Dean interviews Dr. Christopher Fuzessy, superintendent of Foothills School Division in High River, Alberta, about making “flourishing” a central system focus and why it is ongoing, mutual work rooted in interconnected community rather than a checklist. Fuzessy draws on research including Martin Seligman, Robin Wall Kimmerer’s idea that “flourishing is mutual,” and Michael Ungar’s reframing of resilience as “stepping back” supported by redundant systems. They discuss reflective practice, workplace wellness as a system responsibility, and Fuzessy’s self-reflective book Emanate and related partnership with the University of Calgary on leadership support frameworks. The conversation also covers Foothills’ AI journey, including in-house tools to reduce administrative burden and increase time for relationships, student and parent perspectives, and creating flexible AI guardrails, plus Fuzessy’s move from Quebec to Alberta and examples of community-based flourishing in schools.

00:00 Defining Flourishing
00:47 Why Education Changed
02:52 Foothills F Word
05:49 Flourishing Research Roots
06:31 Resilience and Community Support
10:24 Reflective Practice Habits
12:47 Book Emanate Overview
16:31 Flourishing in Schools
21:50 Local Agency Against Anxiety
25:47 AI and Human Flourishing
26:54 Building In House AI Tools
31:40 Early Feedback and Concerns
31:54 Student Driven AI Skills
33:08 Building Division AI Vision
34:14 Parents as AI Partners
36:38 Guardrails and Flourishing
38:52 From Quebec to Alberta
43:22 Government and CAS Support
48:55 Gratitude for a Mentor
50:34 Reading for Systems Change
53:16 Unwinding and Building
54:54 Hidden Gems and Farewell