How to Make Back-to-School Mornings Painless (with Whitney Fosco)
How to Make Back-to-School Mornings Painless (with Whitney Fosco)
The first few weeks of school have a way of testing even the calmest parents.
You tell your child to get dressed. Five minutes later, they're still in pajamas, building a LEGO tower. You remind them to brush their teeth, and somehow they've wandered off to play with the dog. Suddenly everyone is late, you're raising your voice, your child is melting down, and the day is off to a stressful start before you've even left the house.
If this sounds familiar, you're not alone.
Many parents assume their child isn't listening or simply doesn't care. In reality, most children want to cooperate. They just don't yet have the executive functioning skills to consistently manage a multi-step morning routine on their own.
The good news is that you don't need to become a drill sergeant to make mornings easier.
In this episode of Educated Parent, I sat down with fellow child psychologist Dr. Whitney Fosco to discuss one of our favorite tools for creating calmer mornings: a simple visual schedule paired with thoughtful motivation. If you're looking for practical parenting help, this strategy can dramatically improve your morning routine for kids while reducing conflict for everyone in the family.
Why School Mornings Feel So Hard
Parents often say the same thing:
"We do this every single day. My child knows what they're supposed to do."
And they're right.
Your child probably does know the steps.
The challenge isn't knowing.
It's doing.
For young children, and especially children with executive functioning challenges, keeping multiple tasks organized in their mind is genuinely difficult.
Think about everything your child has to remember before leaving the house:
Get dressed
Brush teeth
Eat breakfast
Pack a backpack
Put on shoes
Grab a water bottle
Remember their lunch
To an adult, that list feels automatic.
To a child, it's a long sequence of tasks competing with every interesting distraction around them.
It's Not That They're Ignoring You
One of my favorite points Dr. Fosco made is that children aren't choosing to ignore us.
They're choosing the thing that's more interesting.
A four-year-old thinking about dinosaurs, tigers, superheroes, or imaginary games isn't refusing to get dressed because they're trying to make your morning harder.
Their brain simply shifts toward what's exciting.
Adults do the exact same thing.
How many times have you picked up your phone to quickly check one email only to realize fifteen minutes disappeared?
Our attention naturally follows what's engaging.
Children just have far fewer executive functioning skills to redirect themselves back to less exciting tasks.
That's why yelling reminders often doesn't solve the problem.
Why Parents Struggle to Create Systems
Here's something we admitted during the episode:
Even psychologists don't always implement the systems we know work.
Sometimes the obstacle isn't knowledge.
It's bandwidth.
Parents already carry enormous mental loads.
We're remembering permission slips, appointments, meals, work deadlines, laundry, activities, and about a hundred other things before breakfast.
Adding one more project, even something as helpful as creating a visual schedule, can feel overwhelming.
Often, the barrier isn't motivation.
It's one small logistical hurdle.
Maybe your printer isn't connected.
Maybe you haven't had time to laminate the chart.
Maybe mornings aren't difficult every single day, so creating the system never feels urgent enough.
Understanding that can help reduce the guilt many parents carry.
Step 1: Create a Visual Morning Schedule
One of the best forms of parenting help is making expectations visible instead of keeping them inside your own head.
Instead of repeatedly reminding your child what comes next, create a simple checklist they can see.
For younger children, use pictures instead of words.
Include each step of the routine, such as:
Wake up
Get dressed
Use the bathroom
Brush teeth
Eat breakfast
Pack backpack
Put on shoes
The goal is to externalize the routine so your child isn't relying entirely on memory.
This creates a much smoother morning routine for kids because they can independently check what comes next.
Step 2: Make It Fun
One of my favorite suggestions from Dr. Fosco was making the chart match your child's interests.
If your child loves:
Tigers
Dinosaurs
Princesses
Construction vehicles
Superheroes
Use those themes throughout the schedule.
With today's AI image generators, it's surprisingly easy to create personalized visuals.
Imagine a tiger brushing its teeth.
Or a dinosaur putting on shoes.
When children help create the chart, they become invested in using it.
That ownership dramatically increases success.
Step 3: Use Immediate Rewards
One mistake parents often make is placing rewards too far into the future.
"If you have a good week, we'll get ice cream."
"If you behave all week, you can earn a toy."
Young children simply don't think that way.
Instead, pair the completed routine with immediate rewards for kids.
Some simple ideas include:
Extra playtime before leaving
Choosing the music in the car
Listening to their favorite audiobook
Playing a car game together
A few extra minutes with LEGO or stuffed animals
The closer the reward is to the behavior, the more effective it becomes.
These small rewards for kids are often far more motivating than larger rewards days later.
What If the System Doesn't Work?
Parents sometimes tell us:
"We tried a visual schedule and it didn't help."
Before giving up, ask yourself three questions.
Can My Child Actually Do These Tasks?
Sometimes we accidentally expect too much.
If getting dressed independently is still genuinely difficult, that step may need more support before expecting full independence.
Start with achievable goals.
Small wins build confidence.
Is My Child Invested?
Children are much more likely to use a system they helped create.
Ask them:
"What pictures should we use?"
"What reward sounds exciting?"
Their input matters.
Am I Being Consistent?
This may be the hardest question.
When routines start working, parents naturally stop using the chart.
Eventually, mornings become difficult again.
Consistency is what turns a helpful tool into a lasting habit.
Focus on Confidence, Not Compliance
One of the biggest mindset shifts is remembering why we're creating these systems.
The goal isn't simply getting kids out the door faster.
It's helping children become more independent.
Instead of saying:
"You need this because you never listen."
Try saying:
"You're getting so big, and I know you can start doing more of these things by yourself."
Children respond far better when we communicate confidence in their abilities.
These kinds of positive parenting tips strengthen motivation because they help children see themselves as capable.
Final Thoughts
No morning routine will ever be perfect.
Someone will oversleep.
Someone will spill the cereal.
Someone will forget their backpack.
That's normal.
But having a consistent morning routine for kids, supported by visual reminders, immediate rewards for kids, and encouraging positive parenting tips, can dramatically reduce the daily stress many families experience.
If you've been looking for practical parenting help before the school year begins, this is one of the simplest systems you can implement.
It doesn't require perfection.
It simply requires creating a routine your child can see, understand, and feel successful following.
Small changes today can lead to calmer mornings, more confident kids, and a much more peaceful start to every school day.
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[00:00:00] Leah: Imagine that it is the first week of school and you are trying desperately to get your kids out the door, but no matter what you do, they just are not getting dressed. They're not getting organized. You tell them to put on their shoes, you come back one minute later, they're fighting with their brother, they're playing with a stuffed animal.
[00:00:19] Leah: You just can't organize them. That's what this week's episode of Educated Parent is all about. I brought on an amazing guest, Dr. Whitney Fosco, and we're going to talk with you about how to set up a visual system that is simple enough for you to do and actually effective so that you can start off the mornings right and not start off with this giant argument with your kids.
[00:00:41] Leah: So Whitney, I am so excited for you to be here at Educated Parent today.
[00:00:45] Whitney: Yeah. Thank you very much for having me. I'm excited to be here too.
[00:00:48] Leah: Yeah. I love to hang out with Dr. Fosco. She's actually one of our amazing psychologists at Thriving Child Center, and she works with a lot of our kids with executive functioning challenges, so she is the perfect guest to talk about this subject. Can you tell us a little bit about your background and the work you do with kids with ADHD?
[00:01:05] Whitney: Absolutely. So I've been working with kids and families struggling to manage ADHD for about 15 years now. It's what I started off on as a core topic from the beginning of my graduate school years and has continued to be the case. And so I'm fortunate to work with a lot of kids and families where they're struggling with the exact things that you mentioned.
[00:01:27] Whitney: We may know what has to be done on some level, but actually being able to execute it consistently and reliably for the kiddo, especially being able to do those things more independently, can be a really significant challenge if there are any sort of attention or executive functioning difficulties at play.
[00:01:47] Whitney: And so that's the core of what I get to work on with families in my day-to-day.
[00:01:51] Leah: And you're so good at it because you understand what's going on, so you can just translate to the parent, "Here's where your kid is struggling." Because what it can look like if you don't know is that your kid just isn't even trying, and that's really frustrating. If your goal is to get out the door and they're doing other things, it almost feels like a, almost a personal attack.
[00:02:09] Leah: Like you don't even care about our joint goal of getting out the door and getting you to school.
[00:02:13] Whitney: Yes, I think that's such a common frustration that I hear from parents. And another thing that I hear a lot of is this sentiment that we do this routine every single day. There is no possible way that they don't know what's expected of them. And as it turns out, it's not that simple for young kids, especially young kids with executive functioning challenges.
[00:02:35] Leah: Yeah, and all little kids have executive functioning challenges
[00:02:38] Whitney: 100%.
[00:02:39] Leah: Our frontal lobes just aren't developed, and then they're tired, which I feel like is a whole other set of factors. They're hungry, and I don't know, there's so many distractions of things that kids can get into, and so they get interested in something else, and the task of putting on your shoes is boring, honestly.
[00:02:55] Whitney: Or all of a sudden becomes nonexistent to their brain, 'cause all they see is the fun thing in front of them.
[00:03:00] Leah: Yeah. As we're saying this, I'm thinking about how I can get distracted by my phone or my work email in the morning, and then I can make us late, so it can come for all of us.
[00:03:10] Whitney: Yeah, absolutely.
[00:03:11] Leah: Why do you think that parents struggle to implement systems in the morning? What gets in our way, in your opinion?
[00:03:19] Whitney: Oh, I think the biggest barrier is simply that we have an unending list of demands on us. There's only so much time, there's only so much bandwidth, and we have to be smart about where we allocate that bandwidth. it's very often the case, whatever change we're trying to make or implement, whether that be eating more nutritiously or exercising more frequently or implementing these systems, we may know what we want to do, but then, something pulls us off track or we get sick or our kid gets sick and throws us out of our routine, and then it takes a lot of intentional effort to get back into that groove.
[00:04:00] Whitney: I think a huge part of it is just that we have limited capacity and limited bandwidth, and until something becomes a routine, before it becomes habitual and ingrained and just a regular part of daily life, it takes a lot of intentional effort to keep it going.
[00:04:15] Leah: Yeah, I can completely relate to this. I was sharing with you before we hit recording that this morning was just a rough morning in my house for getting out the door, and I know that a visual schedule would fix it, and I know how to set one up because I'm a child psychologist like you, and I spend all this time helping other families do it, and I simply have not implemented it.
[00:04:35] Leah: So it's like you know what will work, but if you don't do it, it's not effective, and I was so frustrated with myself this morning for failing to implement something that would be so helpful and probably make my kids feel really confident and good about themselves in the morning too.
[00:04:50] Whitney: Yeah. So what have you found is the thing that gets in the way for you with implementing this thing that you know would be helpful for you?
[00:04:57] Leah: Honestly, it's figuring out whether it should be through an app or whether it should just be something that I create and print and put on the fridge. And I don't have my printer connected to my laptop, and I truly think that's the problem. So if I could easily print, I think this would already exist. So I have to find some way of getting around that problem, but that's such a small problem, that's such a small barrier.
[00:05:21] Leah: But just one thing like that, like I can't easily print from my work computer, makes not implementing a strategy so easy to have happen to you
[00:05:30] Whitney: I think that's true for everyone. Whenever there's a logistical barrier that gets thrown in our way, even if it's maybe not the highest hurdle, it's still one more thing on our plate that we have to deal with.
[00:05:41] Leah: Yeah. Or maybe it's not a problem all the time. So often my kids get out the door and it's actually fine, and so it's on the mornings when it's not fine that I remember that I should solve the problem. So if if it's only showing up for you, once or twice a week, but not every day, the motivation to do something inconvenient to fix it is less there.
[00:06:01] Leah: I've had times where it's happened many times and I didn't fix it, and I know a lot of the families, that we work with or just families of young kids in general really struggle with routine in the morning, and it just, it starts off the day in a way that you just don't feel good about.
[00:06:13] Leah: Having your kids be upset, having been frustrated with them, like it's just not how anyone wants the morning to go, especially right when school starts and everyone's routine usually gets a little bit more intense because school is normally earlier than summer camp or what el- whatever else is going on.
[00:06:29] Leah: Yeah.
[00:06:29] Whitney: Yeah, so setting up some of these morning routines for the start of the school year can definitely help with less hopefully rushing, chaos, less conflict, and potential yelling in the mornings. Yeah.
[00:06:41] Leah: Yeah. As we're talking about this, I'm thinking that a very smart thing to do would be to set it up before the school year starts. So when you're organizing school supplies and backpacks and getting everything set up, taking the time to organize the kind of visual chart that you and I are about to talk about, Whitney.
[00:06:59] Leah: That would be a really solid time because then you have time to introduce it to your kids as a new school year routine that feels congruent with everything else that's changing, and it gives you a marker of like, " "Hey, we're doing things differently in the school year. The routine is different, and this is part of the new routine."
[00:07:14] Leah: So I should practice what I preach and actually set that up for us in a couple of weeks when school starts.
[00:07:20] Whitney: Yeah, I think that's a great and very natural transition point to introduce something like this. Yeah.
[00:07:25] Leah: Well, Now that I have been receiving therapy in front of everybody can you share with us your main strategies for setting something up, up like this? Something that's very simple that everyone can do, even if they don't happen to be a child psychologist
[00:07:39] Whitney: Yeah. One of the things I love about this tool is that it is incredibly simple to set up. All you really need is a list of what behaviors we wanna see in the morning, so what are our to-do items to get ready a way that's gonna be communicated to the kiddo, and then something to motivate them getting it done.
[00:08:00] Whitney: So I'll start with the first step of having that list of what we have to get done in the r- morning routines. And so we wanna start from when the kid wakes up, and then what are the checklist items that you as a parent are keeping in mind that they have to get done before leaving for the school day? So obviously, there are going to be things like getting dressed, eating breakfast, brushing your teeth, maybe depending on the age of your child, it's also prepping your backpack or your lunch, all of those daily checklist items that we have, or parents and caregivers have in the back of their heads that our kids have to do.
[00:08:39] Whitney: We just want to externalize that so it's listed on something that the child can actually see, so that it doesn't just exist in our head, it exists out there in the world for a child to see.
[00:08:51] Leah: So it's a way of communicating to our kids, "Hey, these are the things that you have to do in the morning." It helps remind them and keep them on track. Sometimes if you say to your child, "Did you brush your teeth yet?" They'll be like, "No, I forgot." And because they're not focused on it, then it's easy for them to forget.
[00:09:10] Leah: So this is a nice visual reminder as well
[00:09:13] Whitney: Yeah. It's also just hard for young children to hold all of the steps in mind, right? Even though it may seem obvious to us that, oh, they should be able to do all of these steps because it's the same thing we do every morning, actually holding multiple steps in our head and doing them is a pretty complicated cognitive activity, and young children don't have a great ability to do that yet.
[00:09:39] Whitney: And so it really reduces the demands on their memory capacity to have it externalized and to have it be as a reminder for them
[00:09:50] Leah: Yeah. It's also not interesting to them either. I think about what do my kids actually are interested in the morning? My four-year-old is interested in tigers right now.
[00:09:59] Leah: So
[00:09:59] Leah: what he's
[00:10:00] Leah: interested-- Of course, right? He's interested in tigers and like the incredible fantasy game that he's created, and so that's taking up all of his bandwidth.
[00:10:09] Leah: So when I say, "Hey, we need to go use the potty," it's, I'm literally pulling him out of something that's very intriguing to do something that's actually not interesting at all. So it takes a phenomenal amount of effort in order to do that. I have to remember, he's not anti going to the potty, he's just pro tigers and his game.
[00:10:29] Whitney: Yeah, of course. It's the thing that's more interesting that's capturing his attention, and we can actually leverage that in these visual systems that we create. So one thing that can be really useful in making these systems more, like, interesting and engaging and effective for kids is creating the actual visuals that go with the steps in a way that's personalized and interesting to them.
[00:10:57] Whitney: So with a young child, you're not gonna write out, "Go to the potty" or "Get dressed" or "Brush your teeth," right? They can't read, and that's also not gonna be very interesting for them. And so having a kid be involved in the process of picking out the visuals that are gonna go with each step can get them more motivated by the system, and they become an active collaborator in the system.
[00:11:24] Whitney: So for example, if you have a kiddo who is really interested in tigers, we might wanna find some pictures to go along with each step that involve tigers. I'm not generally the biggest fan of AI, but one of the ways that I have found it can be really interesting with image generation is by combining the steps of the schedule with an interest that the kid has.
[00:11:52] Whitney: So you might find some visuals out there or create your own of a tiger that's doing the steps. Maybe the tiger is brushing their teeth or maybe the tiger is getting dressed or maybe the tiger is eating breakfast, and that's a way to make it more salient and relevant for your child. So the first step is getting all of the steps of the morning routine down.
[00:12:16] Whitney: The second step is to create some sort of visual with active collaboration from your kid to represent each of those steps
[00:12:25] Leah: I love that. I've done a lot of these before. I don't think I've ever personally thought that hard about h- creating them to fit the interest that specifically. But w- you're right, with AI it's easy now. You could literally say, "Make a series of pictures of a tiger doing the activities that match these statements," and it would very easily make a great behavior chart and visual schedule.
[00:12:50] Leah: Awesome. All right, and what's the third thing we're gonna do once I've now created this tiger behavior chart?
[00:12:57] Whitney: We have to find some sort of way to motivate our child to use the chart and to follow through on it. So there's a couple of ways that we can offer rewards or motivational incentives for completing it. I'll offer two easy ways. Oh, Oh, no.
[00:13:18] Leah: I don't know what's going on. I'm interrupting your flow. I need to grab some water.
[00:13:21] Whitney: Yeah, please do.
[00:13:23] Leah: You're doing great. This is awesome podcast so far. But then we have an editor. I don't know what just happened to
[00:13:28] Whitney: Yeah.
[00:13:29] Leah: back. I'm so sorry. I'm like, my coughing is just not gonna stop. I'll just be stuck like this. Okay. So let's start at exactly what you were saying before I cut you off. You were gonna say there are two things, and then I cut you off.
[00:14:30] Whitney: Yep. Yep. So there are two easy rewards that we can think about. Obviously, there's a lot of options, but I'll give you two. One is that we have a certain time that we need to leave the house, right? And logically, the faster a kid completes their morning routine, the more time they have available until we have to leave.
[00:14:52] Whitney: And so taking the example that you started off with, Leah, that your kiddo wants to play, of course they want to play. We can take that playtime or access to that playtime and stick it at the end of the morning routine to become a reward. And so let's say, I'll just make up an example. Let's say we have to leave at 8:00 a.m.
[00:15:16] Whitney: for school. Then, as soon as they complete their morning routine, all of the items are checked off of that list, then they have whatever time is left available to play. Or, if you allow your child access to screens in the morning, maybe they get a little bit of screen time in the morning, or they get to play with their Legos, or whatever it is that is fun and reinforcing to them.
[00:15:38] Whitney: So it becomes a very logical reward because the faster you get it done, the more time you have to play. The second reward to consider would be something that happens in the car ride. And so maybe if they complete their morning routine by the time we leave, or, with only a certain number of prompts and reminders from parents, then they get to choose the music on the way, or they get to choose what they're listening to in the car, or you will play a game together in the car.
[00:16:10] Whitney: Obviously, something that's safe for driving. But having some sort of motivator or reward that happens during the car ride. Those are two very easy rewards to implement in the mornings.
[00:16:22] Leah: Yeah. What I love about what you're saying is that we want rewards to happen as soon as possible after something, a- after the behavior that we want, right? So it's not "If you do this morning, at the end of the week, you can have this reward." It's way, way too far away for a young child to keep that in their mind and stay motivated.
[00:16:46] Leah: So the closer you can link any sort of consequence, positive or negative, to a behavior, the more reinforced that behavior is. So I love how you're thinking about it that way. But I think that's sometimes things parents do, where they're like if you do this well five days, then you can do this on the weekend."
[00:17:02] Leah: And it's oh no, too far. There's no way that's gonna continue that way.
[00:17:08] Whitney: Yeah, Fridays don't exist to a child on Monday.
[00:17:11] Leah: And they don't parents know this too, and they've been like if you don't behave today, then at the end of the weekend you can't go to that birthday party." And the kid's like, "I don't care about that."
[00:17:19] Leah: Too far. Way too far away. Yeah. So it sounds like our three steps are to come up with what are the specific things you need your child to do. So not get ready, but like what are the actual steps of getting ready?
[00:17:35] Leah: Create a visual chart with them. You can use AI, use one of their interests, so it might be K-pop demon hunters or tigers or whatever you think they would be into.
[00:17:45] Leah: And the third one is to pair it with a reward that you're trying to help give to them as soon as possible. Even maybe some extra playtime, picking a song, something that can happen on the car ride, or maybe even right when they get home from school, something that's as close as possible to behavior you wanna see.
[00:18:02] Whitney: Yeah, you got it
[00:18:03] Leah: So when we see this not work, because I know one thing that parents will say is I tried this and this didn't work." Let's troubleshoot the couple of things that may have happened that made this not effective for your child.
[00:18:16] Whitney: Yeah, there's a few things that when I work with families and they tell me that their system isn't working and we really dig in to the details, there's a few things that I reliably see show up. Number one is that the behaviors that we choose, going back to that first step of what we need our child to do, sometimes the behaviors in that list are either too vague or our child can't actually do them.
[00:18:43] Whitney: So sometimes we set the goals too high. So for example, we might set a goal or one of the steps in that process that's for them to get dressed. Maybe your child is of the age and kind of the dexterity where getting dressed is actually a really big challenge for them on their own, right? Or maybe they have clothing that would require some kind of fine motor skills that they haven't quite developed yet.
[00:19:12] Whitney: So sometimes we're expecting things of a child that they're not quite ready to do independently. So the first thing to check is, can my child actually reasonably do everything that's on this list? And is the list of tasks that they have to get done in the morning are they specific enough? Does my child actually know what's expected of them?
[00:19:37] Whitney: The second place where I sometimes see it go awry is that we never got the kids' investment in the system in the first place. That's one of the reasons why I really like to have them be involved in picking out whatever visuals go on the chart, is because it makes them an active collaborator and it makes them invested in the system.
[00:20:00] Whitney: And so getting their involvement, either through helping them pick out the visuals or making sure that we talk to them about what rewards they want to earn so that it's actually motivating for them, is another place where if a system is going wrong or it's not really working as intended, we would wanna check.
[00:20:21] Whitney: The last thing, the third thing that we would wanna check is how consistently are we as caregivers implementing the system? One thing that very often happens is that we're really good at using these systems consistently when things are a struggle, but once things start to get better, it's very easy to let them fall by the wayside.
[00:20:44] Whitney: And then because we're not using them, of course, they're not really working, and so sometimes our kids can then backslide, and we can wonder why it's not working. So the third thing we would wanna check is how consistently are we using the visual schedule with the paired rewards.
[00:21:02] Leah: I love that. That's such great troubleshooting where you're just going through and saying, "Okay, can my child actually do the things on this? Or do I have too many things on this?"
[00:21:11] Whitney: But that's true too.
[00:21:12] Leah: Yeah, like maybe at the beginning, if you have a child who's struggling and the only thing on the chart is to put on their shoes, and that's what we're rewarding until they get a little bit better at it.
[00:21:21] Leah: So can they do this thing? Is it work? Is- do they have a sensory reason why they don't wanna do something on there? If something hurts, your child won't do it. So can they do this? Is there a barrier to doing that task in the first place? Do they actually wanna earn the reward that you're giving? Are you actually giving the reward that you promised you were gonna give?
[00:21:40] Leah: Are you giving in a timely manner? Are you consistent on your side of things? And then that kind of goes into that third part about do you really have that system in place? And that's hard, and clearly that's where I'm failing right now is by just not even creating it
[00:21:54] Leah: to begin with. So I think this is really helpful.
[00:21:58] Leah: This is something we can all start implementing. Now, I even have a plan for the first day of school for my kids. I'm gonna get them these charts. And you know what? Kids really love this. They love the idea about being big kids. They love being independent. Yeah, and if you explain something like this in a positive way "You're getting so big, and I know I can trust you to do some more things by yourself, and I know that you can do some things without me even telling you, and I can't wait to see how well you can do them."
[00:22:28] Leah: Setting that up that way is so much more likely to get your kids buy-in than if you're like we have to do this thing 'cause you're not listening." No one wants to participate in that system.
[00:22:38] Whitney: Yeah. Setting up the expectation that this is, for one, intended to be helpful to you. It's a positive experience, but also I believe that you can do it.
[00:22:49] Leah: Yeah,
[00:22:50] Whitney: that's a really important part of the setup.
[00:22:52] Leah: Yeah, it can be a good thing for sure. And if you're struggling, if you're listening to this thinking I really need something like this, but I don't know how to set it up," or, "I think th- things are too complicated," or, "I really want Dr. Fosco specifically to walk me through it," all you have to do is contact us at Thriving Child Center and we'll get you all set up and we can help you set up a system like this at home so that things can go smoothly, you won't feel so overwhelmed, and you can have a lot more positive moments with your kids.
[00:23:23] Leah: But thank you so much for joining us today, Dr. Fosco. Thank you so much for coming on the podcast. I just really appreciated all of your knowledge, and I'm excited about this system.
[00:23:32] Whitney: Yeah. I hope it really works for folks
[00:23:35] Leah: We'll-- I'll tell you behind the scenes how it works when we, once I create the type of graphics.
[00:23:40] Whitney: Yeah.
[00:23:42] Leah: Have a wonderful week, and we'll talk to you again next