The Quiet Warrior Podcast with Serena Low

83. Career Clarity for Introverts, Quiet Achievers & Lifelong Learners with Lucy Sattler

• Serena Low, Introvert Coach for Quiet Achievers and Quiet Warriors

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What if choosing a career didn’t have to feel overwhelming? 

What if quiet achievers, deep thinkers, and introverted students had tools designed just for them?

In this insightful episode of The Quiet Warrior Podcast, I’m joined by Lucy Sattler, a former teacher turned career practitioner and founder of Study Work Grow. Lucy has made it her mission to demystify the career decision process for young people, especially those who feel unseen or uncertain about the future.

With her calm, thoughtful approach, Lucy offers practical strategies for navigating the world of work and education as a student, jobseeker, or lifelong learner—especially if you're an introvert or someone who prefers clarity and structure over loud enthusiasm.

We explore the emotional pressure many students and parents face, how to ask better questions about what you want, and why having “one dream job” may be the wrong goal.


In this episode, we discuss:

  • The hidden challenges introverts face when planning their careers

  • Why quiet achievers often struggle to feel “ready enough” to choose a path

  • How to create space for self-discovery without rushing the process

  • Tools and frameworks for students and jobseekers to explore meaningful options

  • The role of lifelong learning in today’s changing career landscape

  • Why Lucy believes we should stop asking “What do you want to be?” and start asking “What problems do you want to help solve?”

  • Encouragement for introverted young people to find a voice in career conversations


Whether you're a student standing at a career crossroads, a jobseeker reinventing yourself, or an introverted professional supporting the next generation, this conversation is packed with reassurance, strategy, and inspiration.


Connect with Lucy Sattler:

Website: https://studyworkgrow.com.au
LinkedIn: Lucy Sattler


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This episode was edited by Aura House Productions

Speaker 1:

Hi, I'm Serena Loh. If you're used to hearing that introverts are shy, anxious, antisocial and lack good communication and leadership skills, then this podcast is for you. You're about to fall in love with the calm, introspective and profound person that you are. Discover what's fun, unique and powerful about being an introvert, and how to make the elegant transition from quiet achiever to quiet warrior in your life and work anytime you want, in more ways than you imagined possible. Welcome, welcome to the Quiet Warrior podcast. Our guest today is the founder of Study Work Grow and the creator of the Caddy Clusters. She helps young people make sense of careers and futures in a way that actually makes sense Lucy Sattler. Welcome to the Quiet Warrior podcast.

Speaker 1:

Thank you so much for having me, Serena. It's so good to have you here. Could you tell us about your background, Lucy, and how you came to be doing what you now do?

Speaker 2:

I think, like most people, I have a bit of an interesting background. So I left school and joined the military. That's where I did my university first university. Then I worked as an air traffic controller for a while, had three children, raised them, did some other bits and pieces, worked as an artist and eventually I started helping my dad, who was a careers advisor, with his business and I got hooked and really enjoyed the work. Really enjoyed helping young people think about what opportunities are out there and I found that just such an inspiring field to be involved in. That that's where I've stayed and it's now about 15 years later and I'm still here. Love that.

Speaker 1:

So what does study work grow to and what makes it unique?

Speaker 2:

Yeah, so we really focus on supporting the people who support young people. So we know that careers advisors, educators, counsellors, people who are doing that work with young people so we know that careers advisors, educators, counsellors, people who are doing that work with young people are usually very, very busy, and so Study Work Grow provides those people with lots of resources, tools, things like newsletters, anything that we can provide that will make their lives a little bit easier. Give them all of the information that they need in the one place so then they can have better conversations with young people without having to try and stay on top of all of that by themselves, because it is. It is a pretty big job, uh, and we've been doing this for a while and we really enjoy the community that we're part of with study work grow. We're a social enterprise and so we're for purpose, and we've just found that it's such a, like I said, an inspiring place to be, and that there's always more opportunity, always more things for us to do and more ways we can help.

Speaker 1:

So you are supporting the people that support the young people. And how do you help young people themselves make sense of career choices at a time when the world of work has changed so much and continues to move at a dizzying pace?

Speaker 2:

Yeah, it is moving pretty fast. I mean, the world of work is always changing and it always has changed, but I feel like lately there's been quite a rapid shift in how we do things and also a lot more talk about that in the media, and young people pick up on that. They pick up on those conversations and what's being said. Whether or not it's true, it doesn't seem to matter if the media says it enough. You know there's a cost of living crisis, all these things the young people pick up on that. How we support them is we join the dots.

Speaker 2:

So it's one thing to give young people a piece of information. It's another thing entirely to expect them to be able to interpret that information, apply it to their own context and their own situation. That's quite a tricky thing to do, particularly for young people who maybe don't have any training in career development or career management. They're just learning about so many other things themselves. They're starting to realize that they're going to have to be adults soon and they're going to have to take on all these things. So what we do is we join the dots for them and we say, okay, this is a piece of information. Here's what you might do with that piece of information or this opportunity. Here's how you can take advantage of that. Prepare for it so that they feel then confident to take those next steps and do whatever it is they need to do next.

Speaker 1:

So it sounds to me like what you're doing is being a bridge for them, helping them make sense and you said connect the dots, because they are presented with so much information every day and then to be able to apply some of that critical thinking which may not have fully formed at a young age. I think our prefrontal cortex doesn't develop till 25, right, so it can be very challenging for them to have to make big decisions at the age of 16 or 18. Even so, what you do is immensely valuable. So tell us about caddy clusters. What are these? What do they do?

Speaker 2:

So we developed the caddy career clusters out of this work that we've been doing with young people, because I found that, no matter what we did this work that we've been doing with young people, because I found that, no matter what we did, talking about jobs was very restrictive. The words that we use to describe jobs, occupations and industries. Those classification systems were developed usually quite a long time ago and for the purposes of taxation and statistics. They weren't developed for career development. So we're taking something that's been developed for quite a different purpose and then trying to use that with young people. And the language isn't, it's just not constructed in a way that will allow them to think without creating stereotypes, without bringing their assumptions about what they know about these jobs.

Speaker 2:

So we were looking for another way to classify or another taxonomy of occupations, and we couldn't find one that we were happy with, so we made our own. That's how we ended up with the six caddy career clusters, and what they do is they take this really holistic approach to how we work. So it's not just what skills do you have or not just what tasks do you do, where do you work For, for example. It's all of those things combined and we've bundled them into these six different clusters and we haven't said to people you have to be in one cluster, because we know people are diverse, they're exciting, they're dynamic, they do more than one thing in a day. So we've said to people which ones of these clusters resonate most with you, which ones don't resonate with you.

Speaker 2:

Let's stay a little bit away from those ones and then let's use that information to help us navigate a path to something that we actually enjoy and that will help us. It's giving us language we can use throughout our career. So it's not just you know, do I want to be an electrician or an accountant in that moment? Or what uni course do I want to do? It's more. Do I want to be more of a guardian or more of a linker? And then they can think a bit wider about the opportunities that are in front of them.

Speaker 1:

And how early in their school life do they get exposed to these caddy clusters? Is it in high school onwards, or do you even work with primary school-age children?

Speaker 2:

Yeah, so we don't ask.

Speaker 2:

So I mean by about the age of 11, they're starting to crystallise their vocational identity, so in other words, they're trying to make some decisions about the kinds of person that they want to be for their lives.

Speaker 2:

That doesn't happen until pretty much the end of primary school, so we don't ask them to think about which clusters they might be in until they're in secondary school. They're not really ready for that in primary. What we do say in primary school is hey, there are these six different ways of working. Why don't you try them out? Why don't you have a go at being a coordinator for the day and see if you enjoy it, see which tasks you do and you don't like? Then the next day they might come along and take the role of a guardian or take the role of a linker, and it's giving them that opportunity to, over time, as they're building that identity for themselves, start to use these clusters to tell them things about themselves and start to build a better picture of who they could be, without thinking oh, I'm someone who likes to play with trucks all day long, and so that means that I'm going to be a truck driver. They can start thinking a bit wider.

Speaker 1:

Oh, that is so helpful, Just planting that seed there of future possibilities. So do you see in your working with young people that their early interests affect their career choices? How much of this is true?

Speaker 2:

uh, I, I mean I personally I think that career development starts the. Our eventual career originates at birth. Um, which is, I know, quite a controversial thing to say, but it's obvious even in the way. They've done some studies and they've looked at things like how mothers respond to their brand-new babies and how long it will take them to pick up a crying baby, for example, and they will respond to a girl baby quicker than they'll respond to a boy baby. They will, you know, if a baby's rolled over, they'll respond quicker if it's a girl and they'll let the boy struggle for a little bit longer.

Speaker 2:

The toys that they're giving their toddlers, you know boys are given movement, they're giving things to build, girls are given dolls and tea sets and we still do these things Like, even though we know that it is really really early on building these stereotypes with our young people, we still do them. You know I have children and I bought. You know I bought my little girl a doll Like them. You know I have children and I bought. You know I bought my little girl a doll like.

Speaker 2:

You know, it's just sort of so ingrained in our culture that we do these things and we don't see how that then impacts on the choices that they make down the track. But it does, because we know that throughout primary school, girls start to remove themselves more from sport. They don't, maybe don't play soccer on the the field, and then later on in high school they're still not doing the more active things they're not taking the more active they're not picking up the trades, for example, when they're offered to them in subject selection, and all of that then manifests down the track in that there's a limited range of careers they feel that they can do. So I know it's a weird thing to say, but I think it happens at birth. But I do think that we start to dictate what our children are going to do from that really early age, and so we have to be aware of everything that we do and the potential implications of those things.

Speaker 1:

I think what you just said there, lucy, is so important for our listeners who are parents or plan to be parents to pay attention to, not so that we can condemn ourselves for choices we've made, but rather simply to be more conscious and more aware, because a lot of what we do as parents, we are simply mirroring what we have grown up with, what we are used to seeing, what we see our peers doing or our elders doing, so that's the familiar and the comfortable, so we think that's the only way to do it.

Speaker 1:

But you're saying, let's pay attention, because we are actually planting seeds, aren't we? And in a sense, we are unconsciously limiting their options, because we're steering them in a direction that we think is the default one or the acceptable one, the one that socially, nobody's going to say anything if they choose that kind of path. But if they were to do something very different from the norm, it makes us uncomfortable and we worry that they might get judged or they might not get accepted or something. There'll become some kind of pushback for them, and so we try to steer them towards safety, and so what you said there is really worth pondering on. What do you see as the disconnect between educational institutions and the industries?

Speaker 2:

So our educational systems I mean like anything they've been around for a while, and anything that's been around for a while tends to become more of a silo. So they start to it's a bit of an echo chamber People within education are talking to other people in education and there's this bit of a divide between education and then employers and industry and sometimes we see them get brought together and that's always great when that does happen. But a lot of the time educators are so busy trying to ensure our NAPLAN scores are improved and our testing, our assessment testing, is going well and they're not really thinking anymore necessarily about what that assessment means for a young person when they leave school. So is it actually preparing them with the skills they for a young person when they leave school? So is it actually preparing them with the skills they're going to need when they head to an employer? Or is it just going to improve the NAPLAN scores for the school and that kind of there's a competing priority. So because of the way we've set up these systems and over time they've developed in a way where education is designed to do things that aren't just prepare young people for the world of work. It's designed to do a whole range of things, and sometimes the skills they need to actually move into the world of work aren't the priority at all within education.

Speaker 2:

And then employers don't understand that. Employers just say, well, you've sent me young people who can't turn up on time or don't feel comfortable with a whole day of work or they might not have the communication skills that an employer is looking for. That doesn't mean the employer's right either. The employer, you know, we know employers expect an awful lot and they, you know, will say they can't find people to do their roles, but then they're often not willing to provide training or to bring up people as well. So it's not, there's one side who needs to change here. I think that we need to bring everyone to the table and go well, what do we want for our youth? Every year we're going to have another crop of young people who leave school and enter adulthood, and we want them to succeed. So what is it that we need to do as a community? To come together to ensure that our young people have opportunities, because that's for everyone's benefit.

Speaker 1:

I like this holistic approach that you are talking about, bringing everyone to the table and asking and putting the well-being the future at the centre. So how do we ensure that young people are adequately trained to prepare themselves for this world of work so that employers can find the right people to work in their businesses and the businesses can grow, the economy can grow, people can have jobs and safety and shelter and all those good things? But at the same time, you also mentioned that all these institutions, they exist in their own silo, so they have their own set of interests, their own KPIs. How do we bring them closer? What would make them want to have that conversation with each other? What would make them come to the table?

Speaker 2:

Oh, that's a really good question and I don't know that I have the answer to it. I think if I did have the answer, if anybody had the answer, we'd probably be a bit closer to solving it. I was reading a paper just this morning from the Philippines and they were talking about how, because of the way the education system has been set up, everyone is encouraged to go onto tertiary education, onto university. They have too many college grads, so there simply aren't enough jobs in the labour market for all of these college graduates and they don't have enough people to do other roles, vocational roles. So there's been this mismatch there and it's causing these quite large issues. People are leaving university with debt that they don't necessarily need and they can't find employment. So it is to everyone's benefit that we come to the table and work this out, but at the same time, I don't know, as though there's an easy solution.

Speaker 2:

Often, you'll see, the government will say we need to bring everyone together and that's great, but then they'll provide incentives, maybe for apprenticeships or traineeships. But I do think that it's probably going to take a larger conversation and more people saying no. No. This is for the benefit of all of us that we have a thriving youth. We have thriving young people in our society. What do we need to do to make that happen? And it will take systemic change and and a wider viewpoint, rather than just let's fund some more apprenticeships, I think.

Speaker 1:

Yes, I think that one sounds more like a quick fix that on paper, may look good, but we're thinking of sustainability, we're thinking of future cohorts of young people, we're thinking of an economy that's going to keep changing and, with AI being at the front of all this, how is this impacting jobs and young people's career choices and their optimism for the future?

Speaker 2:

We see new technology come along every few years within the world of work, and right now we're dealing with AI. Lots of people will say they feel like AI is different, and I would agree. I think that this AI, the changes that AI is bringing to the workforce, are very rapid and they're very different to what we've seen in the past, which makes sense because the speed of things is changing is going faster all the time, and we do need to be aware of that and talking about it with young people. You hear a lot of these people saying oh, we're not going to need humans anymore because AI is going to be able to do all the jobs. And I think well, you know we've said those same words throughout. You know the last four centuries since we've been building machines oh, we're going to build this machine or we're going to build this system and we won't need humans anymore.

Speaker 2:

I was reading an article the other day that was talking about when everyone has a computer. We'll all be able to sit in our armchairs or by the beach all day long and the computers will do all of the work for us. So I don't think that we're going to suddenly see a world in which we don't have the opportunity to work anymore, a world in which we don't have to or don't, you know, don't have the opportunity to work anymore. What I do think is that AI will actually create probably different roles and more roles, and that's what we've seen with any technological advancement is it does tend to create more opportunity than it takes away, and the opportunities that it takes away are usually the repetitive things. Nobody likes data entry. You know. There are some pretty simple tasks that AI can handle for us that I'm quite glad to see the back of. What AI does allow us to do, then, is to do more critical thinking, more innovation, more creativity. What else can I do now that I don't have to spend hours and hours and hours on these automated, you know, repetitive tasks?

Speaker 2:

There are companies out there who are using AI to sequence DNA, and that is a task that used to be undertaken in three years or four years by a PhD student to do on strand. They can now do it in minutes, and that that means that then that PhD student, instead of spending three or four years of their lives just doing this one task, can then think about what else is possible. They've got all of this extra time that they didn't have before. So I don't think that AI will completely, you know destroy jobs.

Speaker 2:

That being said, we are seeing a lot of companies, particularly in the tech space, laying off staff as they're looking to automate things, and I don't think that means that we're not going to need people in IT. We need more people than ever in IT. The, you know, future Skills Organisation in Australia is saying we need 60,000 extra IT workers. So it just is maybe going to require a rethink for young people in terms of, okay, well, that was a job that five years ago, I thought I might be able to do. I can still go do something similar, but it just might be the more advanced version, or a slightly different version, or a more people-focused version, or something, rather than a complete rethink.

Speaker 1:

And I think not every young person will have the capacity to think along those lines, I think even just the you know, early on in this conversation we talked about how they have so many other things to think about, you know, to worry about, to adjust to in going through adolescence and, you know, making this transition into adulthood.

Speaker 1:

So already they are facing, let's say, mental, emotional challenges, physiological changes, you know, changes in their relationships, which affects their mental state as well and their sense of stability. And then we add you know this one more thing that everything their parents and their teachers are telling them could be completely wrong tomorrow by the time they step out into the workforce, right by the time they finish year 12 or university. So that means they have to be taking self-responsibility as well, to be on the lookout, to be proactive in taking charge of their own career, but at the same time, with support from career professionals like yourself, guiding them and helping them make those informed choices. It's actually a lot for young people to work out. So what's the best thing they can do in these current times to equip themselves adequately, knowing that things can change so fast that their degree could be obsolete by the time they've graduated?

Speaker 2:

I think that the adults in the room have a role to play in this. Sometimes, when I'm speaking with young people lately, there is that sense of despondency and almost like a feeling like, oh well, what's the point? You know, if AI is going to take my job anyway, what's the point? Are there going to be any jobs? I have had conversations recently with young people where they've said that to me they were interested in hardware development, so building robotics and amazing machines. I don't really understand that sort of thing. And they were in a room full of these machines telling me, well, there's not going to be a job for me because AI is going to be able to do it.

Speaker 2:

And I think that requires adults in the room to have a bit of calm and to not, you know, stoke the flames of that fear and tell them oh yes, ai is going to take your jobs and you know, here's the jobs you definitely shouldn't start into because of AI is going to take them all and just go. Well, you know we're still going to have people around, we're still going to need things. And you know AI isn't capable of building hardware, it isn't capable of developing the ideas behind it. Maybe we can create factories that have done it once, somebody's created a prototype, but we're still going to need those people in the system. So, you know, that's where the adults in the room need to be calm and measured and reassure those young people that even if the you know, the plan that they had had looks like maybe that's not going to be, you know, required in the same way in the future, there will be other opportunities and that together we have to help them find or think about those things and remain open to them.

Speaker 1:

That calls for a kind of mental agility to keep up with your daily life and its requirements and at the same time looking ahead into the future and projecting or predicting what could or could not happen, and then again making those pivots as you go. So, basically, there is no clear-cut path, there is no linear path, there is no progress map or, you know, journey that they can plan with any certainty, because things can change so fast now. So it's also staying ahead of the technology curve. It's keeping themselves informed, knowing the broader trends, knowing what's happening around them, scanning the environment, but at the same time staying hopeful and looking for those opportunities. It sounds to me like that's what you're saying.

Speaker 2:

Yeah, and it's very difficult because there are lots of young people who are capable of all of those things, but there are also lots of young people who might struggle with those things. They might come from a different background, they might not have the same skills or skill development, they might not have had access to the same sort of education. And there is that risk that you know, without a system which you know goes out of its way to provide opportunities for every young person and ensure that every young person who wants to work can do that, that those young people will be left behind if they can't keep up. You know that's where the education system needs to step up and they are doing a great job of that teaching all young people critical thinking and innovation and communication. That is a focus and you know there are not-for-profits out there and there are industry bodies out there who are providing, going out of their way to provide entry opportunities for people who don't have university degrees and, you know, maybe have been more disadvantaged in life.

Speaker 2:

But we do need to be aware of that because, as you said, you know we can no longer expect to leave school, walk into a job and stay in that job, be paid well and securely for 50 years and then retire Like that doesn't exist. I don't know if it ever existed for more than a few. You know, that's sort of the rosy picture that we have of the past, of the 1960s, but I don't know if that actually was as widespread as we sort of imagine it to be. But it won't be the way of the future. We will all need to take more responsibility for our careers and to navigate and control them throughout our lives. And you know, part of that work, the work that I do, is, you know, trying to help young people to develop the skills so that they can proactively manage their own careers, rather than waiting for someone to come and give them a job or come on, you know, to provide those opportunities for them.

Speaker 1:

Yes, so it's again a whole of community approach. So each person has to take responsibility for themselves in managing their own career path and ideally, their parents, the authority figures, the family is able to support them with access to resources, with good advice, with perhaps connecting them or mentoring them in some way. And then the educators will also need to stay on top of all the changes that are happening, while also meeting their own organizational targets and milestones. And then there's industry's role in making it possible for young people to receive the training that they need that enables them to seamlessly enter the workforce and stay there. So that's a lot of collaboration that's required across the community, and, of course, we need support from the government too. So, speaking specifically to the listeners, who are quiet achievers and introverts, what are some strategies for how to navigate change while going through this time as a young person?

Speaker 2:

That's a really good question. I think, like I see myself as an introvert, as someone who's a little bit quieter. I think that for those of us who are quieter, we are going to need to learn to some extent to find our voice within our professional spaces without losing that I don't know, I can't think of another word the quietness that makes us who we are. So I like being a quiet person. I'm okay with being a quiet person and that's quite an important part of how I see myself is that I'm not someone who wants to have a lot of attention. When I'm in a space, I don't need to be the loudest voice in the room, but I have had to learn over time to be able to speak up for what I believe in and to make sure that, just because I'm quiet, that doesn't mean that I'm ignored, and that maybe is something that people who do see themselves as more introverted are going to need to take on board.

Speaker 2:

I sometimes say that I have two personalities, two personas. So I have the normal Lucy, who is quite quiet and reserved, but then I've developed the ability to, when I'm in a professional space, sometimes speak out, be a little bit more confident, put my voice forward a bit more frequently, and it's my husband calls it customer service Lucy, that's the term he uses and that allows me, by giving myself permission to have that alternate persona and yet not making that change who I am that allows me to take on the roles that I need to take on in those professional spaces, do the things that I need to do, because I think that the work that I'm doing is important, and if I believe in the work that I'm doing, so I need to speak up for that work. And if I don't, then that's not a good thing if I choose not to do that because I find myself to be quite quiet. So it is a battle, and it's one that's ongoing, but I think it's worth putting the investment in the time and the energy to try and do that yourself.

Speaker 1:

I love that contrast between regular Lucy and customer service Lucy, and I think we all need, those of us who are quiet, that alternate persona that still feels real for us. It's just a slightly more amplified version and I like how you tied it into your purpose as well, and you said that if you don't do that, if you don't speak up for the things you believe in, that's not good because it affects other people. Somebody else could get deprived of an opportunity or a new way of thinking or a pathway because you didn't get to share your voice. So you said speaking up more frequently, you said allowing your voice to be heard, and I guess that also means projecting outwards that inner conviction that all quiet achievers have, that we know that what we are doing is meaningful, it has its purpose and we don't want to let our quiet nature stand in the way of that because something bigger is at stake. So when it's tied to purpose, I've noticed that a lot of introverts and quiet achievers suddenly lose that hesitation. It's when it's tied to a good cause.

Speaker 2:

It makes sense, right, because we're talking about something that we're passionate about. I don't feel like, as a quiet achiever, I don't feel like we need to become like an extroverted person. I think that there is definitely space for our voices to be heard still in our own ways. I think that there is definitely space for our voices to be heard still in our own ways when I speak. I'm still not someone who's really loud on the stage and, you know, super into it. I still am quite quiet and reserved in how I speak and people accept that. People know, you know, and in some respects I find that people are willing to listen more because I'm not trying to impose myself upon them. I'm just speaking about what I care about, and that's something that, as a quiet achiever, we can have. We can, we, you know we can. When we do speak, we people listen to us because they know that whatever we have to say is important.

Speaker 1:

Yes, and that is one of the superpowers of being the quiet achiever, and I love how you have articulated so beautifully that ability to flex between the two states. So most of the time, we may be the quiet achiever, deep thinking, introspective and maybe solitary with our thoughts, but then, when the right time comes, when there is a challenge that we need to rise up to, we can become the quiet warrior. We can speak up, we can let our voice be heard, we can share passionately and with conviction about the things that we care about and that are important because they affect other people too. So that is a beautiful way to finish off, and my final question to you, lucy, is what's the best way for people to connect with you and engage the services of Study Work Rule.

Speaker 2:

Sure, so I'm on LinkedIn. You can find me at Lucy just search for Lucy Sattler and I'll probably come up. I have a newsletter that I publish every couple of weeks and I find that that's been a really nice space for me. I like writing because I don't have to speak, so that's a really nice thing that you can do if you'd like to subscribe to the newsletter and if you're interested in the work we do at Study Work Grow just Google Study Work Grow because we'll come up and you can read about our programs and our resources and maybe subscribe to our newsletter and see if there's anything there that you might like to use for yourself Fantastic.

Speaker 1:

Thank you so much, lucy Sattler, for sharing your wisdom with us today. Thank you for having me. If you've enjoyed this conversation and want more content like this, make sure to leave a five-star rating and review so the Quiet Warrior podcast can reach more introverts around the world. See you on the next episode. I'm so grateful that you're here today. If you found this content valuable, please share it on your social media channels and subscribe to the show on your favorite listening platform. Together, we can help more introverts thrive. To receive more uplifting content like this, connect with me on Instagram at Serena Lo Quiet Warrior Coach. Thank you for sharing your time and your energy with me. See you on the next episode.