Sometimes the most valuable part of research isn’t what you find in journals—it’s what you discover in conversation.

Over the past few weeks, I’ve connected with two remarkable colleagues: Mindy Peterson, whose podcast Music Education Conversations amplifies voices across our field, and Sue Newman, co-founder of Boogie Mites in the UK, who’s built a business bringing neuroscience-based music education to the youngest learners.

When Conversations Open New Doors

I’m deep in my dissertation examining the sustainability of elementary music programs in Title I schools—work that remains my focus and commitment. But my conversation with Sue introduced me to something that’s shaping my thinking about post-doctoral research: studies showing that rhythm training in pre-elementary children can potentially prevent dyslexia and reading difficulties.

Prevent. Not remediate. Prevent.

As someone who spent years in literacy intervention with 6-8 year olds—helping kids after they were already struggling—this resonated deeply. Sue’s work with Boogie Mites targets children as young as 6 months, using rhythm and music to build neural pathways that support language development, attention regulation, and reading readiness.

Suddenly I’m asking different questions about my future work: What if the answer isn’t just better intervention but earlier prevention? What about music program creation in early childhood spaces where music doesn’t exist yet?

Social Capital in Action

Here’s the irony: my dissertation uses Social Capital Theory as a framework, and I’m experiencing its power in real time. Sue connected me to Professor Sam Wass at the University of East London’s Institute for the Science of Early Years, whose research on attention and learning in diverse environments aligns with questions I’m developing. She also introduced me to Charlotte Davies’s work on sensorimotor synchronization and literacy—now a high-interest area for my post-PhD research.

This is bridging capital at work: connections across contexts, countries, and fields, opening doors I didn’t know existed.

What I’m Learning

Networking isn’t transactional—it’s relational. It’s about curiosity and genuine interest in others’ work. Here’s what’s working:

• Lead with curiosity, not agenda. I reached out because I wanted to learn, not because I needed something specific. That openness created space for unexpected insights.
• Look for intersections, not just overlap. Sue’s early childhood work and my elementary focus don’t perfectly align—that’s what makes the connection valuable. The space between our work is where new questions emerge.
• Follow the thread. One conversation leads to another. Each connection multiplies.

Where This Is Taking Me

My dissertation work on elementary music program sustainability continues. But these conversations have clarified my vision for post-doctoral research:

• Early childhood music interventions, particularly rhythm-based approaches
• The intersection of music education and literacy development in pre-readers
• Sensorimotor synchronization as a mechanism for learning readiness
• Preventative approaches to educational equity

None of this would have emerged from reading articles alone. It came from generous colleagues willing to share their time, insights, and networks.

An Invitation

If you’re feeling isolated in your work, reach out. Send the email. Ask for the 20-minute conversation. Be honest about what you don’t know yet.

The cost of not reaching out is higher than the risk of rejection.

The best ideas emerge in dialogue. Your research will be better for it. Mine certainly is.

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What conversations have shaped your thinking about future directions? I’d love to hear about it in the comments.

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