. You know it as West Point. From the initial formation and flag salute in the morning, to the classes I attended that day—I got to tour an institution that is quite literally an incubator for leaders. All of this, I expected. In fact, my goal on

I was reviewing video of championship games and the interviews that took place afterward. This may not surprise you—but there was a pattern in the commentary coaches gave following the big game, and the season prior to it. Almost every time, the coaches said something like: I love these players. Our team loves each other. These teammates will do anything for

Parents, teachers, coaches, youth workers and employers are all attempting to figure out the “new normal” that kids experience in a world of “pings” and “rings” from their phone. It seems we are all still attempting to civilize this portable device. Let’s dig into it. Should We Monitor Kids’ Use of Social Media? Parents differ on their opinions about whether to check

The one conclusion I’ve drawn about standardized testing over the last several years is clear: no one really likes it. Students feel pressure to score well to get into the college they desire most; educators feel the pressure to ensure students do well, so they can get school funding; and parents feel the pressure because they believe high scores will

Not long ago, my teammate, Cody Braun, told me about the strategy the Philadelphia 76ers have used to get to where they are today. Years ago, they began playing for the future—not so much for the moment. They sacrificed wins at the time, losing many games during those seasons to earn a higher pick in the NBA draft. In other

Reports have surfaced recently that some universities are disbanding “outdoor clubs” that have been going on for nearly a century. Why? They are too unsafe. For a century, these student-led outdoor clubs have enabled college students to get outside for hiking, biking, fishing and climbing. Today, however, all of these activities just seem…well, too risky. University officials from one of the schools, Penn

I recently spoke to an employer who hired several recent college graduates. After 90 days, he met with each of the new team members to assess how they were doing. In a meeting with a 23-year-old young man, the employer reviewed his positive qualities, then proceeded to challenge him to shoot for a higher level of excellence. The employee wasn’t

I’m not sure if you’ve heard the rumblings, but people in almost every context are demanding a new kind of leader. I see it in our homes, in our schools, in government, in non-profit work and in the marketplace. In 2001, I began speaking on this “new kind of leader.” I saw it even then, as we marched into the 21st

Well, ‘tis the season. Graduation is here for seniors at high schools and colleges. It’s that time when we celebrate the milestone of completing a phase of life requiring both performance and consistency—from faculty, staff and students. But what does our celebration reveal about us? We live in a day of “feast or famine.” Some of our parent population over-celebrate too many

Years ago, I began listening to my children. I mean—really listening. As they grew up, I began noticing the language they’d use and observing what it taught me about their learning preferences. As a teacher, I began applying this to the students in my classroom and saw the same positive results. Once I modified my teaching style to accommodate the