Play isn’t just fun—it’s essential. In this episode, Ginger and Julie unpack the science, healing power, and everyday possibilities of play. From brain development to emotional regulation, play shapes resilience, fosters connection, and repairs the impact of trauma. You’ll hear how movement amplifies the benefits, how barriers like technology and busy schedules can be addressed, and why play matters just as much for adults as it does for kids.

Along the way, we highlight the insights of Dr. Tina Payne Bryson, Dr. Dan Hughes, Dr. Dave Ziegler, and Dr. Stuart Brown, plus practical strategies for both parents and educators to make play a daily part of life—even in middle and high school classrooms.

Whether you’re parenting, teaching, or healing alongside children, this episode will inspire you to see play not as a reward or an afterthought, but as a biological imperative and a vital tool for growth, recovery, and joy.

What You’ll Learn in This Episode:

• Why play is a “biological imperative” and a cornerstone of healthy brain development.
• How play supports emotional regulation, resilience, and relationship-building—especially for children impacted by trauma.
• The connection between movement, nervous system regulation, and healing.
• Common barriers to play (like technology, safety concerns, and adult exhaustion) and how to overcome them.
• How a playful stance from adults—rooted in curiosity and delight—reduces defensiveness and fosters openness.
• Practical ways parents can integrate more play into daily life.
• Classroom-friendly ideas for incorporating play at all grade levels, including middle and high school.
• Why adults also need play for creativity, flexibility, and emotional health.

“When we prioritize play, we’re not just making memories—we’re shaping brains.” — Dr. Tina Payne Bryson

Resources & References:

• Bryson, T. P. (2024). The Way of Play https://a.co/d/hmyINYl
• Brown, S. (2009). Play: How It Shapes the Brain, Opens the Imagination, and Invigorates the Soul
• https://psycnet.apa.org/record/2009-17682-000
• Porges, S. W. (2011). The Polyvagal Theory: Neurophysiological Foundations of Emotions, Attachment, Communication, and Self-Regulation https://a.co/d/ahbaGPQ
• Hughes, D. A. (2009). Attachment-Focused Parenting
• https://a.co/d/5lfYF1p
• Bongiorno, L. (NAEYC). “10 Things Every Parent Should Know About Play”
• https://www.naeyc.org/our-work/families/10-things-every-parent-play
• BYU Arts Playbook — Nurturing Developmental Skills Through Arts-Integrated Education

What would it look like if we built a society that prevents child abuse and neglect—before it ever begins? In this episode, Ginger and Julie sit down with Dr. Melissa T. Merrick, President and CEO of Prevent Child Abuse America, to explore the evolving landscape of child well-being and what it takes to move from awareness to true prevention.

Dr. Merrick shares powerful insights from her 20+ years of work in clinical research and public health leadership, including her time as the lead scientist for the CDC’s ACEs study and as a principal architect of Thriving Families, Safer Children—a national initiative reimagining child welfare through the lens of equity, collaboration, and hope.

This is a conversation about what’s possible when we center families, build supportive communities, and focus on healing—not punishment.

In This Episode, We Explore:

• What the latest data on Adverse Childhood Experiences (ACEs) is telling us today

• Why prevention is possible—and how we shift from reacting to preventing

• The vision and impact of Thriving Families, Safer Children

• How systems-level change must include equity, community voice, and upstream investments

• The intersection of science, advocacy, and hope

• How leaders, educators, and caregivers can support family well-being at every level

"We can’t punish our way into prevention. Real change begins when we center families, build supportive systems, and believe in the power of thriving communities." — Dr. Melissa Merrick

Resources & Links:

Learn more about Prevent Child Abuse America: preventchildabuse.org

This is a follow-up to Episode 101, where we discussed the two recognized attachment disorder diagnoses and their impact on families. In this episode, we focus on how RAD shows up at school—and what teachers, counselors, and administrators need to know to respond with understanding and effectiveness.

Educator Takeaways

• Stay curious, not reactive. RAD behaviors are about survival, not defiance.

• Don’t take it personally. Regulation is contagious—yours can help calm theirs.

• Drop the rope. Avoid engaging in power struggles; instead, step back and stay grounded.

• Connect the adults. Prevent triangulation by keeping clear, direct communication among parents, teachers, and administrators.

• Prioritize safety and consistency. Predictable routines and transparent expectations create a sense of security.

• Support attachment without replacing it. Teachers can be caring and relational without taking on the role of primary attachment figure.

What Doesn’t Work

• Rewards and punishments as motivators

• Multiple warnings or lectures

• Asking “why” after behaviors

• Emotional reactivity from adults

What Does Work

• Calm, consistent follow-through

• Pre-planned responses for known triggers

• Structured routines and visual schedules

• Providing regulated choices

• Team-based collaboration with parents and specialists

• Focusing on regulation first, learning second