ReimaginED at Woodleigh School: A Powerful Lesson on Regeneration and the Wisdom of Young Minds

Yesterday, I had the privilege of speaking at Woodleigh School's ReimaginED event—a remarkable gathering envisioned and organized by none other than 7- to 9-year-olds. Yes, you read that right. These young students, full of curiosity and wonder, crafted an entire event around the concept of regeneration—from nature to relationships, to self and community. The experience was profound, not only because of the topic but because of the sheer depth of the questions these young minds had researched and asked.

Their questions were strikingly profound, tackling themes even adults grapple with:

• Can you regenerate relationships even if it doesn't feel like they can be healed?
• Is it possible for a learner to stay self-regulated?
• What inspired you to write a book?
• Which books changed your life?
• What are some ways we can regenerate relationships?
• What is more important, sustainability or regeneration?

These were questions infused with insight, and I was moved by their ability to think so deeply about concepts like healing, self-regulation, and inspiration. We often hear adults say that "kids are the future," yet so often, adults overlook the true wisdom young people already bring to the table. The biggest mistake I see adults make is assuming that children lack understanding, dismissing their insights as immature or incomplete. In truth, children are magnificent thinkers, capable of complex reasoning and rich imagination.

The Neuropsychology of a Child’s Brain: Why Kids See the World Differently

Neuroscience helps us understand why children think so expansively and creatively. In a child’s brain, there’s a high degree of neuroplasticity—a capability that allows their minds to adapt, learn, and form connections at an extraordinary rate. In the first years of life, children experience a massive overproduction of synapses, with brain development peaking around age six, when a child's brain has twice as many synapses as an adult brain (Petanjek et al., 2011). This abundance of connections is what enables children to absorb languages, new ideas, and creative concepts rapidly.

During childhood, the prefrontal cortex—the area responsible for decision-making, social behavior, and self-regulation—is still developing, which means kids are more open to exploring ideas without the constraints adults often experience. This part of the brain undergoes significant restructuring during adolescence, with synaptic pruning refining these neural pathways, which in turn strengthens specific connections and shapes mature cognitive functions (Giedd, 2004). By adulthood, our brains prioritize efficiency, but at the cost of some of the imaginative, open-ended thinking that children naturally possess.

How Children Process and Regenerate Relationships

This neurodevelopment also explains why children often have a unique perspective on relationships. While adults might view a fractured relationship as beyond repair, children possess an inherent optimism and belief in the possibility of healing. Research shows that children have a higher propensity for forgiveness and reconciliation, often due to their developing emotional regulation and empathetic capacity (Thompson & Lagattuta, 2006). Their questions at the ReimaginED event—such as Can you regenerate relationships even if it doesn’t feel like they can be healed?—highlight this openness to emotional healing and regeneration, which is both touching and instructive.

Addressing Their Questions: Lessons on Regeneration and Self-Regulation

At the ReimaginED event, we delved into some strategies for regenerating relationships, especially during difficult times. I shared that healing relationships requires honesty, patience, and a willingness to let go of rigid expectations—qualities children intuitively understand but that adults sometimes overlook. Self-regulation was another topic of great interest, especially when one student asked, Is it possible for a learner to stay self-regulated? We discussed mindfulness, breathing techniques, and the importance of breaks, which help anyone—children and adults alike—maintain focus and emotional balance.

The Inspiring Questions of Young Minds

When asked, What inspired you to write a book? and Which books changed your life?, I could feel their curiosity radiating. I explained that writing is a way of sharing ideas with the world, of reaching people with insights that might spark their own journey. Books like The Alchemist by Paulo Coelho and Man’s Search for Meaning by Viktor Frankl came to mind as ones that have profoundly shaped my path, teaching lessons about resilience, purpose, and wonder but I shared Daring Greatly + Braving the Wilderness by Brene Brown and Mindset by Carol Dweck as the two that shifted my thinking the most.

Why We Must Reimagine Education

Events like ReimaginED show us that children are not only capable but eager to explore complex ideas. What if we could give them an education system that truly honors their curiosity and provides them with the tools to explore it fully? The current education paradigm often falls short in recognizing the potential of young minds. By shifting our approach, we could foster an environment where children feel empowered to explore, ask questions, and innovate from a young age.

Education’s future lies in seeing children not merely as learners but as thought leaders, collaborators, and active participants in building a world that values regeneration, compassion, and creativity. By supporting their curiosity, we give them the foundation to become adults who are open-minded, empathetic, and resilient. If we listen closely, we may find that the future of education doesn’t just involve teaching children but also learning from them.

Moving Forward with Wonder

After experiencing the depth of thought, emotion, and wisdom from the students at Woodleigh, I am even more convinced of the need for an educational framework that nurtures children’s inherent wonder. Let’s build systems that honor their capacity for regenerative thinking, for questioning the status quo, and for believing in the possibilities of the impossible.

Thank you to the ReimaginED organizers and to Woodleigh’s incredible students for reminding me—and everyone in attendance—that the power to reimagine lies within all of us, regardless of age. These young minds are not just the leaders of tomorrow; they are the thinkers, creators, and change-makers of today.