Recognizing dissatisfaction is only half the work; the other half is knowing how to act on it. Schools can respond with three core levers — but only when sequenced wisely do these interventions close satisfaction gaps.In episode four of a six-part series, ASMSA Executive Director Corey Alderdice explores the three levers of practice — acceleration, elevation, and separation — that educators can use to respond to dissatisfaction. Drawing from classroom and program examples, he explains how acceleration raises ceilings for students seeking rigor, how elevation affirms identity for those craving belonging, and how separation provides new contexts for students needing freedom from misfit environments. This episode also highlights the risks of mis-sequencing these interventions and offers insights into how schools can apply them not only to individual students but at the systems and policy levels.Learn more about the Catalytic Agency model of talent development.For additional thoughts from Corey, visit coreyalderdice.com.You can also follow him on Twitter/X, LinkedIn, BlueSky, YouTube, Instagram, and Threads.

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