running, have you always been running or is it something that you've picked up more?

No, man.

Running came to me just after I turned 30.

Well, maybe 31.

I had always been a bigger guy.

We don't do body shaming here.

I want to caveat that.

And you, so do you think that that is, that transition is also coupled and went in line with like your career changes as well and all of those sorts of things? Can you talk to us a bit about like what your career background is?

How do those ends of the poles serve each other when you have a classroom with that much variety in it?

Yeah.

Uh, so really well.

So this is where it's different from...

Uh, 'cause y-you know, the students you're describing typically will show up in a, in a traditional high school setting, uh, and they'll be in different rooms sometimes.

And I don't think it's the-- I don't think it's a purposeful let's create systems that screen kids in and out, but it is the system we traditionally have.

So who are you gonna find in the AP class, right? And, and who are you not gonna find in that room? And so we really sort of throw that out the door 'cause, 'cause we're such a different variety of class.

... is there a way to characterize that kind of learner? Is there a way you would characterize what's happening there? What kind of learner doesn't do well in this environment?