While acknowledging the benefit of having mentors, Herb Wagner has found that the process of being a mentor is even more educational. Teaching and guiding others forces a deeper understanding of one's own principles and provides fresh perspectives from the next generation, offering greater personal and professional growth.

Unlike most children who must be told to stop playing, some intellectually gifted children see play as a waste of time and must be actively encouraged to do it. For them, play is not an intuitive activity but a learned skill that must be intentionally developed.

When no single participant is responsible for hosting duties like providing the venue or catering, it shifts the group dynamic. This model ensures everyone can be fully present and engaged as an equal, removing the pressure and energy drain that hosting can create for one individual.

Over the same decades that children's independent play has declined, rates of youth anxiety and depression have steadily risen. Unsupervised play is crucial for developing an "internal locus of control," which allows kids to learn they can handle life’s challenges and builds resilience.

Research shows that when adults (parents, managers) use collaborative problem-solving, they don't just help the other person. The act of practicing empathy, perspective-taking, and flexible thinking strengthens these very same neurocognitive skills in themselves.

Research shows children engage in more complex, "authentic communication" when playing with peers because they are constantly negotiating and problem-solving. In contrast, adult-child interactions are often didactic and less challenging, stunting the development of sophisticated language skills.

Collier's audience choirs are a leadership model inspired by his conductor mother. The core principle is not musical skill, but 'mass permissioning'—creating a safe environment where a large group feels empowered to participate, fostering inclusivity and shared joy.

When adults intervene in children's unstructured play to "teach" them the "right" way to do things, they often strip the activity of its imaginative joy and engagement. This transforms a creative game into a boring, adult-led lesson, diminishing learning and happiness.

Unlike organized activities with fixed rules, unstructured play forces children to invent, negotiate, and adapt rules themselves. This teaches them that rules are not sacrosanct but are mutable agreements created to facilitate fun and fairness for the group.