Podcasts about Boarding school

In this episode, I sit down with Kalyani Pardeshi, award-winning author, TEDx speaker, and anti-bullying advocate. Kalyani draws from her own boarding school experiences and her years of work with children, adults, and organisations to explain why traditional anti-bullying strategies often fail — and how the unconscious brain holds the key to real change.We explore the painful reality of bullying, the long-term effects of self-bullying and overachievement, and how these patterns often lead to burnout. Kalyani also shares her framework for identifying intangible drivers — the unique motivators that help us live with greater fulfilment and emotional resilience.This is an episode full of honesty, practical tools, and hope for those looking to break free from old wounds and the inner critic.--- Piers is an author and a men's transformational coach and therapist who works mainly with trauma, boarding school issues, addictions and relationship problems. He also runs online men's groups for ex-boarders, retreats and a podcast called An Evolving Man. He is also the author of How to Survive and Thrive in Challenging Times. To purchase Piers first book: https://www.amazon.co.uk/How-Survive-Thrive-Challenging-Times/dp/B088T5L251/ref=sr_1_1?dchild=1&keywords=piers+cross&qid=1609869608&sr=8-1 For more videos please visit: http://youtube.com/pierscross For FB: https://www.facebook.com/pierscrosspublic For Piers' website and a free training How To Find Peace In Everyday Life: https://www.piers-cross.com/community Many blessings, Piers Cross http://piers-cross.com/

In this Diversity Dialogue segment of the Amici podcast program, we explore Indian boarding schools, institutions established in the U.S. and Canada with the expressed goal of eradicating indigenous culture. Our guest is Marnee Ryan Lehtonen, of Corning City Court. Marnee's grandmother grew up in the notorious Thomas Indian School and, with some prodding by Marnee, shared her experience. Here, Marnee shares what she learned from her grandmother. Diversity Dialogue is a production of the NYS Unified Court System's Office of Diversity & Inclusion. #indianboardingschools #orangeshirtday

 For the interview with Kalyani Pardeshi: https://youtu.be/iBXcs5i4zyg For the interview with Nicky Moxey and Dr Linda Devereux: https://youtu.be/oJNHoex41-Q For the interview with Sara Warner and Karen Macmillan:https://youtu.be/VXAHJucCGsY For the interview with Amelia White: https://youtu.be/08WbNwen_SA For the interview with Joanna Brittan: https://youtu.be/MJknonuf4Sw For Karen Wilson's book: https://amzn.eu/d/9Z4gqUv In this solo reflection, I look at the distinct experiences of girls at boarding school and how they differ from boys'. Drawing on survivor interviews and books such as Stolen Childhood by Karen Wilson, I explore how discipline, shame, and control were used to mould girls into compliant “ladies,” while boys were prepared for leadership.We discuss:Bullying and shaming rituals used against girlsThe policing of uniforms, bodies, and foodThe absence of role models during puberty and adolescenceLong-term impacts on identity, confidence, and relationshipsSurvival strategies of girls vs boysWhy survivors' stories — from Kate Middleton's Down House days to modern accounts — still matter todayThis episode is both a witness and a call: to keep these conversations alive, to challenge the culture of silence, and to acknowledge the wounds still carried by so many women.--- Piers is an author and a men's transformational coach and therapist who works mainly with trauma, boarding school issues, addictions and relationship problems. He also runs online men's groups for ex-boarders, retreats and a podcast called An Evolving Man. He is also the author of How to Survive and Thrive in Challenging Times. To purchase Piers first book: https://www.amazon.co.uk/How-Survive-Thrive-Challenging-Times/dp/B088T5L251/ref=sr_1_1?dchild=1&keywords=piers+cross&qid=1609869608&sr=8-1 For more videos please visit: http://youtube.com/pierscross For FB: https://www.facebook.com/pierscrosspublic For Piers' website and a free training How To Find Peace In Everyday Life: https://www.piers-cross.com/community Many blessings, Piers Cross http://piers-cross.com/

A Collaboration of Indigenous Truthtelling of Boarding SchoolsThis episode features voices from a panel on the collaboration, “Indigenous Truthtelling of Boarding Schools,” held at the University of Oklahoma in August 2025 and funded by a NHPRC-Mellon Planning Grant for Collaborative Digital Editions in African American, Asian American, Hispanic American, and Native American History and Ethnic Studies. The panelists share their experiences studying Native American boarding schools and discuss plans for a digital edition with scholars at the University of Oklahoma, Oklahoma State University, Northeastern State University, Utah State University, and Indigenous communities. The project connects universities and archives with Native Nations to develop educational resources about boarding schools and to expand public access to records, oral histories, and community knowledge.This episode includes references to:Farina King, professor of Native American Studies at OU and co-host of Native Circles. A citizen of the Navajo Nation, she researches Indigenous histories, especially boarding school experiences, and collaborates on projects linking oral histories, archives, and community engagement.Sarah Milligan, head of the Oklahoma Oral History Research Program at OSU. She partners with boarding school alumni groups, including the Chilocco National Alumni Association, to digitize memorabilia, record oral histories, and create educational tools that support truthtelling and remembrance.Teagan Dreyer, Choctaw descendant and PhD candidate in history at OSU. She researches the impacts of boarding schools on Native identity and community resilience.Erin Dyke, associate professor of curriculum studies at OSU. She focuses on truthtelling, Indigenous-led education initiatives, and transforming curriculum to confront legacies of colonial schooling.Asa (Ace) Samuels, Cheyenne and Arapaho citizen of Oklahoma and first-generation OU student. He mentors Native youth in cultural practices and serves as a facilitator for Mending Broken Hearts, a healing program addressing intergenerational trauma linked to boarding schools.Kelly Berry, citizen of the Apache Tribe of Oklahoma with Choctaw relations. A postdoctoral fellow and lecturer in Native American Studies at OU, Berry is a descendant of boarding school survivors and researches histories of Indian boarding schools, including Carlisle, Chilocco, and early mission schools.Blaine McClain, head archivist of Special Collections at Northeastern State University in Tahlequah, Oklahoma. He manages archival collections related to Cherokee Nation seminaries and regional histories.Britton Morgan, undergraduate student research assistant at NSU from Muskogee, Oklahoma. He works with NSU archives, focusing on materials related to Indian boarding schools.Michelle Martin, independent scholar in Arizona and former NSU faculty. She studies the Tullahassee Mission School and the legacies of interracial marriage tied to boarding schools. Cheyenne Widdecke, master's student in anthropology at OU, specializing in archaeology. As a Graduate Research Assistant, she surveys archival collections, examines boarding school site records, and conducts oral history research with the Sac and Fox Nation.Mary Harjo, citizen of the Muscogee (Creek) Nation and boarding school alumna. She attended federal boarding schools from first through twelfth grade and later earned bachelor's and master's degrees in social work at OU. A survivor of discrimination and abuse, she became a social worker and mentor, sharing her lived experiences to inform truthtelling and healing efforts.

Getting ready for a boarding school interview can feel overwhelming — for both parents and students. In this episode of the Be Evolved Podcast, Mary sits down with Sarah, Evolved Education's Boarding School Specialist, to walk families through the essential steps of interview preparation. Together, they discuss: How parents can authentically share their child's story and values. The most common parent and student interview questions — and how to answer them with confidence. Real examples of strong vs. weak responses. Practical strategies for students to showcase curiosity, character, and growth. The importance of research, thoughtful questions, and meaningful thank-you notes. You'll even hear a mock family interview segment, highlighting how parents and students can complement one another to present a well-rounded picture. Whether you're at the start of the admissions journey or fine-tuning your prep, this episode offers actionable advice to help your family shine. Work with Sarah: sarah@evolveded.com Have a question or comment? I'd love to hear from you. You can reach out anytime at admin@evolveded.com. Please click the button to subscribe so you don't miss any episodes and leave a review if your favorite podcast app has that ability. For the full transcript of today's episode along with our terms, conditions, and disclaimers and privacy policies, visit the Evolved Education website at: https://evolvededucationcompany.com/resources/podcast/ © 2021 - 2025 Mary Miele

In this episode of An Evolving Man, I speak with Françoise Elvin, counsellor, mentor, facilitator, and author of Uneldered. We discuss:Secure vs insecure attachment — and how it shapes our adult livesTrauma as “undigested experience” and the importance of integrationWhy elders and initiatory practices are vital for healthy societiesThe balance of masculine (yang) and feminine (yin) initiationHer upcoming project: the Sovereignty SchoolThe role of nature, meditation, and presence in healingFrançoise shares her journey from Zen practice in her 20s to her current work in counselling and mentoring, offering wisdom on how to move from fragmentation into wholeness.

Send us a textHarry Farthing, author of two novels Summit and Ghost Moths, shares his extraordinary life journey from motorcycle enthusiast to high-altitude mountaineer to writer. His experiences—from boarding school at age eight to climbing Mount Everest and riding motorcycles across continents—have shaped his descriptive storytelling style that brings readers into vivid worlds informed by his adventures.• Sent to boarding school at age eight where he developed independence and discovered National Geographic magazines• Father's Brough Superior motorcycle (same brand owned by Lawrence of Arabia) inspired his love for motorcycles• First major adventure at 18—a three-month solo motorcycle journey through Spain, Portugal, Morocco, and Italy• Lived in Italy and developed passion for mountaineering through a language exchange with an Italian climbing instructor• Climbed many peaks including Denali and Mount Everest, drawn by both the physical challenge and historical significance• Rode his motorcycle from Charleston across North America to Alaska, exploring the furthest reaches of the continent• Novels draw from his experiences but are fictionalized to create more compelling storytelling• Currently researching a non-fiction book about Lawrence of Arabia's later years• Connects his family history to mountaineering—a distant ancestor photographed early British Everest expeditions• Balanced adventure pursuits with family life throughout his careerSupport the showSpotify Apple podcastsAmazon Music all other streaming services

What does it take to raise boys into men in today's culture? Fr. Mark Perkins, chaplain and assistant headmaster at St. Dunstan's Academy, joins Davies Owens to discuss the urgent challenges facing boys and the bold vision behind launching a farm, trades, and classics boys' boarding school in the Anglican tradition. Drawing on personal experience as a teacher, minister, and father, Fr. Mark highlights why so many boys are disengaging from schools, church, and even family life - and what we can do about it. From the importance of rites of passage, to the value of single-sex education, to the power of farming and trades as apprenticeships into manhood, this conversation offers parents and school leaders practical insights for re-embodying learning and lengthening the runway into adulthood. You'll also hear about The Joshua Program, a new vocational discernment gap-year track for young men ages 17–20.

The Little Theatre's One Take Documentary series will feature "Remaining Native" on Wednesday and Saturday this week. The film is a coming-of-age documentary told from the perspective of a 17-year-old Native American runner. Ku Stevens has a dream of becoming a high-level collegiate athlete, but as Ku ages, he confronts his own great-grandfather's escape from Indian boarding school. We'll talk to the filmmaker, who is originally from Rochester and attended Ithaca College.In studio: Paige Bethmann, director and producer of "Remaining Native" Ansley Jemison, Seneca Nation, Wolf Clan and cultural liaison for Seneca Art & Culture Center at Ganondagan State Historic Site

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Charles Edward Maurice Spencer, 9th Earl Spencer, joins us for a conversation that blends history, legacy, and the power of storytelling. From his experiences as a historian and author to his reflections on family, heritage, and duty, Lord Spencer opens up about the moments that have defined his life. This episode is a journey through centuries of history and personal insight — offering wisdom on leadership, legacy, and the lessons we carry forward. He and Shawn French then pull back the curtain on a dark chapter of British history — the abuse that occurred within elite boarding schools. In this candid and deeply personal conversation, Lord Spencer shares his own experiences, the lasting impact such environments can have, and why speaking out matters now more than ever. We explore: -His first-hand account of life in a British boarding school -The systemic culture that allowed abuse to persist for decades -How trauma shapes — and sometimes strengthens — the course of a life -The responsibility of truth-telling in healing and reform -Why history must record not just triumphs, but the wrongs that demand justice This is more than a conversation about the past — it's a call to protect the future. Lord Spencer's story is a testament to the power of breaking silence, confronting uncomfortable truths, and ensuring that history doesn't repeat itself. Whether you're a history buff, a lover of great stories, or someone exploring the meaning of legacy in your own life, this conversation will inspire and challenge you to think bigger about your role in the ongoing story. Connect with me : https://link.me/theshawnfrench?fbclid=PAZXh0bgNhZW0CMTEAAaY2s9TipS1cPaEZZ9h692pnV-rlsO-lzvK6LSFGtkKZ53WvtCAYTKY7lmQ_aem_OY08g381oa759QqTr7iPGA Charles Spencer https://www.instagram.com/charles.earl.spencer/ Learn more about your ad choices. Visit podcastchoices.com/adchoices

Fluent Fiction - Catalan: Finding Belonging: A Boarding School Tale of Friendship Find the full episode transcript, vocabulary words, and more:fluentfiction.com/ca/episode/2025-08-29-22-34-02-ca Story Transcript:Ca: El sol de l'estiu il·luminava la campana de l'escola mentre els nous alumnes arribaven al col·legi internat.En: The summer sun illuminated the school bell as the new students arrived at the boarding school.Ca: Entre ells hi havia la Mireia, una noia de Barcelona.En: Among them was Mireia, a girl from Barcelona.Ca: Ho notava tot com un ull estrany dins del món.En: She noticed everything like a stranger's eye in the world.Ca: Es mirava els edificis antics de maó rodejats per camps verds i un bosc frondós.En: She looked at the old brick buildings surrounded by green fields and a lush forest.Ca: Aquesta era la seva nova llar, però li semblava tan lluny de casa.En: This was her new home, but it seemed so far from home.Ca: L'Oriol, un estudiant amable i local del col·legi, era allà per ajudar els nouvinguts.En: Oriol, a friendly and local student of the school, was there to help the newcomers.Ca: Ell prenia molt seriosament la seva responsabilitat de mentor.En: He took his responsibility as a mentor very seriously.Ca: En veure la Mireia, va adonar-se que semblava una mica perduda.En: Seeing Mireia, he realized she seemed a bit lost.Ca: "Hola," va saludar amb un somriure càlid.En: "Hello," he greeted with a warm smile.Ca: "Soc l'Oriol.En: "I'm Oriol.Ca: Necessites ajuda per trobar les teves coses?En: Do you need help finding your things?"Ca: "Mireia va assentir tímidament.En: Mireia nodded shyly.Ca: L'Oriol es va oferir a mostrar-li les instal·lacions.En: Oriol offered to show her the facilities.Ca: A poc a poc, la Mireia es va deixar portar per la simpatia d'Oriol.En: Gradually, Mireia allowed herself to be guided by Oriol's kindness.Ca: Ell li va mostrar la biblioteca gran i el menjador.En: He showed her the large library and the dining hall.Ca: També van visitar el llac al costat de l'escola, on l'aigua reflectia el cel clar de l'estiu.En: They also visited the lake beside the school, where the water reflected the clear summer sky.Ca: Els dies passaven, i la Mireia cada vegada es sentia més còmoda amb l'ajuda de l'Oriol.En: Days passed, and Mireia felt more comfortable with Oriol's help.Ca: Però encara la preocupava la sensació d'enyorança.En: But she was still troubled by the feeling of homesickness.Ca: Un dia, l'Oriol va decidir portar-la més enllà del col·legi, cap als camins del bosc.En: One day, Oriol decided to take her beyond the school, into the forest paths.Ca: Van caminar entre els arbres fins que van trobar un racó tranquil al costat del llac.En: They walked among the trees until they found a quiet corner by the lake.Ca: Asseguts a la vora de l'aigua, van començar a parlar de tot.En: Sitting by the water's edge, they began to talk about everything.Ca: La Mireia, que inicialment es guardava els seus sentiments, va decidir obrir-se.En: Mireia, who initially kept her feelings to herself, decided to open up.Ca: Li va explicar a l'Oriol com de difícil era sentir-se lluny de casa.En: She told Oriol how difficult it was to feel far from home.Ca: L'Oriol va escoltar amb atenció.En: Oriol listened attentively.Ca: "Entenc com et sents," va dir ell.En: "I understand how you feel," he said.Ca: "Jo també he de demostrar molt, però aquí et tens a tu mateixa.En: "I also have to prove a lot, but here you have yourself.Ca: I ara, també tens a mi.En: And now, you also have me."Ca: "Aquella conversa va canviar-ho tot.En: That conversation changed everything.Ca: Mireia va començar a sentir-se més a casa.En: Mireia began to feel more at home.Ca: Les seves trobades amb l'Oriol es van convertir en moments especials.En: Her meetings with Oriol became special moments.Ca: Oriol també va notar un canvi en ell mateix.En: Oriol also noticed a change in himself.Ca: Ell no només l'ajudava a ella, sinó que també aprenia a confiar més en els seus propis sentiments.En: He wasn't just helping her, but he was also learning to trust more in his own feelings.Ca: Amb el temps, la relació entre la Mireia i l'Oriol va créixer.En: Over time, the relationship between Mireia and Oriol grew.Ca: Va néixer una connexió més profunda i significativa.En: A deeper and more meaningful connection was born.Ca: Ara ja no eren només estudiants compartint un espai, sinó amics, potser alguna cosa més.En: They were no longer just students sharing a space, but friends, maybe something more.Ca: Començaven a sentir-se com si haguessin trobat el lloc al qual realment pertanyien.En: They began to feel as if they had found the place to which they truly belonged.Ca: Així, aquell estiu, sota el sol brillant i el cel clar, l'amistat va florir en alguna cosa molt especial.En: Thus, that summer, under the bright sun and clear sky, friendship blossomed into something very special.Ca: Van descobrir que a vegades, lluny de casa, un troba, de veritat, on pertany.En: They discovered that sometimes, far from home, one truly finds where they belong. Vocabulary Words:the summer sun: el sol de l'estiuto illuminate: il·luminarthe school bell: la campana de l'escolaboarding school: col·legi internatthe stranger's eye: un ull estranythe old brick buildings: els edificis antics de maóthe green fields: els camps verdsthe lush forest: el bosc frondósresponsibility: responsabilitatmentor: mentorto nod: assentirto offer: oferirthe facilities: les instal·lacionsto guide: portarthe kindness: la simpatiathe library: la bibliotecathe dining hall: el menjadorto be troubled by: preocuparthe homesickness: l'enyorançathe forest paths: els camins del boscthe quiet corner: un racó tranquilthe water's edge: la vora de l'aiguato open up: obrir-seto listen attentively: escoltar amb atencióto prove: demostrarto belong: pertànyerthe clear sky: el cel clarto blossom: florirthe special moment: un moment especialto trust: confiar

Fluent Fiction - Mandarin Chinese: A Canvas of Friendship: Bridging City and Countryside Find the full episode transcript, vocabulary words, and more:fluentfiction.com/zh/episode/2025-08-29-22-34-02-zh Story Transcript:Zh: 宁静的乡村，郁郁葱葱的田野环绕着一所古色古香的寄宿学校。En: In the tranquil countryside, lush fields surrounded a quaint, traditional boarding school.Zh: 远处，青山巍峨，空气中弥漫着秋天的清新。En: In the distance, green mountains towered, and the air was filled with the fresh scent of autumn.Zh: 玉明站在窗边，凝视着远方。En: Yuming stood by the window, gazing into the distance.Zh: 虽然这里很美，却有些不安。En: Although this place was beautiful, he felt a sense of unease.Zh: 他从城市转学到这里，面对陌生的一切，不知如何融入。En: Having transferred here from the city, he didn't know how to fit into all the unfamiliar surroundings.Zh: 一天午后，他坐在校园小湖旁的长椅上，翻阅一本绘画杂志，这时，一个活泼的声音打断了他的思绪。En: One afternoon, as he sat on a bench by the campus lake, flipping through an art magazine, a lively voice interrupted his thoughts.Zh: "你好！En: "Hello!Zh: 你是新来的同学吗？En: Are you the new student?Zh: 我叫李娟。En: I'm Lijuan."Zh: " 面前的女孩面带微笑，眼中闪烁着友好的光芒。En: The girl in front of him smiled, and her eyes sparkled with friendliness.Zh: "嗯，我叫玉明。En: "Uh, I'm Yuming."Zh: "他有些羞涩地回应。En: He responded a little shyly.Zh: 李娟坐下来，不停地说着学校的趣事和各类活动。En: Lijuan sat down and began talking non-stop about the interesting happenings and activities at the school.Zh: 她对艺术有浓厚的兴趣，谈起绘画来滔滔不绝。En: She had a strong interest in art and spoke passionately about painting.Zh: 玉明虽然不常说话，但他发现自己渐渐放松下来。En: Although Yuming didn't talk much, he found himself relaxing.Zh: 李娟的热情是那么有感染力。En: Lijuan's enthusiasm was infectious.Zh: 不久后，中秋节快到了，学校将举办一场艺术比赛。En: Soon after, with the Mid-Autumn Festival approaching, the school announced an art competition.Zh: 李娟兴奋地邀请玉明一起参加。En: Lijuan excitedly invited Yuming to participate with her.Zh: 他起初犹豫，担心自己的作品不够好。En: He was initially hesitant, worried that his work wouldn't be good enough.Zh: 可李娟鼓励他说："咱们一起努力，创造一幅特别的作品吧！En: But Lijuan encouraged him, saying, "Let's work hard together and create something special!"Zh: "于是，每个放学后的下午，他们都在美术教室忙碌。En: So, every afternoon after classes, they busied themselves in the art classroom.Zh: 玉明擅长描绘城市的线条与色彩，而李娟则熟悉乡村的自然与生动。En: Yuming excelled in depicting the lines and colors of the city, while Lijuan was familiar with the natural and vibrant aspects of the countryside.Zh: 他们的作品将城乡二者完美结合，画布上充满和谐的元素。En: Their work perfectly combined both urban and rural elements, filling the canvas with harmonious components.Zh: 秋意渐浓，终于到了中秋节那天。En: As autumn deepened, the day of the Mid-Autumn Festival finally arrived.Zh: 校园里挂满了灯笼，欢庆的气氛弥漫在空气中。En: The campus was adorned with lanterns, and a festive atmosphere filled the air.Zh: 在艺术作品展览上，玉明和李娟的画作引起了大家的注意。En: At the art exhibition, Yuming and Lijuan's painting caught everyone's attention.Zh: 那幅作品不仅展示了他们的技艺，更体现了城乡文化的交融。En: The piece not only showcased their skills but also reflected the fusion of urban and rural cultures.Zh: 老师们对他们的创作赞不绝口，而同学们也给予热烈的掌声。En: The teachers couldn't stop praising their creation, and their classmates gave enthusiastic applause.Zh: 他们的作品赢得了一项特别奖，这个奖项不仅承认了他们的才华，也见证了他们的友谊。En: Their work won a special award, recognizing their talent and testifying to their friendship.Zh: 通过这次合作，玉明变得更加自信，开始享受在寄宿学校的生活。En: Through this collaboration, Yuming became more confident and began to enjoy his life at the boarding school.Zh: 他不再感到孤单，因为他发现了一个真正欣赏他的朋友。En: He no longer felt lonely, as he had found a friend who truly appreciated him.Zh: 而李娟也从与玉明的交流中学到了许多，理解了不同背景的思维方式。En: And Lijuan learned much from her exchanges with Yuming, understanding thinking from different backgrounds.Zh: 夜晚，月亮在天空中高悬，银色的月光洒在大地上。En: At night, the moon hung high in the sky, and silver moonlight spread over the land.Zh: 玉明和李娟坐在湖畔，分享着月饼，笑声回荡在四周。En: Yuming and Lijuan sat by the lake, sharing mooncakes, with laughter echoing around them.Zh: 友谊和努力让他们的心紧紧相连，成为彼此生命中的一部分。En: Friendship and effort tightly bound their hearts, becoming a part of each other's lives. Vocabulary Words:tranquil: 宁静lush: 郁郁葱葱quaint: 古色古香boarding school: 寄宿学校towered: 巍峨scent: 气味gazing: 凝视unease: 不安unfamiliar: 陌生flipping: 翻阅lively: 活泼sparkled: 闪烁enthusiasm: 热情infectious: 有感染力approaching: 临近hesitant: 犹豫depicting: 描绘harmonious: 和谐adorned: 装饰exhibition: 展览fusive: 融合testifying: 见证appreciated: 欣赏exchanges: 交流silver: 银色moonlight: 月光echoing: 回荡effort: 努力bound: 紧连mid-autumn festival: 中秋节

Fluent Fiction - Japanese: From School Supplies to Friendship: A Notebook's Tale Find the full episode transcript, vocabulary words, and more:fluentfiction.com/ja/episode/2025-08-29-22-34-02-ja Story Transcript:Ja: 夏の終わり、穏やかな丘に囲まれた寄宿学校は活気にあふれていました。En: At the end of summer, the boarding school nestled among gentle hills was bustling with energy.Ja: 学生たちは、新学期に向けて忙しく準備をしていました。En: The students were busy preparing for the new school term.Ja: 近くの町には、古い本屋が一軒あります。En: In the nearby town, there was an old bookstore.Ja: 紙とインクの香りが漂い、心地よい雰囲気の場所です。En: The scent of paper and ink wafted through the air, creating a cozy atmosphere.Ja: 生徒たちはそこで、必要な学用品を探していました。En: The students were there, searching for the necessary school supplies.Ja: 晴れた日、ハルトとアイコもその店を訪れました。En: On a sunny day, Haruto and Aiko also visited the store.Ja: ハルトは一生懸命な学生で、先生や友達に良い印象を与えたいと思っていました。En: Haruto was a diligent student who wanted to make a good impression on his teachers and friends.Ja: 完璧な学用品を手に入れ、学期のチャレンジに備えたいと考えていました。En: He was eager to get the perfect school supplies to prepare for the challenges of the term.Ja: 一方、アイコはもっとリラックスした性格で、学校生活の社交的な面を楽しんでいました。En: On the other hand, Aiko had a more relaxed personality and enjoyed the social aspects of school life.Ja: 彼女は新しいものを探したり、楽しい場所を見つけるのが好きでした。En: She loved to explore new things and find fun places.Ja: アイコは、個性を表現するユニークでクリエイティブな文房具を探していました。En: Aiko was on the hunt for unique, creative stationery that expressed her personality.Ja: 店の中は混雑していました。En: The store was crowded.Ja: すべての学生が必要なものを買おうと急いでいます。棚には少しずつ空きが目立ち始めていました。En: All the students were rushing to buy what they needed, and the shelves were gradually starting to show empty spaces.Ja: ハルトはリストを手に取り、必要なものを優先して購入しようとしていました。En: Haruto held a list in his hand, trying to prioritize his purchases.Ja: しかし、アイコは目に留まる珍しいものに心を奪われていました。En: However, Aiko was captivated by the unusual things that caught her eye.Ja: 「ハルト、これ見て！すごくかわいいクリップボードよ。」アイコは目を輝かせて言いました。En: "Haruto, look at this! It's such a cute clipboard," Aiko said with sparkling eyes.Ja: 「でも、必要じゃないよね？」ハルトは少し困惑しながら答えました。En: "But we don't need it, right?" Haruto replied, slightly puzzled.Ja: やがて、店は閉店の時間が近づいてきました。En: Eventually, the store was nearing closing time.Ja: そのとき、ハルトは棚の最後に残ったノートを見つけました。En: At that moment, Haruto found the last notebook left on the shelf.Ja: それは彼にとって完璧なノートでした。En: It was the perfect notebook for him.Ja: しかし、その芸術的な表紙はアイコも気に入ってしまいました。En: However, its artistic cover also caught Aiko's fancy.Ja: 「これ、二人とも欲しいみたいだね。」と、アイコは微笑みました。En: "It seems we both want this," Aiko smiled.Ja: ハルトは少し考えました。En: Haruto thought for a moment.Ja: 結局、二人が一緒に使えるものにしてみようと決めました。En: In the end, he decided they should make it something they could use together.Ja: 「このノート、一緒に使おうか？宿題も計画も、交代で書いたら面白いかもね。」と提案しました。En: "How about we share this notebook? It might be interesting if we alternately write our homework and plans in it," he suggested.Ja: アイコはうれしそうにうなずきました。En: Aiko nodded happily.Ja: 「いい考えね！それに、あなたのアイデアを書いたら、もっと有意義になると思う。」En: "Great idea! And I think it will be more valuable if we include your thoughts too."Ja: その日、ハルトとアイコはお互いの視点を理解する機会を得ました。En: That day, Haruto and Aiko gained an opportunity to understand each other's perspectives.Ja: ハルトは少しずつ自発的な面を受け入れ始め、アイコは楽しさと責任のバランスの重要性を理解しました。En: Haruto began to embrace spontaneity little by little, and Aiko understood the importance of balancing fun with responsibility.Ja: ベル祭りの灯籠が夜空に輝くころ、二人は寄宿学校へと戻っていきました。En: As the lanterns of the Bell Festival shone in the night sky, the two of them returned to the boarding school.Ja: そのノートは、彼らの友情と新しい視点を象徴する貴重な1ページとなりました。En: That notebook became a precious page symbolizing their friendship and newfound perspectives. Vocabulary Words:boarding school: 寄宿学校nestled: 囲まれたbustling: 活気にあふれていたscent: 香りwafted: 漂いcozy: 心地よいdiligent: 一生懸命なimpression: 印象personality: 性格unique: ユニークcreative: クリエイティブstationery: 文房具crowded: 混雑していたgradually: 少しずつprioritize: 優先してcaptivated: 心を奪われていたclipboard: クリップボードpuzzled: 困惑しながらartistic: 芸術的なfancy: 気に入ったalternately: 交代でperspectives: 視点spontaneity: 自発的な面valuable: 有意義opportunity: 機会symbolizing: 象徴するlanterns: 灯籠festival: 祭りchallenge: チャレンジresponsibility: 責任

Fluent Fiction - Korean: Jeju Adventure: Friendship and Forbidden Shores Find the full episode transcript, vocabulary words, and more:fluentfiction.com/ko/episode/2025-08-29-22-34-02-ko Story Transcript:Ko: 제주의 늦여름 바람이 따뜻하게 불어오던 어느 날, 기숙학교 학생들은 학교 여행을 맞아 제주도로 향했다.En: One day, when the late summer breeze in Jeju was blowing warmly, the boarding school students headed to Jeju Island for a school trip.Ko: 이 여행에 가장 설레는 학생은 지수였다.En: The most excited student about this trip was Jisoo.Ko: 지수는 모험을 꿈꾸는 호기심 많은 학생이었다.En: Jisoo was a curious student who dreamed of adventures.Ko: 그녀는 제주도의 푸른 바다와 울창한 숲을 탐험하고 싶어 했다.En: She wanted to explore the blue sea and lush forests of Jeju Island.Ko: 지수의 친구 민호는 달랐다.En: Jisoo's friend, Minho, was different.Ko: 민호는 조용하고 질서를 좋아했다.En: Minho was quiet and liked order.Ko: 그는 학교의 규정을 잘 따르는 것을 중요하게 여겼다.En: He valued following the school's rules.Ko: 두 친구는 이번 여행에서 서로 다른 목표를 가지고 있었다.En: The two friends had different goals for this trip.Ko: 지수는 새로운 것을 경험하고 싶었고, 민호는 규칙을 지키고 문제없이 여행을 마치길 원했다.En: Jisoo wanted to experience something new, while Minho wanted to adhere to the rules and complete the trip without any problems.Ko: 제주도에 도착한 학생들은 일정에 따라 관광을 시작했다.En: Upon arriving at Jeju Island, the students began their tour according to the schedule.Ko: 하지만 지수는 일정표를 보고 실망했다.En: However, Jisoo was disappointed when she looked at the itinerary.Ko: 그녀는 계획된 루트에서 벗어나 숨겨진 보물을 찾고 싶었다.En: She wanted to stray from the planned route and find hidden treasures.Ko: 지수는 민호에게 속삭였다. "민호야, 우리 조금만 빠져나가 볼래? 내가 책에서 읽은 숨겨진 해변이 있어."En: Jisoo whispered to Minho, "Hey, Minho, want to sneak out a little? There's a hidden beach I read about in a book."Ko: 민호는 처음에는 주저했다.En: Minho hesitated at first.Ko: 그는 지수의 이야기를 믿기 어려웠다.En: He found it hard to believe Jisoo's story.Ko: 하지만 지수의 반짝이는 눈에 끌려 결국 동의했다. "그래, 하지만 조금만 탐험하고 빨리 돌아와야 해."En: But eventually, he was drawn in by Jisoo's sparkling eyes and agreed. "Alright, but we should explore a little and then quickly come back."Ko: 둘은 슬쩍 그룹에서 빠져나왔다.En: The two slipped away from the group.Ko: 제주도의 자연은 놀라울 정도로 아름다웠다.En: The nature of Jeju Island was astonishingly beautiful.Ko: 나무 사이로 비치는 햇빛과 바람에 흔들리는 나뭇잎 소리가 들렸다.En: Sunlight filtered through the trees, and the sound of leaves rustling in the breeze could be heard.Ko: 하지만 얼마 지나지 않아 둘은 길을 잃었다.En: But before long, they lost their way.Ko: 지수는 긴장했지만 곧 깊은 숨을 내쉬었다. "우리 계속 걸어보자."En: Jisoo was tense but soon took a deep breath. "Let's keep walking."Ko: 둘은 끝내 책에서 봤던 그 해변에 도착했다.En: They eventually arrived at the beach they had seen in the book.Ko: 그곳은 그야말로 환상적이었다.En: It was breathtaking.Ko: 바다의 끝없는 푸름과 하얀 모래의 조화가 눈부셨다.En: The endless blue of the sea and the white sand were dazzling.Ko: 민호도 그 모습을 보고 감탄했다. "와, 지수 너가 맞았어. 정말 멋진 곳이야."En: Even Minho was amazed by the sight. "Wow, Jisoo, you were right. It's a really great place."Ko: 하지만 시간이 문제였다.En: Time was the issue, though.Ko: 길을 빠르게 돌아가는 것은 쉬운 일이 아니었다.En: It wasn't easy to quicken their way back.Ko: 지수와 민호는 서로 의지하며 길을 찾기 시작했다.En: Jisoo and Minho began to find their way back, relying on each other.Ko: 그들은 협력하여 결국 그룹에게 돌아갈 수 있었다.En: Through cooperation, they eventually rejoined the group.Ko: 학교로 돌아가면서 둘은 미소를 지었다.En: As they returned to the school, they both smiled.Ko: 그들은 이번 모험을 절대 잊지 못할 것이었다.En: They would never forget this adventure.Ko: 지수는 민호 덕에 규칙의 중요성을 느꼈고, 민호는 지수 덕에 모험의 재미를 알았다.En: Jisoo realized the importance of rules thanks to Minho, and Minho learned the fun of adventure thanks to Jisoo.Ko: 두 친구는 서로의 차이를 이해하며 더 깊은 우정을 쌓게 되었다.En: The two friends came to understand their differences and built a deeper friendship.Ko: 제주도의 바람은 여전히 부드럽고 따뜻했다.En: The wind of Jeju Island remained gentle and warm.Ko: 그들은 그 순간을 마음속에 새기며, 앞으로의 모험을 기대했다.En: They etched that moment in their hearts and anticipated future adventures. Vocabulary Words:breeze: 바람boarding school: 기숙학교curious: 호기심 많은lush: 울창한order: 질서adhere: 지키다itinerary: 일정표stray: 벗어나다treasures: 보물whispered: 속삭였다sneak out: 빠져나가다hesitated: 주저했다astonishingly: 놀라울 정도로filtered: 비치는rustling: 흔들리는tense: 긴장했다breathtaking: 환상적dazzling: 눈부신cooperation: 협력etched: 새기다anticipated: 기대했다adventure: 모험experience: 경험하다hidden: 숨겨진drawn in: 끌려sparkling: 반짝이는slipped away: 빠져나갔다never forget: 잊지 못할deep breath: 깊은 숨relied on: 의지하며

Charles Edward Maurice Spencer, 9th Earl Spencer, joins us for a conversation that blends history, legacy, and the power of storytelling. From his experiences as a historian and author to his reflections on family, heritage, and duty, Lord Spencer opens up about the moments that have defined his life. This episode is a journey through centuries of history and personal insight — offering wisdom on leadership, legacy, and the lessons we carry forward. He and Shawn French then pull back the curtain on a dark chapter of British history — the abuse that occurred within elite boarding schools. In this candid and deeply personal conversation, Lord Spencer shares his own experiences, the lasting impact such environments can have, and why speaking out matters now more than ever. We explore: -His first-hand account of life in a British boarding school -The systemic culture that allowed abuse to persist for decades -How trauma shapes — and sometimes strengthens — the course of a life -The responsibility of truth-telling in healing and reform -Why history must record not just triumphs, but the wrongs that demand justice This is more than a conversation about the past — it's a call to protect the future. Lord Spencer's story is a testament to the power of breaking silence, confronting uncomfortable truths, and ensuring that history doesn't repeat itself. Whether you're a history buff, a lover of great stories, or someone exploring the meaning of legacy in your own life, this conversation will inspire and challenge you to think bigger about your role in the ongoing story. Connect with me : https://link.me/theshawnfrench?fbclid=PAZXh0bgNhZW0CMTEAAaY2s9TipS1cPaEZZ9h692pnV-rlsO-lzvK6LSFGtkKZ53WvtCAYTKY7lmQ_aem_OY08g381oa759QqTr7iPGA Charles Spencer https://www.instagram.com/charles.earl.spencer/ Learn more about your ad choices. Visit podcastchoices.com/adchoices

Should Prince George follow his father to Eton College — or his mother to Marlborough College? Or should he avoid boarding altogether?In this episode, I explore the debate currently surrounding Prince William and Kate Middleton's choice of school for their son, who has just turned 12. Drawing on stories from both Eton and Marlborough, as well as insights from neuroscience and decades of research into “boarding school syndrome,” I share why this decision carries far more weight than simply prestige or tradition.In this video, I cover:Kate Middleton's difficult start at Down House and later move to MarlboroughPrince William's experience at Eton, and Harry's reflections in SpareAccounts of bullying, abuse, and emotional neglect from alumni of both schoolsWhy children under 16 should not board, based on attachment science and trauma researchFive neuroscience-backed reasons why boarding undermines leadership developmentWhy day schools close to home may provide healthier foundations for Prince GeorgeAs the next generation of leaders emerges, emotional intelligence, relationships, and secure attachments matter more than privilege or tradition.

Boaz Yakin is a New York City–born filmmaker, screenwriter, and producer known for his versatile work across indie dramas, mainstream hits, genre films, and TV. He began his career young, selling his first screenplay (The Punisher) at 19, and quickly made a name for himself with gritty urban stories and emotionally resonant character work.Boaz directed Remember the Titans with Denzel Washington, Safe starring Jason Statham, Max, Uptown Girls, A Price Above Rubies, Death in Love and his indie horror mystery Boarding School among many others.Beyond directing, as a writer, his credits include The Rookie, Prince of Persia: The Sands of Time, and Now You See Me. He is also the executive producer and writer for the noir Apple TV+ series Lady in the Lake, and was executive producer of Hostel and Hostel 2 as one of the founding members of Raw Nerve alongside Eli Roth.As impressive as this intro is, it still reflects only a small portion of Boaz's prolific, extensive, and diverse body of work.In this conversation, Boaz discusses his career as well as his evolution as a filmmaker, the challenges of working within and outside the Hollywood system, and why his favorite films are guided less by career strategy and more by creative curiosity. He also discusses how the key to rewarding work in cinema is chasing meaning, not validation.This was a pretty awesome conversation that I was very honored to have with Boaz. Big thanks to my friend Scott Rose for putting us in touch. Without further ado, strap in, and get ready for this conversation with writer, director, and producer Boaz Yakin.Key TakeawaysLearn Script AnalysisBoaz sold his first script at 19, but he didn't just stumble into success or a superior storytelling ability — he was steeped in story from an early age. Growing up in a theatrical household and attending Stella Adler's famed script analysis classes during high school gave him a formidable foundation in character, psychology, and subtext. This background trained him to understand the deeper currents beneath the text, a skill that directly influenced his ability to write sellable screenplays at such a young age and launch his career before he could even buy a drink.This education also proved invaluable for Boaz as a director. Stella Adler taught that actors — and by extension, writers and directors — must understand every facet of a character's environment: their culture, their religion, the tone of the scene and even the weather. These contextual details inform performance and behavior and are the difference between movies and cinema.For filmmakers, building full character and environmental context informs every decision on set. The key lesson here is the importance of foundational education because learning the principles of story and writing can pay long-term dividends.Open Heart / Thick SkinOne of the most revealing points Boaz made was about the emotional toll of directing. Filmmakers are constantly having to say no to other creative collaborators — costume designers, cinematographers, actors — in order to preserve the vision of the film. Balancing that responsibility while also keeping your team inspired and not demoralized requires not only leadership, but emotional stamina and clarity of purpose.Boaz notes that many successful directors tend to have narcissistic tendencies, which buffer them from the guilt or sensitivity that might get in the way of making tough decisions — but this can harm your work just as much as being a pushover. Being empathetic makes you a better artist and can help your work resonate with more people. What Boaz teaches us here is that in addition to being emotionally resilient, directors must be emotionally intelligent. It's a balance you must...

In this deeply moving and vital episode of The Evolving Man Podcast, I sit down with Neil Harding — survivor, advocate, and whistleblower — to speak honestly and bravely about the widespread child sexual abuse that took place at Dilworth School in New Zealand.Neil was a full-time boarder from the age of 9. For decades, he held onto the trauma he experienced there, until the day came when he could stay silent no longer.What follows is a raw and powerful conversation about trauma, grooming, institutional betrayal, and the long path to healing. Neil shares his story not for sympathy, but to shine a light on a culture of secrecy and enablement — and to support other survivors who still feel voiceless.We also explore how Neil reclaimed his voice, how he moved through shame, and the personal toll of standing up to institutions that failed him and many others.This episode is for every survivor. And for every person ready to truly listen.In this episode, we discuss:Neil's early experiences at Dilworth SchoolGrooming, silence, and the mechanisms of institutional abuseThe long-term impacts of sexual traumaShame, addiction, and the search for safetySpeaking out in adulthood and confronting the systemWhat survivors need — and rarely get — from societyHow community, therapy, and visibility support healing

Child Psychotherapist Joanna Fortune joins guest host Fionnuala Jones to answer your parenting questions…

What happens when your parents — not you — went to boarding school? How might their experiences shape your childhood, and the adult you become?In this reflective episode, I explore the hidden ways parental boarding school experiences can ripple through generations. Drawing on personal stories, research, and dozens of podcast interviews, I share how traits like emotional distance, overwork, and repression can often be traced back to the complex trauma of boarding school.We discuss:The symptoms of Boarding School Syndrome in parentsHow these patterns affect family relationshipsWhy your parents might say they “loved it” — and what's really underneathThe power of asking open, curious questions about their school experienceHow understanding their story can soften your heart and open the door to healingThis episode invites you to look at your own family history with fresh eyes. You may discover that your parents' struggles were never about you — they were the echoes of an education system built on separation, survival, and silence.Resources mentioned:Boarding on Insanity documentaryPodcast interviews with Joy Schaverien, Alex Renton, and Nick DuffellDr. Gabor Maté on developmental trauma

This week on Life After Prison, we are joined by Lisa Newman – an addiction recovery coach and founder of Recalibrate Recovery Services. Drawing on her own lived experience of addiction, prison, and recovery, Lisa now supports others through one-to-one coaching, sober companionship, breathwork, and holistic wellbeing practices. She blends Eastern and Western approaches to help people rebuild their lives, and she's passionate about breaking the stigma around addiction, relapse, and what recovery really looks like.This podcast is also available as a video – just search Life After Prison on YouTube. Useful organisations: The Prison Phoenix Trust - Supports prisoners and prison staff through the practice of yoga and meditation, helping to foster calm, resilience, and personal transformation within the criminal justice system. https://www.theppt.org.uk/ The Forward Trust – Offer substance misuse and mental health services to people in and leaving prison. As well as integrating wellness tools such as therapy, peer support, and education. https://www.forwardtrust.org.uk/ The Shannon Trust - Helps people in prison and after release to improve reading and communication skills through peer-led learning. https://www.shannontrust.org.uk/ Contact us: If anything you've heard in this podcast has inspired you to make a positive change in your life, or you'd just like to get in touch, please contact us.

In this episode of the Anglotopia podcast, host Jonathan Thomas interviews Naomi Kent, a British expat and CEO of the Boardroom Company, about her experiences growing up in British boarding schools. Was it like Hogwarts from Harry Potter? The reality is much more fascinating! Naomi shares her journey from living in various countries to attending a traditional girls' boarding school in England. The conversation explores the daily routines, rules, friendships, and unique experiences that shaped her into a successful businesswoman. Naomi also discusses the misconceptions about boarding schools, the importance of social hierarchies, and the educational benefits of such an environment. The episode concludes with Naomi's transition to life in America and her reflections on her boarding school experience. Links The Boardroom Company The Boardroom Company Live Podcast British American Business Council Chicago Petworth National Trust Queen Anne School, Caversham/Reading Cheltenham Ladies College British Education: Explaining O-Levels and A-Levels: Why Are They Important to British Education? Exploring The History of the Great Public Schools of England, Harrow, Eton, Winchester, and More! Do You Know Your GCSE's from your Primary School? An Anglophile's Guide to the British Education System Takeaways Naomi Kent shares her unique journey from boarding school to business. Boarding schools in England have a rich history and tradition. Daily life at boarding school includes strict routines and rules. Friendships formed in boarding school can last a lifetime. The importance of discipline and rules in a boarding school setting. Food at boarding school is often better than stereotypes suggest. Health and sanitation are taken seriously in boarding schools. Social hierarchies exist among students, affecting friendships. Education at boarding schools is rigorous and encourages ambition. Naomi's experiences have shaped her perspective on education and success. Sound Bites "All I remember was saying, oh, that sounds really interesting. That sounds like a great experience. And she was sort of shocked at my response, right? But my thought was, great, no parents around, we can have fun and we can mess around." - Naomi's reaction to being told she was going to boarding school at age 11. "I tried twice to get into that school and failed twice. So we ended up going to different schools, but I basically wasn't smart enough to go to her school." - On not getting into the prestigious Cheltenham Ladies College like her sister. "We would just stick a book in the door so it didn't close... we just walked to the end of the road and hung out in the street. I mean, that's all we did. And then of course, we got caught a couple of days later." - The simple rule-breaking that got her expelled. "There was one time there was a girl and she was just sleeping in her bed and she was one of these deep sleepers, right? So we just sort of dragged her bed out of the bedroom and into the hallway." - A classic boarding school prank from weekend boredom. "I'd say it really hurts when I do this. Don't do that. Oh. So she would talk you out of your sickness, first of all, to try and get rid of you." - About the intimidating school nurse at the "San" (sanitarium). "We would often have like competitions to see who could eat the most number of pieces of toast and who could put the most butter on it and the most Marmite. Again, we're bored, right?" - The simple pleasures and competitions of boarding school life. "When you're at boarding school, you're sort of frustrated, you're a teenager, you're angry, you're being locked up and all of these things. But now I actually went back... and I was just blown away by how beautiful the buildings were." - Her changed perspective returning as an adult. "Everything had my name on it. So we had to sew my name into my socks, my underwear, my tops, my shirts, my everything had my name in it." - The reality of communal living and shared laundry. "Are they emotionally strong? Are they emotionally strong kids? If they are, they're going to really enjoy boarding school and it's actually going to improve their emotional intelligence." - Her advice for parents considering boarding school. "The minute I touched ground in New York, I knew I wanted to be and live in the United States... it was like the reverse. You've gone to the UK and you've fallen in love with the UK. I came to the USA and I fell in love with the USA." - On her unexpected love affair with America after her British upbringing. Chapters 00:00 Introduction to British Boarding Schools 04:17 Naomi's Journey to Boarding School 11:28 A Day in the Life at Boarding School 16:38 Rules and Regulations of Boarding School 20:17 Transitioning to a New School 21:55 House Systems and Rivalries 24:03 Food and Meal Times at Boarding School 26:05 Health and Wellness at Boarding School 26:32 The Role of the School Nurse 29:31 Social Hierarchies and Class Divisions 32:11 Friendships in a Boarding School 34:33 Life Lessons from Boarding School 37:00 Educational Experience and Curriculum 38:45 Rule-Breaking Adventures 41:06 Discipline and Punishment 42:21 Coping with Homesickness 45:21 Favorite and Least Favorite Subjects 47:07 Explaining Boarding School to Americans 49:35 Life After Boarding School 53:18 anglotopia-podcast-outro.mp4 Video Version

(Animated Stories Podcast Video Podcadt link

Katie has had to remind her kids that she is in fact a human being andf there's only so much she can take. As always, Rach has some good advice!See omnystudio.com/listener for privacy information.

The More Sibyl Podcast Presents: 뿌리를 위하여| Back to the Roots: Why I Sent My American Kid to a Nigerian Boarding School — The One With Dr. Elizabeth Ajayi-Bridges | Episode 26 (2025)Can you imagine sending your 8-year-old back to your home country for school after immigrating to another country? Before you say, “Heck no!” Especially my Naija people, you might want to listen to this episode.This week, we're joined by the remarkable Dr. Elizabeth Ajayi-Bridges: educator, community builder, founder, and mother extraordinaire. We both met in boarding school almost three decades ago. In this captivating conversation, she takes us on a journey through her life as a Nigerian-American woman shaped by both Brooklyn and boarding school. And yes, she made the bold decision to send her American-born daughter back to Nigeria for high school, not as a punishment, but as an intentional investment in identity, discipline, and legacy.From her own cross-continental upbringing to raising bicultural children, Dr. Elizabeth shares how early immersion in a Nigerian boarding school (beginning at age 8) sharpened her independence, forged resilience, and even earned her an unforgettable nickname. We unpack what it means to truly belong, as she redefines home not as a zip code but as “where you make an impact.”This episode is for every parent questioning how to raise grounded kids in a culture that often feels disconnected from their roots, and for anyone navigating the in-between of heritage and new beginnings. We also explore her passion for civic leadership, the role of faith, and how she's preparing the next generation to lead with both heart and heritage.Tune in now to learn why, for some families, going “back” can be a powerful step forward.Contact Dr. Elizabeth directly: e.ajayibridges@gmail.comLet her know you found her through The More Sibyl Podcast.

PART 1 Join me in this 3-part series as LaNora Parker, great-granddaughter of legendary Comanche leader Quanah Parker, shares her story of leadership, survival, and healing. LaNora was one of the first women to serve as Vice Chairman and Interim Chairwoman of the Comanche Nation. She reflects on her family's powerful legacy—her father, Simmons Parker, was a Comanche Code Talker and WWII hero—and how that shaped her path. She opens up about the painful realities of Native boarding schools, the loneliness, and cultural erasure she experienced, and how Comanche language and hymns remained a source of strength. Now, as a voice for Native recovery, LaNora shares her personal healing journey and her mission to support sobriety through culture and purpose! Along with her niece, she co-founded Warchief Collection, a non-alcoholic beverage line rooted in Native wellness and resilience. Learn more at warchiefcollection.com Her words of encouragement for all who are in recovery? “Pray about it. Cry about it. Read about it. Write about it. Talk about it. Be about it.” Native ChocTalk Facebook page: https://www.facebook.com/nativechoctalkpodcast  All Podcast Episodes: https://nativechoctalk.com/podcasts/

Join me in this 3-part series as LaNora Parker, great-granddaughter of legendary Comanche leader Quanah Parker, shares her story of leadership, survival, and healing. LaNora was one of the first women to serve as Vice Chairman and Interim Chairwoman of the Comanche Nation. She reflects on her family's powerful legacy—her father, Simmons Parker, was a Comanche Code Talker and WWII hero—and how that shaped her path. She opens up about the painful realities of Native boarding schools, the loneliness, and cultural erasure she experienced, and how Comanche language and hymns remained a source of strength. Now, as a voice for Native recovery, LaNora shares her personal healing journey and her mission to support sobriety through culture and purpose! Along with her niece, she co-founded Warchief Collection, a non-alcoholic beverage line rooted in Native wellness and resilience. Learn more at warchiefcollection.com Her words of encouragement for all who are in recovery? “Pray about it. Cry about it. Read about it. Write about it. Talk about it. Be about it.” Native ChocTalk Facebook page: https://www.facebook.com/nativechoctalkpodcast All Podcast Episodes: https://nativechoctalk.com/podcasts/

PART 3 Join me in this 3-part series as LaNora Parker, great-granddaughter of legendary Comanche leader Quanah Parker, shares her story of leadership, survival, and healing. LaNora was one of the first women to serve as Vice Chairman and Interim Chairwoman of the Comanche Nation. She reflects on her family's powerful legacy—her father, Simmons Parker, was a Comanche Code Talker and WWII hero—and how that shaped her path. She opens up about the painful realities of Native boarding schools, the loneliness, and cultural erasure she experienced, and how Comanche language and hymns remained a source of strength. Now, as a voice for Native recovery, LaNora shares her personal healing journey and her mission to support sobriety through culture and purpose! Along with her niece, she co-founded Warchief Collection, a non-alcoholic beverage line rooted in Native wellness and resilience. Learn more at warchiefcollection.com Her words of encouragement for all who are in recovery? “Pray about it. Cry about it. Read about it. Write about it. Talk about it. Be about it.” Native ChocTalk Facebook page: https://www.facebook.com/nativechoctalkpodcast All Podcast Episodes: https://nativechoctalk.com/podcasts/

Stephen "Riggy Marz" Melnick: The Medicine of Music | The Hopeaholics PodcastFrom a privileged upbringing in a musical, artsy family in Pasadena to a decades-long battle with addiction, Stephen shares his harrowing journey through heroin, meth, and fentanyl, surviving over 50 overdoses, including a devastating one on his son's birthday that left him confronting the profound impact of his actions on his family. Now, at 38, with three months sober as of April 2025, Stephen opens up about the cycles of relapse, the transformative power of the 12 steps, and the pivotal role music plays in his recovery. Signed to The Orchard/Sony ATV, he channels his pain and hope into his art, creating authentic tracks that resonate with those fighting their own demons. Tune in to hear how Stephen turned his darkest moments—marked by jail, loss, and near-death experiences—into a higher purpose, inspiring others to find light in the chaos of addiction.#thehopeaholics  #redemption #recovery #AlcoholAddiction #AddictionRecovery #wedorecover  #SobrietyJourney #MyStory #RecoveryIsPossible #Hope #wedorecover Join our patreon to get access to an EXTRA EPISODE every week of ‘Off the Record', exclusive content, a thriving recovery community, and opportunities to be featured on the podcast. https://patreon.com/TheHopeaholics Follow the Hopeaholics on our Socials:https://www.instagram.com/thehopeaholics https://linktr.ee/thehopeaholicsBuy Merch: https://thehopeaholics.myshopify.comVisit our Treatment Centers: https://www.hopebythesea.comIf you or a loved one needs help, please call or text 949-615-8588. We have the resources to treat mental health and addiction. Sponsored by the Infiniti Group LLC:https://www.infinitigroupllc.com Timestamps:00:04:22 - Relapsing After Three Years of Sobriety00:05:14 - In and Out of Recovery Since Age 1500:06:28 - Finding Hope Through 12-Step Work00:06:58 - Surviving Nine Fentanyl Overdoses00:08:08 - Transitioning from Heroin to Crack Use00:09:05 - Relapses Tied to Relationships and Kratom00:10:27 - Struggling with Compulsive Behaviors00:14:10 - Expulsion from Boarding School for Drug Use00:15:18 - First Exposure to AA at Age 1500:17:39 - Music Career Taking Off in Sobriety00:26:05 - Realizing Impact of Actions on Family00:30:06 - Surviving Over 50 Overdoses01:00:47 - Valuing Artistic Independence01:02:34 - Seeking Longevity Over Trends01:04:48 - Music as Healing Therapy01:06:33 - Staying Authentic in Art01:11:10 - Sponsoring Others in Recovery01:12:26 - Reflecting on Relapse and Redemption

On today's poddy, it's brekky time. Follow The Big Show on Instagram: https://www.instagram.com/haurakibigshow Subscribe to the podcast now on iHeartRadio, YouTube, or wherever you get your podcasts! Featuring Jason Hoyte, Mike Minogue, and Keyzie, "The Big Show" drive you home weekdays from 4pm on Radio Hauraki. Providing a hilarious escape from reality for those ‘backbone’ New Zealanders with plenty of laughs and out-the-gate yarns. Download the full podcast here: iHeartRadio: www.iheart.com/podcast/1049-the-hauraki-big-show-71532051/?follow=true Apple: https://podcasts.apple.com/us/podcast/the-hauraki-big-show/id1531952388 Spotify: https://open.spotify.com/show/20OF8YadmJmvzWa7TGRnDI See omnystudio.com/listener for privacy information.

The Native American Boarding School Healing Coalition is visiting Milwaukee to collect oral histories of the states boarding school survivors.

What's next for Anodyne workers after they voted to unionize but its parent company challenged the vote. An oral history project gathers stories of survivors who attended Indian Boarding Schools. New songs from local musicians in this month's Milwaukee Music Roundup.

Two Native nations, the Washoe Tribe of Nebraska and the Wichita and Affiliated Tribes, are suing the federal government over what they say is mismanagement of funds related to Indian Boarding Schools. They claim the U.S. Government is on the hook for $23.3 billion by failing to live up to the Treaty and Trust Responsibility. Meanwhile, boarding school survivor advocates are concerned that years of research and narratives shedding light on the Boarding School Era have vanished from federal government sources. We'll discuss the importance of these recent updates.

Fluent Fiction - Hebrew: Mystery Among the Blooms: The Boarding School Adventure Find the full episode transcript, vocabulary words, and more:fluentfiction.com/he/episode/2025-06-13-22-34-02-he Story Transcript:He: באביב אחד, בבוקר רגוע בבית הספר בפנימייה האנגלית הכפרית, תיכננה קבוצה של תלמידים טיול בטבע.En: In one spring, on a calm morning at the rural English boarding school, a group of students planned a nature trip.He: נועה ואריאל, חברות טובות, ציפו לזמן בטיול.En: Noa and Ariel, good friends, were looking forward to the time on the trip.He: השדות הירוקים והמרקם הצבעוני של הפרחים היו מרהיבים באור השמש.En: The green fields and the colorful texture of the flowers were magnificent in the sunlight.He: אבל במהלך הטיול קרה דבר מוזר.En: But during the trip, something strange happened.He: אחד מהתלמידים נעלם.En: One of the students disappeared.He: העניין רעש בקרב התלמידים והמורים.En: The matter caused a stir among the students and teachers.He: נועה, תלמידה סקרנית ונחושה, רצתה לגלות מה קרה.En: Noa, a curious and determined student, wanted to find out what happened.He: אריאל, חברה הנאמנה, הייתה ספקנית, אך תמכה בנועה בכל זאת, למרות החששות מפני הסתבכות בצרות.En: Ariel, her loyal friend, was skeptical but supported Noa nonetheless, despite concerns about getting into trouble.He: נועה ידעה שהיא חייבת לפעול.En: @Noa knew she had to act.He: היא הציעה לאריאל לחפש רמזים בעצמן.En: She suggested to Ariel that they look for clues themselves.He: "אולי נמציא משהו בין העצים", היא הציעה.En: "Maybe we'll find something among the trees," she proposed.He: אריאל חששה אבל בסוף הסכימה להצטרף.En: Ariel was apprehensive but eventually agreed to join.He: השתיים התחילו בחיפושים בין השבילים המתפתלים ביער.En: The two started searching between the winding paths in the forest.He: הן חיפשו שעות.En: They searched for hours.He: הלילה התקרב, ותקוותיהן החלו לדעוך.En: As night approached, their hopes began to fade.He: לפתע, אריאל הבחינה במשהו מוזר בין העלים.En: Suddenly, Ariel noticed something strange among the leaves.He: זה היה צעיף אדום, בדיוק כמו הצעיף של התלמיד הנעלם.En: It was a red scarf, just like the missing student's scarf.He: נשימותיהן התגברו כשהחלו לעקוב אחר הרמז.En: Their breaths intensified as they began to follow the clue.He: הצעיף הוביל אותן אל פתח מערה קטנה נסתרת בין העצים.En: The scarf led them to the entrance of a small cave hidden among the trees.He: שם, הם מצאו את החבר הנעדר, חי ובריא אך קצת מפוחד.En: There, they found the missing friend, alive and well but a bit frightened.He: הוא נלכד בנפילה לתוך המערה ולא הצליח לצאת.En: He had fallen into the cave and was unable to get out.He: נועה ואריאל הצליחו להחזיר אותו בבטחה לבית הספר.En: @Noa and Ariel managed to return him safely to the school.He: כולם בירכו את נועה על ההתמדה והיכולת לפתור את התעלומה.En: Everyone praised Noa for her perseverance and ability to solve the mystery.He: אריאל הבינה שלנועה יש כישרון אמיתי, ולמדה לסמוך על האינסטינקטים שלה.En: Ariel realized that Noa had real talent and learned to trust her instincts.He: כעת, נועה הייתה בטוחה יותר ביכולותיה, ואריאל שמחה על החברות החזקה שנבנתה ביניהן.En: Now, Noa was more confident in her abilities, and Ariel was happy about the strong friendship that had been built between them.He: מה שהתחיל כתעלומה, הפך לאחד הסיפורים הזכורים ביותר בבית הספר.En: What started as a mystery became one of the most memorable stories at the school. Vocabulary Words:calm: רגועrural: כפריתmagnificent: מרהיביםdisappeared: נעלםstir: רעשcurious: סקרניתdetermined: נחושהskeptical: ספקניתnonetheless: בכל זאתconcerns: חששותwinding: מתפתליםapprehensive: חששהeventually: בסוףwinding paths: השבילים המתפתליםnoticed: הבחינהintensified: התגברוcave: מערהhidden: נסתרתfrightened: מפוחדperseverance: התמדהability: יכולתmystery: תעלומהconfidence: בטוחfriendship: חברותmemorable: הזכוריםentrance: פתחproposed: הציעהscarf: צעיףinstincts: אינסטינקטיםpraise: בירכוBecome a supporter of this podcast: https://www.spreaker.com/podcast/fluent-fiction-hebrew--5818690/support.

Fluent Fiction - Hungarian: The Secret Scoop: A Summer Adventure at Boarding School Find the full episode transcript, vocabulary words, and more:fluentfiction.com/hu/episode/2025-06-13-22-34-02-hu Story Transcript:Hu: A nap melegsége valósággal átölelte a régi téglafalakat, ahogy Zoltán belépett a bentlakásos iskola területére.En: The warmth of the sun practically embraced the old brick walls as Zoltán entered the grounds of the boarding school.Hu: A kanyargós folyosók hangulata szinte hívogatta a diákok képzeletét.En: The atmosphere of the winding corridors almost beckoned to the students' imaginations.Hu: Ez a hely mindig tele volt rejtélyes pillanatokkal, és Zoltán, a híres csínytevő, most egy újabb kalandra készült.En: This place was always full of mysterious moments, and Zoltán, the famous prankster, was now ready for yet another adventure.Hu: Az igazgató, Mr. Kovács, már régen betiltotta a jégkrémeket a diákok között, de Zoltán úgy érezte, hogy a nyár ízét bűn lenne kihagyni.En: The headmaster, Mr. Kovács, had long banned ice creams among the students, but Zoltán felt that it would be a sin to miss out on the taste of summer.Hu: Barátai, Anna és Gergely, ott vártak rá a kollégium sarkánál.En: His friends, Anna and Gergely, were waiting for him at the corner of the dormitory.Hu: A terv már megszületett a fejében: elterelni az igazgató figyelmét, amíg becsempészi a hűsítő édességet.En: The plan was already in his head: divert the headmaster's attention while sneaking in the refreshing treat.Hu: „Úgy csináljuk, ahogy megbeszéltük” – mondta nekik halkan.En: "We'll do it as we discussed," he whispered to them.Hu: Anna bólintott, míg Gergely egy csibészes mosollyal válaszolt.En: Anna nodded while Gergely responded with a mischievous smile.Hu: Feladatuk egyszerű volt, de a megvalósítás izgalmával töltötte el mindhármukat.En: Their task was simple, but the thrill of execution filled all three with excitement.Hu: Zoltán lassan kinyitotta a bőröndjét, és előhalászta a gondosan elrejtett jégkrémet.En: Zoltán slowly opened his suitcase and fished out the carefully hidden ice cream.Hu: Csokoládé, eper, vanília - a klasszikus ízek hármasa úgy csillogott a fagyos csomagolás alatt, mint egy tiltott kincs.En: Chocolate, strawberry, vanilla - the trio of classic flavors shimmered under the frosty packaging like a forbidden treasure.Hu: A bőrönd alján egy külön helyet alakított ki, ahol az édesség biztonságosan pihenhetett.En: At the bottom of the suitcase, he had created a special spot where the treat could rest safely.Hu: Pontosan akkor, amikor a szigorú Mr. Kovács felbukkant a folyosó másik végén, Anna hangosan elkezdett vitatkozni Gergellyel.En: Just as the strict Mr. Kovács appeared at the other end of the corridor, Anna loudly started arguing with Gergely.Hu: Minden szem rájuk szegeződött.En: All eyes turned to them.Hu: Az igazgató tekintete azonnal a műbalhéra irányult, figyelmét teljesen lekötötte a hirtelen konfliktus.En: The headmaster's gaze immediately fixed on the staged commotion, his attention fully absorbed by the sudden conflict.Hu: Zoltán számára ez volt a tökéletes lehetőség.En: For Zoltán, this was the perfect opportunity.Hu: Gyorsan és csendesen visszazárta a bőröndöt.En: Quickly and quietly, he reclosed the suitcase.Hu: Az izgalom szinte érezhető volt a levegőben, ahogy az igazgató távolodott, figyelme kizárólag Anna és Gergely képzeletbeli vitájára összpontosult.En: The excitement was almost palpable in the air as the headmaster drifted away, his focus solely on Anna and Gergely's imaginary argument.Hu: Amikor végre elült a feszültség, a három diák visszahúzódott szobájuk magányába.En: When the tension finally subsided, the three students retreated to the privacy of their room.Hu: A naplementével megrakott égen keresztül megszólaltak mindhárman, nevetve osztozva a tiltott finomságokon.En: As the sky was laden with sunset, they all spoke up, sharing the forbidden delicacies with laughter.Hu: A jégkrém lágyan olvadt a nyelvükön, míg szívükben büszkeség vibrált a jól végrehajtott terv miatt.En: The ice cream melted softly on their tongues, while pride vibrated in their hearts from the well-executed plan.Hu: Zoltán megértette, hogy az igazi győzelem nem csak a jégkrém tiltott ízében rejlik, hanem abban is, hogy Anna és Gergely mellett van.En: Zoltán realized that the real victory lay not only in the forbidden taste of the ice cream but also in being alongside Anna and Gergely.Hu: Az együttműködés és a barátság örökké tartó nyári íze volt az, amely igazán megédesítette a kalandot.En: It was the everlasting summer flavor of collaboration and friendship that truly sweetened the adventure.Hu: A régi falak között a jövő ígérete csillogott az estében, tudva, hogy a legjobb élmények mindig együtt átélt pillanatokból születnek.En: Between the old walls, the promise of the future gleamed in the evening, knowing that the best experiences are always born from moments shared together. Vocabulary Words:warmth: melegségbrick walls: téglafalakboarding school: bentlakásos iskolabeckoned: hívogattaimaginations: képzeletétmysterious: rejtélyesprankster: csínytevőadventure: kalandraheadmaster: igazgatóbanned: betiltottacorner: sarkánálsneaking: becsempészirefreshing: hűsítőmischievous: csibészesexecution: megvalósítássuitcase: bőröndjétshimmered: csillogottforbidden: tiltottcommotion: műbalhépalpable: érezhetőretreated: visszahúzódottprivacy: magányábaladen: megrakottdelicacies: finomságokonmelted: olvadtpride: büszkeségvictory: győzelemcollaboration: együttműködésflavor: ízgleamed: csillogott

The Federal Government. Tens of thousands of Native American children. Around 50 boarding schools across the United States. This is the story of one of the darkest practices in American History.Our expert guest for this episode is Mary Annette Pember, author of 'Medicine River: A Story of Survival and the Legacy of Indian Boarding Schools'. Together, Mary and Don explore why Native American boarding schools were set up, who ran them, and what life was like for the children who went there.Produced and edited by Sophie Gee. Senior Producer was Charlotte Long.Sign up to History Hit for hundreds of hours of original documentaries, with a new release every week and ad-free podcasts. Sign up at https://www.historyhit.com/subscribe.  You can take part in our listener survey here.All music from Epidemic Sounds.American History Hit is a History Hit podcast.

For several decades, Native families passed down quiet, painful stories about children taken, languages lost and lives upended. Journalist and citizen of the Red Cliff Ojibwe Tribe Mary Annette Pember heard them too, but it wasn't until she went digging through church archives that these and countless other stories were brought to the surface. This week, we trace the dark hidden history of Native American boarding schools in a post-Civil War America. Learn More: https://viewpointsradio.org/erased-the-untold-story-of-native-children-in-u-s-boarding-schools Learn more about your ad choices. Visit megaphone.fm/adchoices

Guest: Mary Annette Pember is a citizen of the Red Cliff Band of Wisconsin Ojibwe. She is currently national correspondent for ICT News, formerly Indian Country Today.  She is the recipient of several awards for her journalism and is the author of Medicine River: A Story of Survival and the Legacy of Indian Boarding Schools. The post A History of Indian Boarding Schools in America appeared first on KPFA.

Freddie and Joel both just won masters, so you know we're talking about that, but we're also getting into a bunch of other topics. Like how to make money waterskiing, trick skiing scoring/trick values, who we think has the most “on water” time, waterski media and how it compares to wakeboard media, social media/influencers values to brands, onlyfans, and a whole lot more. Plus, the guys rip smelling salts to start the pod, and eat a Malort candy midway through. Hear all this and much more in Episode 84 of the Grab Matters Podcast!Follow Joel: https://www.instagram.com/joelpoland/Follow Freddie: https://www.instagram.com/thefredwinter/Follow Brooks (if you want): https://www.instagram.com/brkswilson/Support the show: https://www.patreon.com/GrabMattersPodcastThank you to this shows sponsors! Liquid Force: https://www.liquidforce.com/ Slingshot: https://slingshotsports.com/Malibu Just Ride Tour: https://www.malibuboats.com/just-ride-tourChapters00:00 - 1:00 Intro1:15 Masters recap16:00 Making money waterskiing24:20 Wakeboarding at the masters27:00 Water time32:30 Return to Baseline/Events39:30 LF'n Wheel of Questions57:40 Age in waterskiing58:00 Trick values1:05:45 Malibu Just Ride Tour1:06:00 Malort candy…?1:09:00 How to be a pro waterskier1:21:50 Slingshot Silhouette Challenge1:26:10 Patreon Question1:27:30 Waterski media1:40:00 Catch up with Brooks2:00:00 Social Media2:16:00 Season previewLinksReturn to Baseline: https://www.baselinewaterski.com/Brostock: https://brostock.com/Malibu Just Ride Tour: https://www.malibuboats.com/just-ride-tourShoot us a text!Patreon: https://www.patreon.com/GrabMattersPodcastWebsite: https://www.grabmatters.com/YouTube: https://www.youtube.com/@grabmatters/videosInstagram: https://www.instagram.com/grabmatters/TikTok: https://www.tiktok.com/@grabmatterspodcastFacebook: https://www.facebook.com/grabmatters

Yay or Nay on sending your children to a boarding school?See Privacy Policy at https://art19.com/privacy and California Privacy Notice at https://art19.com/privacy#do-not-sell-my-info.

This is part 5 of 5 of the series titled: The Boarding School Dilemma – Balancing Mission and Family – The Conclusion: Moving Forward From Here. This series started withContinue readingEpisode 38 – The Boarding School Dilemma – Balancing Mission and Family – The Conclusion: Moving Forward From Here – Part 5 of 5 – 5/31/25

Washington Post reporter Dana Hedgpeth has extensively covered the 523 Indian boarding schools established in the US, where 3,104 students died between 1828 and 1970.

Join Aaron and Bella McIntire on No Suck Saturday for five heartwarming stories that objectively don't suck, from a North Carolina man fighting off a coyote with his bare hands to a touching video time capsule for graduating seniors at a Tennessee boarding school. A viral graduation name flub, a Pitbull concert surprise for a grieving mom, and a pilot's clever in-flight proposal add joy to the mix. Plus, dive into C.S. Lewis's Mere Christianity Book 3, exploring the three parts of morality, and enjoy personal highlights like Ben's Michael Bublé obsession.

The Justice Department has launched a criminal investigation into former Gov. Andrew Cuomo's handling of the COVID-19 pandemic. Meanwhile, Governor Kathy Hochul apologizes for New York State's role in abuses at a Native American boarding school in western New York. Also, NJ Transit riders with tickets that expired during the recent engineers strike can now use them through Saturday. Plus, the city has released a new plan to address racial and economic disparities in diabetes care. We speak with Acting Health Commissioner Dr. Michelle Morse.

By the 1920s, 76% of the Native American population was forced to attend boarding schools. Mary Annette Pember is national correspondent for ICT News, and she joins host Krys Boyd to discuss the legacy these schools left behind, from generational trauma to tribes working even today to reclaim their languages and ceremonies, and why the U.S. took this route to assimilate Native populations in the first place. Her book is “Medicine River: A Story of Survival and the Legacy of Indian Boarding Schools.” Learn about your ad choices: dovetail.prx.org/ad-choices

When you need a glimpse of hope in the most dire circumstances, there is Anna Essinger, a school teacher who was able to pull her whole school full of Jewish pupils out of Germany. Essinger taught and cared for hundreds of Jewish refugees, quietly and peacefully resisting the Nazi party throughout World War II.