CTN #21 – Kacie talks to Myiedra Miles Adams about building educational resources that let learners see themselves

In this episode of Consider This Next, host Kacie speaks with Myiedra Miles Adams, an educator, communicator, and storyteller working to turn a deeply personal project into a consulting practice. What began as a resource she created for her own family grew into a bigger question: why are so many educational materials designed to explain learners to others, rather than to help learners understand themselves? Myiedra shares how she identified that gap and how she’s developing affirming educational resources that center learners’ lived experiences while strengthening partnerships between families and schools. She also reflects on embracing the uncertainty of the early idea stage, the importance of involving educators, families, researchers, and self-advocates to shape and validate the work, and why she defines success not through metrics alone, but through stories of partnership, belonging, and learner empowerment. A grounded look at the very beginning of a civic science entrepreneurial journey.

Kacie Luaders: Welcome to Consider This Next, an audio program from the Civic Science Media Lab. I’m your host, Kacie Luaders. This show is for civic science entrepreneurs—the researchers, communicators, artists, and organizers finding new ways to connect scientific knowledge with community action. Each episode, we’ll talk with practitioners who are rethinking how science gets shared, who it reaches, and what it can accomplish.

This season, we’re taking the show in a new direction. We’re exploring what it means to be a civic science entrepreneur—people who are building something new at the intersection of science communication and public engagement. These are founders, creators, and innovators who aren’t waiting for institutions to change. They’re creating their own platforms, companies, and projects to move science out of traditional channels and into the spaces where people actually live.

Today, I’m talking with Myedra Miles Adams, an educator, communicator, and storyteller who spent most of her career in classrooms and educational non-profits before following a question that pulled her toward something new. That question started at her own kitchen table with a project she built for her family, and it grew into the early stages of a consulting practice focused on educational resources that help people see themselves in what they read and learn. In our conversation, we get into what it actually looks like to be at the idea stage of an entrepreneurial journey, how deeply a personal act can reveal a gap worth building around, and why collaboration and community sit at the center of the work she wants to do.

Kacie Luaders: So thank you so much for being a guest on the show today. If you wouldn’t mind, could you tell the folks listening who you are, a little bit about your background, and how you would describe the work that you’re doing right now?

Myedra Miles Adams: Yes, my name is Myedra. I am an educator, a communicator, and a storyteller. I’ve spent most of my career in classrooms but also serving and supporting communications in school communities and in an educational non-profit. I’ve been able to facilitate professional learning, I’ve led internal comms, and I’ve always been interested in every space I’ve been in in helping people understand one another and in navigating complex ideas. And so that’s directed me to this current curiosity in creating stories and educational resources that are aimed at supporting families and learners.

Kacie Luaders: So you said that you are able to break down complex topics for families and learners. And so, could you talk to us a little bit about a project that you worked on, actually as an internal tool for your own family, where you helped to explain some things to your son that’s in some ways it might be complex or it might have been something that was a scientific concept that might have been difficult to explain, but you were able to do that in a way that sparked something that we’re going to talk a little bit about later. If you could share a little bit more about that moment and what prompted it and what you actually did?

Myedra Miles Adams: Absolutely. So, my son was diagnosed with autism at 2 years old, and ever since that time, my husband and my, our vision has been to discuss his diagnosis with him once he was fully equipped to understand. And I just do want to point out that and reinforce that timing for this conversation is definitely a family decision and that it’s more importantly specific to each individual and their individual circumstance. And knowing that there’s guidance out there about a recommended age, but what we were clear about was that the earlier he learned, the more likely he would be to develop a positive outlook about it and a strong sense of self.

So, I began thinking about that conversation once he started to demonstrate curiosity around the concept of autism. And at the time he was seeing a lot of promos during Autism Awareness Month and wondering what is it? And so I would explain from that perspective but also just wondering if he was seeing his self in my answers, and that didn’t happen so time went on, more curiosity emerged and I was thinking about, okay, so what’s the best way to present this to—or present this to him so that he will feel that he’ll walk away feeling empowered and equipped.

So I began to ask, okay, what’s the format that works well for him? What strengths do I want to spotlight that can be connected to autism that he can see that he maintains? If I’m talking about strengths, then I want to use this opportunity to reframe weaknesses so that he can see them as opportunities for growth and not as deficits. So, I’m also thinking about like, how am I going to bridge his understanding between himself and his diagnosis so that he can begin later to decide or choose how he will incorporate that into his identity. I’m thinking about too, like, how can I connect this conversation to his special interest? And then also what’s the best approach so that he comes away with what makes him feel the most empowered?

Because he’s a visual learner, as many children on the spectrum are, I decided it would be better to show him rather than tell him, so I created a video. And I wanted that video first to affirm him as an individual, to center on his personality traits and interest, and also to explain the diagnosis in a clear and intentional way. And then most importantly to remind him that he’s always going to be uplifted by the people who love him. And then, I wanted to also give him space to ask questions and to process.

And so I created that, his response demonstrated that he needed the space to process, and that was really encouraging that he felt that he understood. So, I wanted to find a book to present to him as a keepsake along with the video so that the moment could feel affirming, uplifting, I wanted him to see it in that way. So, I’m looking for a book that really captured the spirit of our conversation and one that centered on my son and his lived experience.

But what I found is that most of the resources were designed to help other people understand autism and develop their awareness and develop compassion, which I think is essential and it’s important. And I was looking for something that would help him see his self in the conversation and be the audience. And so after searching a lot of bookstores and asking those kinds of questions, searching online, I couldn’t find the fit for what I needed and then it came to me, I can create the fit. I can create the resource that I need that will best support him or other people who might be in a similar situation.

Kacie Luaders: So, you took this very personal act and it sparked something inside of you that said, what else could I do with this? Or there, I’m not finding the resources that I would like to be able to have, maybe I should be the one to make them. Or what—what made you kind of make this decision to think this could potentially be something that could be helpful beyond just a tool for your family? And also when you made that decision, you mentioned you were doing other things, were you balancing these first sparks alongside other work? How did that all happen?

Myedra Miles Adams: Yes, I definitely was balancing this idea alongside other passion projects and I think what directed me or guided me the most was just to continue with that line of questionings and, and realizing that these questions were bigger than me and my experience and my son’s experience, our family’s experience and just wanting to note here like learning about his initial diagnosis was very lonely, but I am so happy that I was quickly reminded in that process that I’m not alone.

And so the question that came to me was like, there could be other people out there like me who want a framework or a reference point to navigate their conversations. And so I’m thinking at that point, like how do we create the resources that are going to speak directly to a child experiencing something rather than to the people who are observing it? Or are there other resources then that parents might need that help their child encourage their self-identity that feel culturally relevant, that encourage their understanding of themselves?

And that kind of was what moved me into exploring this more on a project level and rather than thinking like, oh, this can be a business, I began to accumulate as I went the entrepreneurial traits and that began to feel like, okay, I—I have a foundation here and I want to travel this path and journey forward and see. And I’m still in that process now, which is really encouraging, really exciting.

Kacie Luaders: Oh yes, the process of figuring out one’s entrepreneurial journey is—it seems like it is never ending [laughter]. So, that is incredibly common. And so, I would love to know, who specifically are you trying to reach and what specifically are you trying to make in order to reach them? What’s kind of the gap? You mentioned you were searching for literature or children’s resources, but what are maybe some of the other things that you’re thinking about to fill this—this gap that you have identified of having educational resources for people with autism on the autism spectrum written or produced for them, with them in mind, rather than, as you said, an explainer for other people?

Myedra Miles Adams: I think when I think about the gap, I think about that moment and then I think I’m panning the camera out bigger and thinking about where there’s also a gap for those people who support them in all facets of their life. Where I see it is there—there is room for more opportunity to consider what—what children, what learners need in order to understand, in order to feel understood, and then as I said, for the people who support them to build relationships with each other so that they can develop a stronger shared vision.

And so I see those individuals, as I indicated, the learners, they’re the ones developing that understanding of themselves, they want to see themselves reflected in what they read and what they learn. But then also, families want support with conversations, navigating identity, cultural identity, self-understanding, they may need help with identifying and accessing resources, and they very much might need support with navigating communication with the school community.

And then as far as those individuals inside the school community, there may be some that realize there’s a need for stronger relationships with families and that they want to learn best practices that support connection and that develop—that help them to develop a shared understanding with parents and caregivers. So, those are the things I’m thinking about because at the end of the day, when the collective is on the same page, that can reinforce that.

And just on a personal note, once I shared this information with my son, I also shared it with his teacher. I shared it with her, I spoke with her, I wanted to secure her support in being able to listen for what he might ask, to be able to be prepared and ready to, in my place if he’s asking or curious while he’s there at school, to be prepared and equipped to talk with him, too. And it might not be this conversation about autism, it might be a wider conversation that allows a student to feel like they can deeply connect in their school community and that they can feel like they have a sense of belonging in their school community.

There needs to be sightlines open and awareness on both sides and there needs to be able to be a cohesion and an opportunity for families and for teachers and educational leadership to work in tandem and to move alongside one another. That is something that I—I was able to, in my personal lived experience, identify on the perspective as a parent and then also being a member of a school community in instruction.

Kacie Luaders: As you continue to develop what your educational resources are going to be, do you plan to work with others, whether that’s other educators, scientists, clinicians, to help you validate the work or so to get any feedback on it as you’re making it? Or have you thought about what collaboration could look like in that way?

Myedra Miles Adams: Yes, yes, definitely. First of all, collaboration is essential in a—in quite a bit of work streams and sectors and it’s something that I enjoy doing wholeheartedly. And what I see that happening is just this is the type of work that needs to be as informed as possible, that needs to gain multiple perspectives, so I’m thinking about those individuals who already have been their own self-advocates that are on the spectrum, other educators, social work consultants and thought leaders, parents and family members who are navigating their student and their learners’ educational experience and personal experience, researchers, all of those individuals I feel can provide the best perspective, and I can point toward a variety of resources so that families and members of school communities will feel like they’re a part of the larger conversation and they’re in community with one another.

Kacie Luaders: So, even though you are in the early stages of planning what this is, what this could look like, which is great because so often we hear about people in the later stages of their entrepreneurial journeys and it’s hearing people who are in that sort of like idea stage that is, I think, really important for so many people who are listening and perhaps on the way to their own idea stages. And so, I would love to know, are you thinking about what your potential business model could look like? Do you think that you’re trying to build a non-profit? Is this a consulting practice? Is this something else entirely? What are your thoughts there?

Myedra Miles Adams: Yeah, so right now I’m thinking this is a consulting practice that has the opportunity or room for evolution and I’m focusing on understanding first what the resources are that are the most valuable and the structure that this point would best serve my mission in supporting family members and teachers and educators in working alongside each other and in helping those learners access materials that are affirming and relevant and reflective, also strengthening their understanding, the understanding between the adults and the systems that best support them.

Kacie Luaders: So, clearly your background in education and communications came in handy when making this video for your son. And I’m curious to know, what was the actual goal here? What was the impact that you were hoping to have when you decided to make this resource?

Myedra Miles Adams: I think the impact that I hope to see exists in the stories that reverberate out from the moments and opportunities of collaboration between families and the leaders in the educational communities that are supporting learners and that that’s reflecting the shared vision and pathways that they’ve crafted together toward their learner or that student being able to realize their chosen success.

My hope for him is that he gets to choose how he wants autism to define him, whether it be wholly, whether it be partially, it’s up to him. It’s not something that should be based on anybody’s imposition. And so what was essential for us as his biggest and best advocates was for him to experience this information in a way that allowed him to make those decisions and choices, that allowed him to have that autonomy and have the freedom to—to do with it what he wanted.

I realized my responsibility was that I had the—because it was a weight to be able to realize that you have the key to unlock that for your child. You could either give him a gift or you can reveal a burden, something that he would find to be a burden, and I wanted to lean toward him seeing that he was gifted with this information and this knowledge and it’s just already exciting to—to see what he’s doing with it now. He’ll see someone on TV and he’ll say, “Oh, he’s autistic like me.” Being able to utilize that language is his choice. I didn’t say that, he got to choose that for himself. I just gave him the information in a way that he could embrace it and grasp it best.

Kacie Luaders: Great. And so, finally, for people who want to keep track of your journey, I’m sure that there are a lot of people who are listening who are like, oh wait, even in these early stages, I may have some people I want to connect you to, or I may have some thoughts, I—I’d love to just grab a—a virtual coffee, if you’re amenable to that, of course. But how can people find out more about you and keep in touch with your entrepreneurial journey?

Myedra Miles Adams: Yes, you can find me and my story at myedraspeaks.com and I’m just excited and happy to connect. So, yeah.

Kacie Luaders: Now that we’ve heard Myedra talk about turning a personal project into the early foundation of a consulting practice, consider this next:

When you build something to solve your own problem first, how do you know whether it points to a larger need? Myedra started with a resource for one child and a single family, then panned the camera out to see who else was missing from the conversation. That move from the personal to the systemic is often where a venture actually begins.

Second, how comfortable are you sitting in the idea stage without locking yourself into a label? We tend to celebrate founders who already know whether they’re a for-profit or a non-profit or a consultancy. But there’s real strength in saying the model is still evolving while you learn what your audience genuinely values.

Who’s perspectives does your work need in order to be credible? Myedra named self-advocates, educators, researchers, clinicians, and families as voices she wants at the table. For civic science entrepreneurs, the question of who validates and shapes the work is not an afterthought, but it’s part of the design.

And lastly, how are you defining success on your own terms? Rather than reaching for metrics, Myedra described success as the stories of partnership and collaboration that reverberate outward and a learner arriving at their own chosen version of success.

What would that kind of impact look like for the thing you’re building?

Our conversation today is a reminder that the earliest, most uncertain stage of an entrepreneurial journey is worth paying attention to, because it’s where the most important choices are made.

Before we sign off, I’d like to offer a big thank you to you, our listeners, for tuning in and engaging with these crucial topics. If you found value in this podcast, please don’t forget to subscribe, rate, and review. Your support helps us continue to bring you insightful conversations like this one. Until next time, keep nurturing your curiosity and stay connected to the science all around you. This is Kacie Luaders, signing off for Consider This Next, an audio program from the Civic Science Media Lab.

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