Brandon Gimbel (00:00)

With the high achieving young adult or teenager or adult, they know what happens if they let up.

Maggie Schwalbach (00:05)

It is important for them to see and for their parents to see just how big the piece of the pie is that comes into their mental load of academically related activities. If we really do believe that there's three buckets, if there's a bucket of work, if there's a bucket of play, and there's a bucket of rest, and the rest bucket becomes smaller and smaller and smaller as they become emerging adults, they're going to be clamoring for that play bucket. But it's also related to these tools of time management because I can tell my brain, "you will have time to play and rest. I've already designated a space for you to play and rest." So it's the famous one liner for EF coaches is teaching that "if-then." If I get this math homework done, then I can play on Xbox. Yes, but I want to make that more robust so that kids understand because the minute you take away the adult that's telling them or teaching you have the freshman that's off at college that's going, "I don't have the skills to independently, internally do this. I've never practiced this. Why would I? I don't have the skills because I've never practiced it."

Brandon Gimbel (01:14)

They needed the containment, the system around them to keep them accountable. What you're saying is, "no, I want to internalize that." And it's not just the "if-then" of, if I do this, I'll watch a TV show, or if I do this, I'll have some ice cream. It's helping them understand what their needs are and that when they're performing a need for one bucket, they will later perform a need for another bucket.