Author: Stefanie Cousins

Twenty years ago, I started Fluent Research with a simple idea: to build a company where people could thrive doing work that matters.

Looking back, what means the most to me is the people we’ve met and learned from along the way—our colleagues, clients, partners, and the thousands of people who have generously shared their lives and experiences with us.

We’ve been especially lucky to work with some remarkable leaders who have dedicated their careers to making a difference, whether in education, public health, media, technology, or other areas we care deeply about.

To celebrate Fluent’s 20th anniversary, we’re launching The Long View: 20 Conversations with Leaders Changing the World. Over the next several weeks, I’ll be sharing conversations with people whose work has inspired us, whose ideas have challenged us, and from whom we’ve learned a great deal.

I’m excited to share these conversations with you. The first one is coming tomorrow!

By Nellie Gregorian, founder and president of Fluent Research.

As part of Fluent Research’s 20th anniversary, The Faces Behind Fluent highlights the people whose experience, ideas, and perspectives have helped shape our company. This week, we’re featuring Project Manager Paige Frankovich, whose path to research began in casting and production.

Paige joined Fluent and Fluent Productions as an assistant producer and grew into a producer role before discovering that the skills she enjoyed using in production translated naturally to research project management. Today, she works with participants, vendors, and research teams to keep projects running smoothly. While her work involves plenty of coordination and planning, the moments she remembers most are about connection: watching teens find common ground in a focus group or hearing children ask to return to Fluent’s Research Camp.

Get to know Paige in our latest Q&A, including her unexpected career journey, her love of a good list, and why her dream conversation with J.R.R. Tolkien would ideally take place on a walk.

1. Paige, what inspired you to join Fluent Research?

I was between contract jobs as an associate casting producer and wondering if there was something different I could be doing. I wasn’t actively looking for a new job. I enjoyed casting, but one afternoon, while browsing LinkedIn, I came across a short job posting for an assistant producer. It immediately seemed up my alley and like an exciting opportunity to transition into a different area of production.

I applied and started looking into Fluent Productions and Fluent Research, and I was immediately interested. I’ve always loved documentaries, and this felt like a great opportunity to experience a different side of the production world.

2. What’s your role at Fluent, and what does a typical day look like for you?

I started at Fluent as an assistant producer and worked my way up to producer on the production side of the company. Over time, my role naturally began transitioning into project management within Fluent Research, where I started working in operations. I quickly realized that project management was very similar to producing in many ways, and it was something I really enjoyed.

Today, I’m a project manager, and my days can look very different depending on the projects I’m working on. Typically, my role involves communicating with vendors and participants, programming screeners, collaborating with research teams to understand what they need, and making sure each project runs smoothly, stays on track, and follows the timeline for a successful outcome.

3. What’s been your most memorable project or moment at Fluent?

There have been a lot of memorable projects, but I think what stands out most from my time at Fluent is seeing the connections participants make, especially during in-person research. At Research Camp, I loved watching tweens and teens work together, have fun, and come up to me afterward to ask if they could come back or do it again. I’ve seen teens connect in focus groups, feel comfortable sharing their experiences, laugh together, and genuinely enjoy each other’s company. I’ve also had parents email me after a project to say how much their child enjoyed participating. Those are the moments I remember most, the connections people make.

4. How has Fluent evolved since you joined?

Fluent has grown so much, and it’s been exciting to watch that growth across the company. As we’ve expanded, people have had the opportunity to take on new roles, explore different interests, and build their expertise, and I’ve experienced that myself. I’ve really enjoyed watching both the company and the people within it evolve, take on new challenges, and discover new interests.

5. What’s one thing you’ve learned about research that surprised you?

Everything! I really didn’t think about research in any capacity before joining Fluent. One of the biggest things that surprised me was the scale of research that can go into something that might seem really small. I’m constantly amazed by the types of projects that require research, especially topics I never would have thought needed to be studied so deeply.

Our work is diverse, and I love getting to see projects about topics I find interesting and learning about things I might not otherwise have thought about. Research is still a relatively new industry to me, so there’s always something that surprises me. I feel like I’m learning something new every day.

6. What’s your favorite part of working at Fluent, Paige?

I love working with my colleagues. The projects I work on are interesting, and I learn a lot from them, but the people I work with are one of my favorite parts of the job. Working in operations means I get to collaborate with many different people across the company, some more often than others. It’s always fun when I get the chance to work on a project with someone I haven’t worked with in a while.

7. What’s a fun fact about you that most people don’t know?

I trained and taught as a yoga instructor and also earned my personal training certification. I considered working full-time in that world, but ultimately, my career took a different path.

I loved my time teaching yoga, and I’m still a little sad that I never really got to use my personal training certification, especially because I worked so hard to earn it. I came close to working at a few gyms, but unfortunately, they were small and ended up closing during the pandemic. I’d love to continue growing my yoga practice, deepen my knowledge, and expand my skills in that area.

8. If you could have dinner with any public or historical figure, who would it be and why?

I’ve thought about this question a lot over the years, and every time someone asks me, my answer is always J.R.R. Tolkien. I’m in love with The Lord of the Rings, and years ago, I would have chosen him simply because of how much I loved the books. But as I’ve gotten older and learned more about his life, I’ve become just as interested in him as a person.

I would love to hear him talk about his life, his experiences, and the way he saw the world. He was known for talking at length and in great detail about specific things, even something as simple as a plant he might notice on a walk, which I think is reflected in the way he writes. I would love to go on a walk with him and hear how he described what he saw, what caught his attention, and what he was thinking about.

9. What’s a book, movie, or podcast you’d recommend to everyone?

There are so many books, movies, podcasts, and TV shows I could recommend, I’m always recommending something! But if I really think about it, as a woman, I’d recommend The Red Tent. It’s a story about womanhood, love, friendship, and life.

The book is inspired by a very short story in the Bible, where the character the story is about, Dinah, is only mentioned once. The author takes Dinah’s story, which is told through a male perspective in the Bible, and reimagines it through her eyes, giving her a life, a voice, and a story of her own.

At its heart, the book is about female solidarity, healing, and the power of women supporting one another. It’s beautiful and heartbreaking, and it’s a story that will stay with me for a long time.

10. What’s your go-to productivity hack?

I make lists, a lot of lists. It’s how I stay productive and keep track of what needs to get done. There’s something really satisfying about checking things off and watching my to-do list get shorter. Sometimes I’ll even write down something I’ve already finished just so I can check it off! It’s the easiest way for me to stay organized and make sure everything that needs to get done actually gets done.

11. Paige, if you weren’t in research, what career would you have pursued?

I started out in the entertainment industry, so my career probably would have stayed in that world in some way, shape, or form. Producing, organization, and event planning are all things I feel I’m good at, and I know I could thrive in a career that uses those skills.

Alternatively, I could see myself working in archives. If I weren’t working in research and hadn’t gone to school for film, I might have gone in that direction. I find history fascinating, I’m really organized, and that kind of environment seems like it would suit me well.

Or, in a completely different direction, I could see myself working in animal advocacy or at an animal rescue. I have a real passion for dogs and adoption, and I think it would be a challenging but incredibly rewarding career.

12. What does Fluent’s 20th Anniversary mean to you?

Fluent’s 20th anniversary represents the growth, expertise, connection, and commitment we’ve built as a company over the years. It’s a celebration of everything we’ve contributed and a reminder of how much more we have to offer in the years ahead.

13. How do you see Fluent evolving in the next 20 years?

AI is a topic that touches almost everything right now, and I think Fluent does an amazing job of keeping research human centered. As the world continues to evolve and Fluent evolves with it, I believe we’ll continue to find ways to keep people at the heart of the research and help guide companies in a thoughtful, positive direction.

14. What’s one word you’d use to describe Fluent Research? Why?

Thoughtful. Fluent approaches research with intention and care, always considering the people behind the research and how the work can lead to meaningful insights.

15. What’s your favorite way to unwind after a busy day?

I take my dog on a long walk. Spending 30 minutes to an hour outside, listening to music, a podcast, or an audiobook, and giving my mind a chance to focus on something else is one of the best ways for me to unwind.

16. If you could travel anywhere in the world, where would you go and why?

I just returned from a trip to Portugal, which made me even more eager to explore more of Europe! Next on my bucket list are the Nordic countries and the South of France. Anywhere with bright, clear blue water is definitely calling my name.

17. What’s your favorite snack or drink to have while working?

I always have a “fun drink” every day. It’s typically some kind of flavored seltzer, something bubbly with a little flavor. The more seltzer-y, the better!

18. What’s a hobby or activity you’re passionate about outside of work, Paige?

I love plants! I love taking care of them, learning about them, and watching them grow. I have a pretty decent-sized collection that I’m always looking to expand. One day, if I ever have a backyard, I’d love to try gardening. But for now, I’m very happy with my growing collection of indoor plants.

In celebration of Fluent Research’s 20th anniversary, we’re highlighting the people whose experience, ideas, and perspectives have helped shape our company. This week, we’re featuring Senior User Experience Researcher Lia Abrams, whose Fluent story began as the company’s very first intern.

With a background spanning psychology, neuroscience, philosophy, and children’s studies, Lia joined Fluent looking for a way to bring her interests together through research. Since then, her own role has evolved alongside the company. She began primarily as a qualitative researcher and, with encouragement from colleagues, expanded her expertise into quantitative research as well. Today, she manages projects across the research life cycle, from study design and participant interviews to analysis and reporting.

Get to know Lia in our latest Q&A, including what she’s learned about adapting research as client priorities change, how she keeps herself organized, the family tradition that keeps eight people connected across the country, and why you’ll often find her running through Central Park.

1. Lia, what inspired you to join Fluent Research?

I had just graduated from Washington University in St. Louis with a degree in Psychology-Neuroscience-Philosophy and a minor in Children’s Studies, and I was eager to find a way to combine my interests. That led me to explore the children’s media space. A contact of mine with a long history at Sesame Workshop introduced me to Fluent, highlighting their deep expertise in kids and family research and their long-standing partnership with Sesame. After meeting with Nellie to learn more about the company, I knew right away it was the perfect fit for me.

2. What’s your role at Fluent, and what does a typical day look like for you?

I am a Senior User Experience Researcher. I typically manage two to four projects at a time, usually across different phases of the research life cycle—from design and data collection to analysis and reporting. A typical day involves syncing with internal teams to align on progress, as well as meeting with clients to share updates, stay aligned, and adapt to evolving project goals. I also block off dedicated focus time to design research instruments, analyze data, and build reports. When we’re in active data collection, you’ll find me spending most of my day moderating participant interviews or reviewing diary entries as they roll in!

3. How has Fluent evolved since you joined?

When I started as Fluent’s very first intern, there were about 11 full-time employees. Today, we have a formalized summer internship program that has welcomed many individuals after me, and our team has grown to nearly 25 full-time employees! Seeing people join with such diverse backgrounds and expertise has made our company culture and capabilities even richer over time.

4. What’s one thing you’ve learned about research that surprised you?

Sometimes the “north star” shifts! Projects usually start with a clear main objective, but in a fast-moving environment, priorities can evolve along the way. I’ve learned how important it is to maintain open communication with our clients so we can pivot when needed. Ensuring we’re always asking the right questions guarantees our final findings deliver the strongest possible impact.

5. What’s your favorite part of working at Fluent, Lia?

The flexibility and encouragement to try new things. I originally joined as a qualitative researcher with very little background in quantitative methods, but seeing our quant work sparked my curiosity. Even though I wasn’t formally on that team, leadership supported me in jumping onto quantitative projects and building those skills. Now, with the ongoing support of my colleagues, I manage quantitative projects myself. I really appreciate that there are no rigid silos here and that growth is genuinely nurtured.

6. What’s a fun fact about you that most people don’t know?

I grew up on the East Coast, went to college in the Midwest, and while I was in school, my immediate family relocated to California! Because of that, I have strong ties and connections all across the country—though it makes it almost impossible to pick a favorite coast!

7. What’s a book, movie, or podcast you’d recommend to everyone?

I love The Bossticks podcast (formerly The Skinny Confidential). They bring on an incredible variety of guests and aren’t afraid to dive into diverse perspectives. I’ve learned so much about fascinating, niche topics I never would have discovered otherwise!

8. What’s your go-to productivity hack?

Write EVERYTHING down! Even if you think you’ll remember something, taking it out of your head and putting it on paper (or in an app) takes a ton of pressure off your brain. To keep it all organized, I’ve used a task manager called Sunsama for years to manage both my work and personal life. I use it to set recurring reminders and keep everything on track. I can proudly say I’ve never fallen victim to a forgotten free trial or surprise recurring subscription because of it!

9. Lia, if you weren’t in research, what career would you have pursued?

I have a few different answers to this, but I likely would have pursued a career in social work, nutrition, or something in the personal wellness and fitness space.

10. What does Fluent’s 20th Anniversary mean to you?

It’s such a huge milestone! It’s inspiring to see the company continuously grow and evolve as new talent joins the team. Reaching 20 years speaks volumes about the strong, lasting relationships Fluent builds with clients who trust us and return to partner with us year after year

11. How do you see Fluent evolving in the next 20 years?

I think Fluent is a critical force in the safe and effective development of new human-centered technology and I hope we continue to expand that role across the design landscape, particularly in relation to product trust and safety.

12. What’s one word you’d use to describe Fluent Research? Why?

Hardworking. I have never met a group of people more dedicated to putting in the extra effort to produce exceptional quality. This isn’t a place where people take shortcuts; everyone deeply cares about the work they deliver, and it shows in the final product. Being surrounded by that level of dedication inspires me every day to maintain that high standard in my own work.

13. What’s your favorite way to unwind after a busy day?

Connecting with friends and family who live far away. I often spend my evenings catching up over phone or video calls. Every Monday night, my immediate family of eight hosts a Zoom call we call the “Virtual Family Room.” It’s made a massive difference in keeping us close, even while living on opposite sides of the country.

14. If you could travel anywhere in the world, where would you go and why?

I just returned from a trip to Portugal, which made me even more eager to explore more of Europe! Next on my bucket list are the Nordic countries and the South of France. Anywhere with bright, clear blue water is definitely calling my name.

15. What’s your favorite snack or drink to have while working?

I’m a big fan of seltzer or functional soda alternatives—Spindrift, Swoon, and Poppi are my top choices! I’m not super picky about flavors and love trying out whatever new option I can find.

16. What’s a hobby or activity you’re passionate about outside of work, Lia?

I love to run! As a New York Road Runners (NYRR) member, I regularly run races throughout the year, with the highlight being the NYC Marathon. I’m super lucky to live right next to Central Park, so my favorite running route is right outside my front door.

In celebration of Fluent Research’s 20th anniversary, we’re highlighting the people whose experience, ideas, and perspectives have helped shape our company. This week, we’re featuring User Experience Researcher Charlotte Beatty.

Charlotte was drawn to Fluent’s focus on research that makes a positive difference in people’s lives. Her work brings together user experiences (UX) research, design strategy, and a particular enthusiasm for turning findings into visual stories. Whether she’s collaborating with young people on digital design or exploring how people use new technologies, Charlotte values staying open to unexpected findings and perspectives beyond the majority view.

Get to know Charlotte in our latest Q&A, including her background in ballet, the artists who inspire her, and the surprising role a jellyfish livestream plays in her workday.

1. Charlotte, what inspired you to join Fluent Research?

I was inspired to join Fluent because of its impressive range of work and focus areas. I really believed (and still believe) in the company’s ethos as a research firm – we work with partners that not only seek to improve products and systems for end users, but really produce positive impacts, whether that is making tech safer for children and families, supporting adolescent and young adult self-expression, or improving education systems. Fluent approaches the intersection of tech and human interest in a way that really resonates with my own interests as a researcher.

2. What’s your role at Fluent, and what does a typical day look like for you?

I am a UX Researcher who focuses on design strategy, UX testing and foundational research. I am typically managing multiple projects at once, so a normal day can look like designing methodology and research structure for an upcoming study, collecting data for a study that’s in the field, analyzing data sets, writing up synthesis, or figuring out how to design and visualize findings (my favorite).

3. What’s been your most memorable project or moment at Fluent?

I loved our partnership with Pinterest a few years ago researching youth wellbeing. I feel like we uncovered a lot of unique findings that really highlighted the nuance in youth identity construction and wellbeing and how that can translate into product design. It’s also always so much fun to get to collaborate with young folks on how they want to see digital spaces designed for them.

I am also really proud of our partnership with the Google Vids and Pics team. We’ve been working together for a few years now and it’s been so much fun to support different iterations and launches of their products over time. Conducting research alongside active design iterations and product launches is always really exciting for me.

4. How has Fluent evolved since you joined?

Fluent has grown so much! There are many more talented and awesome people on the team since I joined four years ago. I really appreciate all the knowledge and diversity of perspective the team brings. Everyone has a different background and set of expertise. I think we all help inform each other’s work and make each other better researchers.

5. What’s one thing you’ve learned about research that surprised you?

Being open-minded about your findings is really important, and so is valuing unusual, outlier or fringe data. It’s essential to try and stay objective as possible when you’re analyzing something and think about your findings in relation to the product or system they are intended to reveal something about – not in relation to your own perspective and opinions, or even that of your client’s. Bias can never totally be untangled from research, but I’ve learned that our work becomes much more effective and impactful for our partners when we take all of our data at face value and ground it in what it reveals about the products, systems, or end users we are trying to understand, rather than merely trying to confirm or deny a research question or focus on a majority opinion.

6. What’s your favorite part of working at Fluent, Charlotte?

I love the people and our range of work! Both make my day to day life much more interesting. Everyone is willing to help each other out, hop into different projects, and share perspectives on different project areas. I think because our work and our team covers such a wide range of topics and industry areas, it lends itself well to giving everyone a cross-disciplinary perspective and three-dimensional approach to research design and application.

7. What’s a fun fact about you that most people don’t know?

I was a preprofessional ballerina for my entire childhood and adolescence (3-18) and I still take ballet classes for fun on occasion, though I have shifted my movement practice to other mediums nowadays. I’ve performed many different ballets and variations but my favorite ballet of all time, to watch or perform, is Giselle.

8. If you could have dinner with any public or historical figure, who would it be and why?

So this would be panel, sort of an esteemed council or Socratic seminar situation if you will: David Lynch, Clarice Lispector, SOPHIE and Lady Gaga. I am really inspired not just by the art that all four of them have created, but the different relationships they all have to the creative process. I think they are all completely unique and each made paradigm shifting, trail-blazing work that has not only completely shaped who I am as a person, but the world and culture at large. They all have philosophies and outlooks on art and creation that I find to be incredibly guiding and resonant. And they all know how to walk between polarity – I think there’s a palpable sense of joy in the work they all create that exists alongside more somber realities they may be simultaneously examining.

9. What’s a book, movie, or podcast you’d recommend to everyone?

Critics at Large by The New Yorker is my comfort podcast. I love their cultural analysis and the literary references they bring to their discussions.

I have way too many favorite movies to list here, but in relation to research, I recommend Arrival.
It’s about a linguistic researcher, and I could never ever spoil it, but it examines really beautiful
themes of being open to the unknown. I cry from happiness almost every time I watch it.

My favorite book I’ve read this year is Martyr! by Kaveh Akbar. The writing is beautiful, the way Akbar structures time is so poetic and flows so well, and I thought the themes of pursuing art, finding family, and facing death were all really beautiful and well-executed.

10. What’s your go-to productivity hack?

NTS Radio, YouTube DJ sets, and the Monterey Bay Aquarium’s Jelly Cam – a livestream of the jellyfish tank. Also one pomegranate Yerba, bricking my phone, and getting 8 hours of sleep.

11. Charlotte, if you weren’t in research, what career would you have pursued?

In my wildest dreams I would be painting all day next to a large body of water or DJing with my friends.

12. What does Fluent’s 20th Anniversary mean to you?

It means I am but a small speck in a large and illustrious history! And that the founding team really built a strong structure for designing and executing essential research.

13. How do you see Fluent evolving in the next 20 years?

I think Fluent is a critical force in the safe and effective development of new human-centered technology and I hope we continue to expand that role across the design landscape, particularly in relation to product trust and safety.

14. What’s one word you’d use to describe Fluent Research? Why?

Precise – we are intentional and directed in our work.

15. What’s your favorite way to unwind after a busy day?

Yoga or Pilates.

16. If you could travel anywhere in the world, where would you go and why?

I am going to Morocco later this year for a surf camp with some friends. It’s always been on my bucket list, and you can only watch Surf’s Up so many times before you must take matters into your own hands.

17. What’s your favorite snack or drink to have while working?

Trail mix or a cardamom bun.

18. What’s a hobby or activity you’re passionate about outside of work, Charlotte?

Cooking! I am obsessed with my grill and my dutch oven and using them to make new recipes. Also my garden – I am currently growing tomatoes and basil and hope to expand to some other veggies and herbs soon.

“In order to develop normally, a child requires progressively more complex joint activity with one or more adults who have an irrational emotional relationship with the child. Somebody’s got to be crazy about that kid. That’s number one. First, last and always.” — Urie Bronfenbrenner

“The seed must grow regardless of the fact that it’s planted in stone”
— Tupac Shakur, “The Rose That Grew From Concrete”

A recent New York Times article asked 37 education researchers to rank 30 ideas for fixing American schools.

Small-group tutoring came first.

The science of reading was second, followed by universal pre-K, increased school funding and higher teacher pay in high-poverty schools.

The researchers were asked to judge each idea according to its likely effect on academic achievement, generally measured through standardized test scores. The 30 ideas themselves came from researchers, policymakers, existing programs and proposals circulating across the political spectrum.

I keep coming back to the winner. Why does small-group tutoring work?

The obvious answer is that three or four students with one tutor receive more individualized instruction. The tutor can identify mistakes, adjust explanations and spend more time on whatever a child does not understand.

But that is only a small part of what happens.

Put three children in a room with the same adult several times a week and you have also created a relationship. The tutor remembers what happened Tuesday. She notices when a child is frustrated. She asks questions, encourages him and expects to see him again. Those who study tutoring count that kind of sustained relationship among the core ingredients of the programs that produce the largest learning gains.

Maybe separating relationship and instruction is part of our problem.

Think about an orange.

We know oranges are good for us, and we know they contain vitamin C. So we identify vitamin C as the important part. Then we get to work. We extract it. Refine it. Synthesize it. Process it. Eventually, we have a concentrated dose of the thing we decided was valuable.

We have also turned an orange into a pill. Something natural into something processed.

Then we discover that the pill is hard to swallow. So we add “sugar.” We disguise it. We make it look and taste like candy.

Education sometimes follows the same path. We see children learning through interactions with other people and identify the academic content as the valuable ingredient. We extract it and refine it into standards, curricula, instructional minutes, learning objectives and assessments.

Then we discover that a lot of kids don’t particularly want what we’ve made.

So we “sweeten” the deal. Points. Badges. Prizes. Gamification. We spend enormous amounts of time figuring out how to make the concentrated educational product more appealing and, therefore, consumable.

Meanwhile, we are standing under an orange tree.

The problem isn’t that vitamin C doesn’t matter. It does. The problem is assuming that we can separate it from everything else and still get the same result.

An orange also gives us fiber. The two arrive together. That is the dosage that Dr. Nature recommended. Plus it already comes presweetened.

I think relationship may be some of the fiber we’ve been extracting from education.

Urie Bronfenbrenner, one of the most influential developmental psychologists of the last century, argued that development happens through sustained, increasingly complex interactions with other people. He sometimes put the idea more simply: “Somebody has got to be crazy about that kid.”

Suneeta Kulkarni’s Granny Cloud experiments pushed on something similar from another direction. Children were connected remotely with older adults whose primary job wasn’t to teach the subject. They encouraged them, showed interest, asked questions and admired what they were discovering.

It is almost comically low-tech.

An adult is interested in what a child is doing.

We have those resources everywhere.

Parents. Grandparents. Teachers. Coaches. Neighbors. Older children. Younger children. People who know things. People who don’t know things but are willing to wonder alongside somebody else. Opportunities for children to talk, listen, explain, imitate, argue, teach and be taught.

The garden is full of fruit.

Yet we often make those relationships conditional on a narrower purpose. A child gets a tutor because reading scores are low. A mentor appears because the child is “at risk.” An adult-child interaction becomes valuable because it produces some other measurable outcome.

Maybe we have that backward.

You learn math with somebody. You read with somebody. You build something with somebody. You become interested in something because somebody you care about finds it interesting. You explain something to a younger child and discover that teaching it changes your own understanding.

Seen this way, the Times ranking gets more interesting.

Small-group tutoring may deserve its place at the top. But perhaps the intervention works so well because we have accidentally put some of the orange back together.

The child gets instruction and attention. Academic content and conversation. Practice and encouragement.

The dosage contains both the vitamin C and the fiber.

The reduction happens when we decide which ingredient deserves the credit. Then we try to isolate that ingredient so we can deliver it more efficiently.

And it makes sense that we keep locating the remedy inside school because that is where we are measuring the problem. But children spend their lives moving through a much larger garden. They bring yesterday’s conversations, relationships, arguments, screens, games, disappointments and discoveries into school with them.

Schools should improve. Good instruction matters. Academic content matters. Vitamin C matters.

But maybe our obsession with isolating the active ingredient has made education much harder than it needs to be. We continue to go through the process of refining and disturbing perfectly designed natural solutions.

Perhaps before inventing the next intervention, we should look around at what is already growing.

The fruit is hanging pretty low.

By Dan Warren, PhD, Director, Youth Development & Education, Fluent Research

This article was originally published in Youth Today on October 7, 2026 as part of the series Dan writes called Pass the mic: Where hip-hop meets human development. Each month, he brings scholars and rappers into dialogue to spark new ways of seeing youth, culture and change.

Previous pieces in the Pass the Mic series:

In celebration of Fluent Research’s 20th anniversary, we’re highlighting the people whose experience, ideas, and perspectives have helped shape our company. This week, we’re featuring Senior Researcher Sylvia Rusnak,

Sylvia’s connection to Fluent began during her time at Sesame Workshop, where she regularly collaborated with our team. She joined Fluent to continue conducting research that helps improve the media environment for children and families. For Sylvia, a highlight is hearing directly from children about games and shows in development and helping shape experiences that support their learning and wellbeing.

Get to know Sylvia in our latest staff profile, including her thoughtful approach to writing, the books she returns to again and again, and the walks with her dog, Charlie, that bookend her days.

1. Sylvia, what inspired you to join Fluent Research?

I worked at Sesame Workshop prior to joining Fluent, and at Sesame I often worked with the Fluent team. I joined Fluent hoping to continue a similar type of work, conducting research that ultimately helps to improve the media environment for children and families. 

2. What’s been your most memorable project or moment at Fluent?

I love working on PBS Kids projects. It’s so fun to see kids’ reactions and ask them for their opinions on a game or show that is in development. It also feels great to be involved in building something that is good for kids, when so much of the media and tech landscape otherwise favors engagement and profit at the cost of wellbeing and learning.  

3. What’s a fun fact about you that most people don’t know?

I have read the Harry Potter books so many times that the specific number of times is a fact that I don’t even know. 

4. What’s a book, movie, or podcast you’d recommend to everyone?

I enjoy listening to The Wellness Scoop podcast. So much of health is over-complicated, but this podcast brings it back to the basics that actually matter and make a difference to our overall wellbeing. 

5. What’s your go-to productivity hack?

This isn’t necessarily a hack, but writing a first draft with the mindset that it can be “good enough” rather than “perfect.” Writing has always been important to me. It’s a way to process information and make connections, and I think it’s important to preserve that act when we analyze data and communicate research findings.

6. What’s your favorite way to unwind after a busy day, Sylvia?

Taking a walk with my dog, Charlie. It’s how I start my day, as well. 

As part of Fluent Research’s 20th anniversary, we’re continuing to highlight the people whose experience, ideas, and perspectives have helped shape Fluent. This week, we’re featuring Amber Gonzalez, a quantitative researcher who helps turn complex datasets into clear, compelling stories.

Amber’s work spans the research process, from drafting survey questions and developing analysis plans to creating visualizations that communicate research findings.

Get to know Amber in our latest staff profile, including her memorable fieldwork on a PBS KIDS Odd Squad research project, the career she almost pursued, and her love for the Knicks.

1) Amber, what’s your role at Fluent, and what does a typical day look like for you?

I’m a quantitative researcher at Fluent, where I’m involved throughout the research process. No two days are exactly the same. A typical day might involve drafting survey questions or a data analysis plan, digging into data, answering client questions, or developing insights and visualizations for research decks and presentations.

I also spend time thinking about ways to improve our workflows and tools, particularly when it comes to data visualization and AI. Overall, it’s a constant mix of research, problem-solving, and figuring out how to turn giant datasets into clear, compelling stories.

2) What’s been your most memorable project or moment at Fluent?

One of my most memorable projects was traveling to Texas to help with data collection for the PBS KIDS Odd Squad research project. I did a lot of similar fieldwork across the country in my previous role, so it was really fun to get back to that type of hands-on research again. It was a nice change of pace from my usual quant work and a great reminder of how much I enjoy seeing research come to life in the field.

3) How has Fluent evolved since you joined?

Fluent has grown a lot since I joined. The company has nearly doubled in size, so it’s been interesting to see how our team, capabilities, and the types of projects we take on have evolved along with that growth.

4) What’s a fun fact about you that most people don’t know?

I’m a big Knicks fan. Knicks in 5! 🧡💙

5) Amber, if you weren’t in research, what career would you have pursued?

I almost became a school psychologist! I was deciding between that and research, but ultimately chose research because I felt like it would give me more flexibility and a wider range of opportunities.

6) If you could travel anywhere in the world, where would you go and why?

I’d love to walk the Camino de Santiago from Portugal to Spain. I enjoy hiking and exploring new places, so taking in the scenery and discovering all the small towns along the way sounds amazing. Japan is also high on my list for many of the same reasons. I’d love to experience the culture, explore different parts of the country, and, of course, try all the food!

7) What’s your favorite snack or drink to have while working?

Definitely coffee in the mornings, preferably Puerto Rican coffee! It’s my favorite way to start the workday.

“When it comes to achieving challenging goals, grit is necessary but not sufficient. The situation also matters — and to an astonishing degree.”
— Angela Duckworth

“What Dilla created was a third path of rhythm… a new, pleasurable, disorienting rhythmic friction.”
— Dan Charnas, “Dilla Time”

Lately, I keep hearing the same concern about artificial intelligence in schools: it removes productive struggle.

I understand the concern. Learning takes effort. Students need opportunities to get stuck, make mistakes, rethink what they are doing and find their way through.

Still, I have started to wonder what we mean when we say “productive struggle.”

Education has a habit of taking complicated ideas and making them portable. Angela Duckworth’s grit gets reduced to perseverance. Carol Dweck’s growth mindset becomes encouragement to keep trying. Howard Gardner’s multiple intelligences somehow helped produce decades of talk about fixed learning styles, despite his objections. Eventually, the name remains while much of the concept disappears.

Productive struggle feels vulnerable to the same thing.

A difficult assignment is not educationally valuable because it is difficult. Whether the struggle produces anything depends on the young person sitting in front of it.

That person arrives with more than a skill level. Maybe they slept badly. Maybe the morning at home was chaotic. Maybe something happened with a friend. Maybe they are hungry. Maybe they have failed at this kind of task enough times that difficulty starts to confirm something they believe about themselves.

Tomorrow could be different.

Developmental science has spent decades showing that young people grow through their experiences with the people and circumstances around them. Yet inside a classroom, it can become tempting to treat the student as a fixed quantity.

Vygotsky’s Zone of Proximal Development gives us a place where challenge exceeds what a learner can do alone while remaining reachable with help. Csikszentmihalyi’s work on flow offers another familiar picture of skill and challenge meeting at the point of deep engagement.

Those models are useful. The diagrams are clean. The kid isn’t.

A student can know enough to do the work and still have little available for it at 2:30 on a Thursday.

I think about this when I listen to J Dilla.

I love Dilla’s music. His drums can feel as though they are slipping away from where they are supposed to land. A snare arrives late. Something else pushes forward. The beat keeps moving around the place where your ear expects to find it.

When I am in the mood, I love that feeling. It makes me listen harder. A beat that initially sounds crooked begins to make sense.

And then there are days when Dilla hurts my head. I do not want to chase the beat. Give me something that lands where I expect it to land. Maybe Sugar Hill, Eric B. or just a disco playlist.

The record does not change. I do. So does the context.

That seems like a problem for the way we talk about productive struggle. We often imagine challenge as something we can calibrate in advance: give this student something at the right level, push a little beyond what they know, offer enough support to keep them moving.

There are days when the same student needs more help than yesterday. There are subjects in which difficulty creates curiosity and others where it starts to feel like proof that they do not belong. Sometimes a teacher should wait before stepping in. Sometimes waiting accomplishes nothing.

This is where AI gets interesting.

Bellwether recently examined productive struggle in relation to AI and made an important point: AI can help students through difficulty, and it can also let them bypass the intellectual work entirely.

A student who asks AI to write the essay has avoided something.

A student who asks for help understanding a confusing term may finally be able to get started.

Those uses are very different, though both made the task easier. Maybe “easier” is too blunt a category.

If students are learning historical reasoning, dense vocabulary might get in the way of the work we care about. If they are learning to build an argument, organizing ideas may be part of the work or the obstacle keeping them from doing it.

AI forces us to be more specific: What do we want the young person to struggle with?

Good teachers already make these calls all day long. They notice when frustration turns into withdrawal. Sometimes they give a hint. Sometimes they let the student keep working.

Dilla did something similar with music. He could move a drum just far enough to make you search for the beat without losing it altogether. He knew where to introduce friction and where to leave something steady.

And still, I cannot listen to him every day and nobody forces me to for the sake of productive struggle. The same music that pulls me closer one day can make me turn it off the next. Young people bring at least that much variability into a classroom.

So before we protect productive struggle from AI, we should be more careful about what we are protecting. Maybe AI is not threatening productive struggle as much as it is threatening our ability to be vague about it.

Sometimes struggle opens something up. Sometimes it just hurts your head.

***

By Dan Warren, PhD, Director, Youth Development & Education, Fluent Research

This article was originally published in Youth Today on September 16, 2026 as part of the series Dan writes called Pass the mic: Where hip-hop meets human development. Each month, he brings scholars and rappers into dialogue to spark new ways of seeing youth, culture and change.

Previous pieces in the Pass the MIc series:

As part of Fluent Research’s 20th anniversary, we’re continuing to highlight the people whose experience, ideas, and perspectives have helped shape Fluent. This week, we’re featuring Mary Meyn, Chief of Staff.

Mary was immediately drawn to Fluent’s work at the intersection of technology, education, families, and girls leadership and empowerment. Meeting the team confirmed that it was the right place for her. Today, her role brings together research and operations, with days that might include designing a research plan, interviewing participants, connecting with prospective clients, or supporting colleagues on their projects.

What connects it all is her love of learning. Whether she’s exploring survey findings, listening to a participant’s story, or hearing a colleague’s perspective, Mary values the opportunity to discover something new every day. She brings an appreciation for both the data that helps us understand people and the stories behind it.

Get to know Mary in our latest staff profile, including her perspective on Fluent’s future, her favorite book recommendations, and her quest to visit all 50 states.

1) Mary, what inspired you to join Fluent Research?

When I learned about Fluent I thought “Wow, this is where I want to work.” Fluent’s position as a forward-thinking research firm at the intersection of researching technology, education, families, girls leadership and empowerment drew me in immediately. Once I met the team, I knew Fluent was the right place for me.

2) What’s your role at Fluent, and what does a typical day look like for you?

I am the Chief of Staff at Fluent, and no two days really look the same. That’s exactly what I enjoy about my role and about working at a small, dynamic business. On any given day, I may be talking to prospective clients, designing research plans, refining internal processes to make our work more streamlined, moderating IDIs (In Depth Interviews), or supporting colleagues on their projects.

3) What’s one thing you’ve learned about research that surprised you?

Early in my career, I was surprised by how research can uncover people’s deeply personal beliefs and stories, revealing previously unknown themes on topics ranging from the mundane to what might be considered taboo.

I love learning about and witnessing the techniques that make this possible: data collection that meets people where they are, projective exercises that allow people to discuss topics in ways that feel comfortable but are still revelatory, analytical techniques that distill the data, and visualizations that can tell an entire story at once.

4) What’s your favorite part of working at Fluent?

My favorite part of working at Fluent is that I learn something new every day. Whether it’s a finding from a survey, an insight from a research participant, a colleague sharing their expertise, or a client developing new programs and products, I am constantly learning.

5) What’s a fun fact about you that most people don’t know?

I love traveling to new places, and I’m working on visiting all 50 US states. As of now I have been to 38 states.

6) What’s a book, movie, or podcast you’d recommend to everyone?

I love to read, and I love to swap book recommendations with other readers. A few of my perennial suggestions are The Dutch House by Ann Patchett, anything by Taylor Jenkins Reid. Recently I’ve been recommending Never Enough by Jennifer Breheny Wallace and Kin by Tayari Jones.

7) What’s your go-to productivity hack?

It depends on what kind of work I’m doing. If my work requires creativity or big-picture thinking, I take a walk and come back refreshed and ready with ideas. If I need to put my head down and get through a ton of data analysis, coffee is the answer.

8) Mary, if you weren’t in research, what career would you have pursued?

I love that research allows me to learn about so many different areas. It’s hard to imagine doing something else! Had I not gone into research, I probably would have pursued a career in journalism or government.

9) What does Fluent’s 20th Anniversary mean to you?

As a researcher, I love to measure things and particularly quantify things. The quantitative researcher in me says that Fluent’s 20th anniversary represents hundreds of research studies, thousands of insights, and research conducted in more than 70 countries. The qualitative researcher marvels at Fluent’s story, how the work gets done, and the people who make it happen.

I’m proud to be part of a company with twenty years of high-quality, actionable research behind it, and I’m excited to see what comes next.

10) How do you see Fluent evolving in the next 20 years?

Research methodologies and data collection may change, and the topics that we research as technology changes will evolve. One thing that won’t change is Fluent’s commitment to giving voice to the public. 

11) What’s one word you’d use to describe Fluent Research? Why?

Tenacious. Fluent isn’t afraid to tackle complicated questions, find hard-to-reach audiences, and go beyond what the data says to share what it means.

12) What’s your favorite way to unwind after a busy day?

Going for a walk with my family, hearing about their day, and being silly with the kids.

13) If you could travel anywhere in the world, where would you go and why?

If I could go anywhere well then I’d take a trip around the world, of course! I would love to see Africa, Asia, and other parts of the world that I haven’t had the opportunity to visit yet.

14) Mary, what’s a hobby or activity you’re passionate about outside of work?

You’ll usually find me hiking, playing pickle ball, dreaming up my next travel itinerary, or spending time with my kids.

When clients ask us to evaluate an educational product, they begin with practical questions. Can students complete the task? Do teachers understand the feature? Is the interface intuitive? Will people who work in the field of education use it?

These questions matter, yet the answers rarely reside entirely within the product experience itself.

A student disengaged during a digital lesson may be responding to the design. Their behavior may also reflect what happened earlier that morning, how the technology is positioned by their teacher, whether classmates consider it useful, or whether the student sees a connection between the activity and what matters to them.

The same is true for educators. A teacher’s hesitation about an AI tool may seem like resistance to change. Look closely and that hesitation could reflect concerns about student privacy, uncertainty about school policy, pressure from families, or a belief that the tool threatens their professional role. The feature may work exactly as intended and still encounter friction because of the system surrounding it.

The Education Ecosystem

Education always happens within an ecosystem. Classrooms, homes, relationships, institutions, communities, cultures, policies, and time in history shape what learners and educators experience. Each person also brings their own developmental needs, responsibilities, identities, and expectations. Understanding the person drives us to look beyond whether they can use a product or whether they say that they like it toward three interconnected dimensions of the experience:

  • What feelings, motivations, anxieties, values, and relationships shape the experience? Does the product support confidence, trust, belonging, agency, or a sense of professional competence?
  • What does the person understand, believe, notice, and expect? How are they interpreting the product and its purpose?
  • What does the person actually do? Do they adopt the product, avoid it, adapt it, use it selectively, create workarounds, or abandon it over time?

These dimensions don’t always align. A teacher may understand the value of an AI tool while feeling it undermines their professional judgment. A student may complete every required step while feeling confused, exposed, or disconnected from the learning. Someone may express enthusiasm during an interview but rarely use the product once it encounters the complexity of  daily life.

Those contradictions are often where insights begin.

They also create a challenge for research teams. Research bounded by the immediate product interaction can provide an accurate but incomplete answer. At the same time, trying to investigate every influence is overwhelming. All said, teams still need to make decisions and focus their resources where they can have impact without getting swallowed in a never ending study.

A Whole System, Whole Human Approach to Education

Our approach is to identify which parts of the system and which dimensions of the human experience are most likely to change the answer.

At Fluent Research, we call this our Whole System, Whole Human approach. We begin with a client question and map the forces surrounding it. Which relationships, routines, developmental needs, expectations, or cultural conditions might meaningfully affect what we observe? How might those conditions influence what people think, feel, and do? Which factors could change how a finding is interpreted or lead to a different decision?

From there, we prioritize. Projects do not need a comprehensive examination of the education system or every dimension of a person’s life. They may need only select pieces of context that help the team understand what is driving the observed behavior. This can be accomplished through focused and agile methods:

  • Interviews might reveal how teachers fit a product into a workflow. 
  • Observations may show that students use a feature differently when adults are absent. 
  • A survey can determine whether a concern is widespread or limited to a particular setting. 

Used together intentionally, these methods reveal the connections among what people report, what they experience, and what they ultimately do.

The Value of Context

Some questions warrant deeper immersion. In one K–8 study we did, our researchers followed selected students from the time they woke up until they went to bed. This allowed us to understand the school day as one part of a much larger experience that included family routines, transportation, friendships, extracurricular activities, technology use, and rest.

The purpose was to see which parts of those lives shaped the educational experience. Behaviors that appeared one way in a classroom took on different meanings when viewed within the rhythm of the full day. These days were full of moments that provided clarity.

That distinction is central to whole-system research. Context is valuable when it changes the interpretation, reveals a constraint, or points toward a course of action. The broader lens often produces a sharper answer.

For example, contextual research can help a team distinguish:

  • an interface problem from friction created by the surrounding workflow.
  • lack of understanding from lack of trust or confidence.
  • visible compliance from meaningful engagement.
  • individual resistance from pressure embedded in school policy or culture.
  • a constraint from an inherited assumption that should be challenged.

These distinctions lead to very different decisions. Improving an interface will not solve a problem rooted in trust. Training will have limited value if teachers understand the product but lack the authority or confidence to use it. A feature designed to save time may have little impact if it introduces new responsibilities elsewhere.

Grounding Research in the Reality of Education Today

Whole System, Whole Human research helps teams move quickly without flattening the people they design for. It offers context to understand why something is happening while maintaining focus on the current decision.

The result is research that remains pointed, practical, and actionable while being grounded in the realities of people’s lives. Teams can make more informed choices about where to optimize, what to protect, how to support change, and where the greatest opportunity may be to reimagine teaching and learning.

By Dan Warren, PhD, Director of Youth Development & Education at Fluent Research.