Episodes
Listen to The Unheard Forum's episodes on 7+ platforms! Links to Spotify down below.
In this episode, I talk with Allison about what it really means to give power to the people living the realities we’re trying to “fix.” Based on her her work with Spark MicroGrants, we discuss why traditional aid and philanthropy sometimes smother local voices, and how trust-based approaches allow communities to design their own solutions instead of having answers handed to them from outside interventions.
Allison shares what she witnessed in villages across East and Central Africa, such as communities deciding for themselves whether they needed clean water systems, agricultural tools, or education resources, and how that trust led to positive long-term results. We speak on why listening must come before action, and how giving decision-making back to local people is more dignifying as well as more effective.
In the second part of my conversation with David Kaufer, we dive into the amazing growth of his son Stone’s confidence and the integral role brain enhancement therapy has played in their journey. David shares how his podcast, The Other Side of the Spectrum, has become more a resource for parents of non-speaking autistic children, creating a space for solidarity. We also talk about the wonderful community David has found through fellow podcasters and parents, and how those connections have given Stone opportunities to form meaningful friendships. Thank you again, David, for your brilliant input! It was a pleasure to learn so much and converse with you!
In this episode of The Unheard Forum, I sit down with David Kaufer, podcast host of The Lighter Side of the Spectrum and father to 19-year-old Stone, a non-speaking autistic young man with apraxia. David shares Stone’s early childhood and the times communication felt nearly impossible.
We talk about the life-changing discovery of the spelling to communicate methodology just before Stone’s 17th birthday. This was a breakthrough that gave him a voice and allowed him to share his thoughts, feelings, and creativity with the world. Since learning to spell, Stone has gone from a “life skills” educational track to taking traditional academic classes, and even writes his own poems and songs!
David also describes Stone’s presence in the world, and how he has the most incredible spirit about him. This first half of our conversation gives us a glimpse into the life-changing possibilities that open up when a young person is finally able to communicate.
After nearly a year on strike, Morocco’s medical students returned to their classrooms. In Part 2 of my conversation with Iman, we explore the psychological toll of the student-led protest that shut down hospital rotations and classes nationwide. Iman recounts encounters with riot police, the losing two peers to suicide, and the what it took to keep going in the face of media pressure and silence. She discusses the hobbies she took up like learning Spanish, hypnosis, and trading, with her newfound time to keep busy. Then, with a new Minister appointed and a deal created, what did the students really win?
In this episode, I sit down with a Moroccan medical student, Iman Dahbi who participated in a year-long national protest against the government's decision to shorten medical training from 7 to 6 years. We explore what started the strike, what students lost, and how future doctors organized and banded together to protect their education. Iman also shares her personal experiences and the impact that the strike had on her own mental health as well as her peers'.
In this second part of my conversation with Ellis Chung, Ellis reflects on her experience working with Action Youth Media, where she helped shape educational programs through film and learned the importance of building support systems for young leaders. We talk about where her love for film and her focus on uplifting unheard voices stemmed from. She says that three pieces of her identity (AAPI, young, and female) are integral to who and what she advocates for. We discuss why adult mentorship and a strong support system are essential for creating lasting change. You can't do it all alone.
Thank you Ellis, for giving us tips about advocating as a young, AAPI female, and touching on persistence and collaboration along the way.
In this episode, I speak with Ellis Chung, an incoming freshman at Harvard University, and a filmmaker and activist using storytelling, advocacy, and leadership to create space for girls and the AAPI community.
From tackling hate crime legislation and women's political representation in her films to leading initiatives like Girls Who Start and her school's Korea Club, Ellis shares the privilege and responsibility that comes with being taken seriously at a young age.
We explore why media is such a powerful tool for change, and how being an Asian American girl means both challenging stereotypes and uplifting voices.
Ellis opens up about the behind-the-scenes moments that keep her grounded, and her message to every girl who dreams of leading but doesn’t know where to start. Thank you so much, Ellis!
In this final part of my conversation with Ms. Jennifer White, we shift from identifying problems to thinking of possible solutions. We discuss how restorative justice can transform school culture, but also how rare true implementation is. The conversation explores the importance of knowing your rights, the power imbalance between families and school systems, and how many parents are unaware of what their children are entitled to. We are very grateful for you, Ms. Jennifer, for all of the advice and information you have provided us throughout the series!
In part two of my conversation with Jennifer White, Education Staff Attorney at MAC, we unpack how students with disabilities are impacted by school discipline systems and what legal protections exist to advocate for their rights. Ms. White breaks down the Individuals with Disabilities Education Act (IDEA), the importance of IEP meetings, and what happens when a child is suspended, excluded, or labeled as "disruptive." We explore due process and the Chapter 222 legislation in Massachusetts, pushing schools toward equitable disciplinary practices.
Important Definitions:
FAPE – Free Appropriate Public Education: The right of students with disabilities to receive a free specialized education.
IDEA – Individuals with Disabilities Education Act: A federal law that requires special education services and legal protections for all eligible students.
IEP – Individualized Education Program: A legally binding document outlining special education services for a student with a disability.
Due Process: The legal right for students and families to be notified of disciplinary actions and to challenge decisions that may impact their education.
Chapter 222: Law allowing students who are excluded from school or facing exclusion to make academic progress during their exclusion through other education services provided by the school district.
“If they’re going to get excluded from school, there are certain due process rights for short term exclusions. They have a right to be notified of exactly what rule they’ve broken. They have a right to be heard to explain what happened.”
Today I spoke with Ms. Jennifer White, an Education Staff Attorney at the Massachusetts Advocates for Children. We discussed her journey from social work to law, and how her background in both fields shapes her advocacy to dismantle the school-to-prison pipeline. Jennifer shared insights into her early work defending students in Massachusetts and highlighted the systemic issues that push vulnerable kids out of school.
We also spoke about her day-to-day work at MAC, from answering helpline calls to systemic advocacy, and discussed the disproportionate impact of school discipline on students with disabilities, Black students, and Latinx students. Finally, she walked us through the IEP process and how individualized education plans are developed to support students' needs.
In the final part of my conversation with Ms. von Jess, we dive into the everyday realities of student stress, from academic pressure to the challenge of simply finding time to care for yourself. She breaks down the misconception that therapy is only for major problems, encouraging students to see it instead as a space for reflection, clarity, and connection.
We talk about the mental toll of high expectations, the guilt of taking breaks, and how even small changes, like a walk or a five-minute check-in, can have a big impact. Ms. von Jess reminds us that being overwhelmed is human, and seeking support is a strength, not a weakness.
Thank you again to Ms. von Jess for her welcoming and informative tone across this three-part series. I hope this final segment leaves you feeling seen, supported, and reminded that you’re not alone.
Today's episode is Part 2 of my conversation with Ms. von Jess, a social worker of 30 years and the Director of Counseling at The Hotchkiss School, where she has worked for the past 12 years.
Ms. von Jess and I spoke about how social media affects mental health, particularly in the context of high-pressure environments like boarding schools. She describes Instagram and TikTok as “both exposing and comforting,” and invites students to reflect on whether their online behavior is helping or hurting their self-image as well as how they treat others.
We also explore the impact that living in a residential community has on a teen’s mental health, especially at a place like Hotchkiss where students between the ages of 13 to 20 live together and constantly transition through different developmental phases. Ms. von Jess emphasizes that with each year, students face new responsibilities, and with that, perhaps a need to lean on a counselor’s shoulder.
She also discusses common misconceptions around therapy, including the idea that one needs to have a "major" issue to seek help. Ms. von Jess encourages students to use the resources available, explaining how talking to a counselor can reduce self-judgment and in turn, create a more compassionate community.
Thank you, Ms. von Jess, for your wise words and warmth. I hope you all will tune in for Part 3 of our conversation!
In today's episode, I have a conversation with Ms. von Jess, a social worker of 30 years and the Director of Counseling at The Hotchkiss School, where she has worked for the past 12 years.
Ms. von Jess shares how mental health issues most commonly manifest in high-pressure academic settings, resources that students can rely on, and recent trends or changes in how students experience and manage stress. She also speaks about the role of parents in supporting students' mental well-being, especially at boarding school when kids do not live with their parents. Subsequently, Ms. von Jess emphasizes the student-teacher relationship, and the importance of finding dependable adults in the community.
Thank you, Ms. von Jess for your insightful comments and wise words. I hope you all will tune in for Part 2 and Part 3 of our conversation!
In a continuation of my conversation with Chloe, we touch on the racism, sexism, and ableism that pervade the mental health support system, and how some may not be able to access help for their condition due to these issues. Chloe says that in her role as a Peer Support Group Coordinator, she tries to serve everyone no matter where they come from, their positionality, or what they’re able to give in return. Chloe discusses how you can reach out to your school’s guidance and counseling department to promote the dialogue around mental health. Beyond that, you can reach out to non-profit organizations local enough that are accessible to you.
“There’s a lot out there, you just have to be willing to do a little bit of digging.”
Thank you, Chloe! We learned so much!
In today’s episode, I speak with Chloe, an advocate for mental health. As with the previous episode, we discuss the largest misconceptions in her specific line of work: assumptions that those with serious mental health conditions are violent, and that a mental health diagnosis defines your life. Chloe feels especially passionate about changing the notion that we have to fear people with mental health conditions. As a Peer Support Groups Coordinator, Chloe brings groups of people together, whose experiences are related in some way. For example, they may share the same mental health illness. Chloe says that “having the solidarity of people who understand the challenges they’re up against makes them feel a lot better equipped to tackle some of those challenges.” We also begin a discussion on how socio-economic status is the biggest barrier to accessing care behind a paywall. For instance, some therapists and practices only accept pay out of pocket, and not insurance. We talk about marginalized groups in terms of race, ethnicity, and gender identity. Chloe believes there is a lack of professionals in the field who share these identities, which makes it difficult for many people to find therapists who fully understand their lived experiences. She stresses the importance of finding a professional who truly “gets” you.
Thank you, Chloe, for this insightful conversation, and I look forward to continuing our discussion in the next episode!
In the second part of my conversation with Caitlin, we discussed the most pressing issues she sees daily, ways YOU can become a mental health advocate in your community, what you can do to seek out support, and the concept of having others around you to lean on if you're having a tough time. Thank you, Caitlin, for this wonderful introduction to mental health and mental health advocacy. We appreciate it very much.
"Understand that [family members and supporting figures] can not like their loved one's illness but still love their loved one."
To begin our focus on mental health awareness and advocacy, today I had a conversation with Caitlin, Manager of Public Policy and Advocacy at the National Alliance on Mental Illness' NYC branch. In Part 1, she speaks about the definition and purpose of mental health advocacy, her daily routine and responsibilities at NAMI-NYC, and common misconceptions regarding mental health. "The big thing we always say is that one in five people live with mental illness. The other four are their friends, families, and colleagues."
Thank you Caitlin, I learned so much. Looking forward to Part 2!
This third and final episode of a three-part series is a continuation of a conversation with Ms. Nicole, a preschool teacher in Bergen county who used to be a special education teacher and behaviorist. Ms, Nicole informs us that every child in the public school system is entitled to a Free Appropriate Public Education; no matter how costly or time-consuming a student’s education is, the school district must fund all aspects of it. Ms. Nicole points out that schools may not always be transparent with families about available resources due to financial constraints. Ms. Nicole says, “I don’t think it’s this malicious thing that they do, but [school districts] don’t outwardly go and give out all that information because of how it’s going to be costly.” By “all that information” she refers to additional resources that many parents are unaware of. Tune in to hear the end of a beautifully spoken story by Ms. Nicole!
This second episode of a three-part series is a continuation of a conversation with Ms. Nicole, a preschool teacher in Bergen county who used to be a special education teacher and behaviorist. We talk about the role that parents play in a child’s special education and how there are so many guardians who have no idea what they can ask for from the school district. Α parent has to be an advocate. But no one informs them. Ms. Nicole also speaks on how a child’s school district affects their education; “if you can afford to live in a town with a very good school system, then you get to reap those benefits. But if you cannot, you’re not going to be given access to certain things, unfortunately,” said Ms. Nicole. Ms. Nicole also adds that she hardly sees any due process cases or the initiation of disputes outside of affluent areas. Because again, the parents are not fully aware of their rights. Thank you, Ms. Nicole!
In this first episode of a three-part series, we get an introduction Ms. Nicole, a preschool teacher in Bergen county who used to be a special education teacher and behaviorist. Ms. Nicole talks about her job as a parent trainer, someone who works closely with parents, teaching them how to be successful in a special education environment. She says her role as a parent trainer is her favorite part of her career. We also discuss Ms. Nicole’s shocking experiences teaching “COVID-babies” and the impact of lack of sufficient funding for the special education system. This is only the beginning of the stories Ms. Nicole will tell us in the next two episodes. Thank you, Ms. Nicole!
In this episode, I spoke with Mrs. M, a special education teacher, an in class supervisor and a math teacher who teaches middle school. Mrs. M absolutely adores her job as a teacher and makes it her mission to make her students feel welcomed. We talked about a variety of topics: a typical work day for her, her favorite part of her job, how she collaborates with teachers/parents, a story that really resonated with her and more! Thank you, Mrs. M, for setting the stage for future discussions about the special education system and the marginalized voices within it.
Trailer. A quick 3 minute chat with me about what The Unheard Forum is! A trailer on what I will discuss, who I will talk with, and how I will do it.