Senior Fellow, The ChildTrauma Academy; Adjunct Professor, Department of Psychiatry and Behavioral Sciences, Feinberg School of Medicine, Northwestern University; Co-Author, The Boy Who Was Raised As a Dog (2017), A Child's Loss: Helping Children Exposed to Traumatic Death (2013), and Born for Love: Why Empathy Is Essential -- and Endangered (2011); Author of the multimedia book, BRIEF: Reflections on Childhood, Trauma, and Society (2013)

Pediatrician; Surgeon General of California; Founder, Center for Youth Wellness; Member of the Advisory Committee for Project Resilience with the American Academy of Pediatrics; Former Member of the Post-Doctoral and Graduate Medical Education Committees, Stanford University Medical Center; Winner of the Heinz Award for the Human Condition from the Heinz Foundation; Author, The Deepest Well: Healing the Long-Term Effects of Childhood Adversity (2018)

Founding Co-Director, Mindful Awareness Research Center; Faculty, Center for Culture, Brain, and Development; Clinical Professor of Psychiatry, School of Medicine, University of California, Los Angeles; Contributor, Greater Good Magazine, Greater Good Science Center, University of California, Berkeley; Distinguished Fellow, American Psychiatric Association; Author, The Developing Mind: How Relationships and the Brain Interact to Shape Who We Are (2020, 3rd Edition), Mind, Consciousness, and Well-Being (2020), and The Power of Showing Up (2020); Co-Author, The Yes Brain: How to Cultivate Courage, Curiosity, and Resilience in Your Child (2018)

Licensed and Board-Certified Behavior Analyst; Special Educator; Consultant; Blogger, The Huffington Post; Author, “Helping Anxious Kids Move Forward” (2017, Educational Leadership), The Behavior Code Companion: Strategies, Tools, and Interventions for Supporting Students With Anxiety-Related or Oppositional Behaviors (2014), and “Building Positive Relationships With Students Struggling With Mental Health” (2019, Phi Delta Kappan); Co-Author, "A Skill-Building Approach to Reducing Student’s Anxiety and Challenging Behavior" (2022, Phi Delta Kappan) and The Behavior Code: A Practical Guide to Understanding and Teaching the Most Challenging Students (2012)

Director, USC Center for Affective Neuroscience, Development, Learning, and Education (CANDLE) who has been studying and monitoring the brains of effective teachers to see how they connect with and motivate their students; Professor of Education, USC Rossier School of Education; Professor of Psychology, Brain, and Creativity Institute; Faculty, Neuroscience Graduate Program, University of Southern California; Member of the Council of Distinguished Scientists at the National Commission on Social, Emotional, and Academic Development, Aspen Institute; Past President, IMBES (International Mind, Brain and Education Society); Recipient of the 2008 Transforming Education Through Neuroscience Award from the Learning & the Brain Foundation and IMBES; Author, Emotions, Learning, and the Brain: Exploring the Educational Implications of Affective Neuroscience (2015); Co-Author, “Understanding Emotional Thought Can Transform Educators’ Understanding of How Students Learn” (2020, Educational Neuroscience), “Building Meaning Builds Teens’ Brains” (2020, Educational Leadership), “The Brain Basis for Integrated Social, Emotional, and Academic Development” (2018, Aspen Institute), and "Embodied Brains, Social Minds, Cultural Meaning: Integrating Neuroscientific and Educational Research on Social-Affective Development (2017, American Educational Research Journal)

Child and Adolescent Psychiatrist; Founder and Senior Science Advisor, Turnaround for Children; Governing Partner, Science of Learning and Development Alliance; Member, Brookings Institution's Task Force on "Next Generation Community Schools"; Commissioner, "Learning 2025 Commission" of the American Association of School Superintendents; Author, Whole-Child Development, Learning, and Thriving: A Dynamic Systems Approach (2021); Co-Author, "Drivers of Human Development: How Relationships and Context Shape Learning and Development" (2018, Applied Developmental Science); Co-Editor, The Science of Learning and Development (2021)

Psychologist; Clinician; Consultant; Educator; Co-Founder, Challenge Success, a project at the Stanford University School of Education; Author, Ready or Not: Preparing Our Kids to Thrive in an Uncertain World (Forthcoming), Teach Your Children Well: Parenting for Authentic Success (2012), and The Price of Privilege (2006)

Clinical Psychologist; Adjunct Associate Professor, Department of Psychology, Virginia Tech; Adjunct Professor, Faculty of Science, University of Technology in Sydney, Australia; Former Faculty, Harvard Medical School; Founder/Director, Lives in the Balance, which recently released finding from it's "Parenting in a Pandemic" Survey that found parents of children with behavioral issues have been fairing much worse than parents as a whole; Executive Producer of the documentary The Kids We Lose, Winner of the Best Feature Documentary Award at the 2018 New Hampshire Film Festival, the 2019 Women's Film Festival in Philadelphia, and the 2019 Los Angeles Women's International Film Festival; Author, The Explosive Child (2021, 6th Edition), Raising Human Beings: Creating a Collaborative Partnership With Your Child (2016), Lost and Found: Helping Behaviorally Challenging Students (and, While You're At It, All the Others) (2016), and Lost at School: Why Our Kids With Behavioral Challenges Are Falling Through the Cracks and How We Can Help Them (2008)

Professor, Department of Population, Family and Reproductive Health; Director, Child and Adolescent Health Measurement Initiative, Bloomberg School of Public Health, Johns Hopkins University; Founding Member of the Campaign for Trauma Informed Policy and Practice; Member of the American Academy of Pediatrics National Advisory Board on Screening; Director, the National Data Resource Center for Child and Adolescent Health; Co-Author, "Physical Distancing With Social Connectedness" (2020, The Annals of Family Medicine) and "Family Resilience and Connection Promotes Flourishing Among US Children, Even Amidst Adversity" (2019, Health Affairs)

Sociologist; Senior Fellow, Greater Good Science Center, University of California, Berkeley; Author, The New Adolescence: Raising Happy and Successful Teens in an Age of Anxiety and Distraction (Forthcoming, 2020), The Sweet Spot: How to Find Your Groove at Home and Work (2015), and Raising Happiness: 10 Simple Steps for More Joyful Kids and Happier Parents (2011)

Ready or Not: Preparing Our Children to Thrive in an Anxious, Uncertain World

Psychologist; Clinician; Consultant; Educator; Co-Founder, Challenge Success, a project at the Stanford University School of Education; Author, Ready or Not: Preparing Our Kids to Thrive in an Uncertain World (Forthcoming), Teach Your Children Well: Parenting for Authentic Success (2012), and The Price of Privilege (2006)

Proactive Solutions for Challenging Children: Moving From Power and Control to Collaboration and Problem Solving

Clinical Psychologist; Adjunct Associate Professor, Department of Psychology, Virginia Tech; Adjunct Professor, Faculty of Science, University of Technology in Sydney, Australia; Former Faculty, Harvard Medical School; Founder/Director, Lives in the Balance, which recently released finding from it's "Parenting in a Pandemic" Survey that found parents of children with behavioral issues have been fairing much worse than parents as a whole; Executive Producer of the documentary The Kids We Lose, Winner of the Best Feature Documentary Award at the 2018 New Hampshire Film Festival, the 2019 Women's Film Festival in Philadelphia, and the 2019 Los Angeles Women's International Film Festival; Author, The Explosive Child (2021, 6th Edition), Raising Human Beings: Creating a Collaborative Partnership With Your Child (2016), Lost and Found: Helping Behaviorally Challenging Students (and, While You're At It, All the Others) (2016), and Lost at School: Why Our Kids With Behavioral Challenges Are Falling Through the Cracks and How We Can Help Them (2008)

Raising Joyful Children in a Stressful World

Child and Adolescent Psychotherapist; Parenting Expert; Founder of “Girls Can!”, an empowerment group for girls between ages 5-11; Author, The Depression Workbook for Teens: Tools to Improve Your Mood, Build Self-Esteem, and Stay Motivated (2019) and The Happy Kid Handbook: How to Raise Joyful Children in a Stressful World (2015)

The Power of Showing Up: How Teacher and Parental Presence Shape Who Our Children Become and How Their Brains Get Wired

Founding Co-Director, Mindful Awareness Research Center; Faculty, Center for Culture, Brain, and Development; Clinical Professor of Psychiatry, School of Medicine, University of California, Los Angeles; Contributor, Greater Good Magazine, Greater Good Science Center, University of California, Berkeley; Distinguished Fellow, American Psychiatric Association; Author, The Developing Mind: How Relationships and the Brain Interact to Shape Who We Are (2020, 3rd Edition), Mind, Consciousness, and Well-Being (2020), and The Power of Showing Up (2020); Co-Author, The Yes Brain: How to Cultivate Courage, Curiosity, and Resilience in Your Child (2018)

Parenting the Stress-Resilient Child: Building Skills in the Era of Stress and Media Mess

Clinical Professor, Department of Psychology and Department of Psychiatry and Behavioral Sciences, University of Washington; Author, Getting to Calm: Cool-Headed Strategies for Parenting Tweens + Teens - Updated and Expanded (2018), Wise Minded Parenting: 7 Essentials for Raising Successful Tweens + Teens (2013), and The Launching Years: Strategies for Parenting from Senior Year to College Life (2002)

Surviving Anxiety: Helping Children, Teens, and Teachers Overcome Fear and Worry

Licensed Psychotherapist; Certified Diplomat in Cognitive-Behavioral Therapy; Expert in anxiety disorders; Co-Author, A Teen's Guide to Getting Stuff Done: Discover Your Procrastination Type, Stop Putting Things Off, and Reach Your Goals (2017), Don't Feed the Monkey Mind: How to Stop the Cycle of Anxiety, Fear, and Worry (2017), The Anxiety Survival Guide for Teens: CBT Skills to Overcome Fear, Worry, and Panic (2015), and The Shyness and Social Anxiety Workbook for Teens: CBT and ACT Skills to Help You Build Social Confidence (2012)

Risk and Resilience: Helping Children Thrive in a World Focused on Success

Foundation Professor of Psychology, Arizona State University; Professor Emerita, Teachers College, Columbia University; Former Faculty, Yale Child Study Center, Yale University; Founder and Executive Director, Authentic Connections; Co-Author, “How Can You Help Children Thrive in a World Focused on Success?” (2019, Wealth of Wisdom), “Complexities in Adjustment Patterns Among ‘The Best and The Brightest’: Risk and Resilience in the Context of High-Achieving Schools” (2019, Research in Human Development), and “Youth in High-Achieving Schools: Challenges to Mental Health and Directions for Evidence-Based Interventions” (2018, Handbook of School-Based Mental Health Promotion)

Risk and Resilience: Helping Children Thrive in a World Focused on Success

Chief Executive Officer, Authentic Connections; Co-Author, “How Can You Help Children Thrive in a World Focused on Success?” (2019, Wealth of Wisdom)

The Deepest Well: Healing the Long-Term Effects of Childhood Adversity

Pediatrician; Surgeon General of California; Founder, Center for Youth Wellness; Member of the Advisory Committee for Project Resilience with the American Academy of Pediatrics; Former Member of the Post-Doctoral and Graduate Medical Education Committees, Stanford University Medical Center; Winner of the Heinz Award for the Human Condition from the Heinz Foundation; Author, The Deepest Well: Healing the Long-Term Effects of Childhood Adversity (2018)

The Impact of Trauma and Neglect on the Developing Child

Senior Fellow, The ChildTrauma Academy; Adjunct Professor, Department of Psychiatry and Behavioral Sciences, Feinberg School of Medicine, Northwestern University; Co-Author, The Boy Who Was Raised As a Dog (2017), A Child's Loss: Helping Children Exposed to Traumatic Death (2013), and Born for Love: Why Empathy Is Essential -- and Endangered (2011); Author of the multimedia book, BRIEF: Reflections on Childhood, Trauma, and Society (2013)

Whole Child Development: Dynamics of Trauma, Stress, and Complex Skill Development

Child and Adolescent Psychiatrist; Founder and Senior Science Advisor, Turnaround for Children; Governing Partner, Science of Learning and Development Alliance; Member, Brookings Institution's Task Force on "Next Generation Community Schools"; Commissioner, "Learning 2025 Commission" of the American Association of School Superintendents; Author, Whole-Child Development, Learning, and Thriving: A Dynamic Systems Approach (2021); Co-Author, "Drivers of Human Development: How Relationships and Context Shape Learning and Development" (2018, Applied Developmental Science); Co-Editor, The Science of Learning and Development (2021)

The Neuroscience of Adversity and Achievement: Implications for Education

Clinical Psychologist; Assistant Professor of Psychology, Harvard University; Co-Author, “Altered Development of Hippocampus-Dependent Associative Learning Following Early-Life Adversity” (2019, Developmental Cognitive Neuroscience) and “Neurobiological Models of the Impact of Adversity on Education” (2016, Current Opinion in Behavioral Sciences)

Stress, Trauma, and Resiliency: Strategies for Classroom Success

Associate Professor, Arizona Christian University; Author, 17 Things Resilient Teachers Do: (And 4 Things They Hardly Ever Do) (2020), Retraining New Teachers (2015), and Battling Boredom (2010); Co-Author, The Resilient School Leader (2023, Routledge Eye on Education), Battling Boredom, Part 2 (2018), and 75 Quick and Easy Solutions to Common Classroom Disruptions (2013)

Trauma-Informed Classroom Management: Succeeding with Challenging Students

Executive Director, Conscious Teaching, LLC; Education Consultant; Instructional Coach; Award-Winning Teacher; Professional Development Coordinator; Served in schools as a Beginning Teacher Support and Assessment Coordinator, Literacy Coach, Curriculum Specialist, and Mentor Teacher; Co-Author, Yeah, But What About This Kid? Tier 3 Behavior Interventions That Work (2019) and Conscious Classroom Management: Unlocking the Secrets of Great Teaching  (2016, 2nd Edition), and Picture This: Visuals and Rubrics to Teach Procedures, Save Your Voice, and Love Your Students (2011)

Rethinking Stress: Leveraging Mindset to Engage with Stress

Interdisciplinary Graduate Fellow, Mind, Brain, and Body Lab, Department of Psychology, Stanford University; Co-Author, "Making Mindset Matter" (2017, The BMJ)

Rewiring the Anxious Brain: Using Neuroscience to Reduce Fear, Anxiety, and Worry

Licensed Clinical Psychologist; Chair, Psychology Deparment, Saint Mary's College; Co-Author, Rewire Your Anxious Brain: How to Use the Neuroscience of Fear to End Anxiety, Panic, and Worry (2015)

Beyond Behavior: Using Brain Science to Reduce Anxiety, Toxic Stress, and Behavioral Challenges

Clinical and Consulting Pediatric Psychologist; Senior Faculty Member, Profectum Foundation; Former Faculty Member, Early Intervention Training Institute (EITI) of the Los Angeles Child Guidance Clinic; Trainer to the Los Angeles County Department of Mental Health; Author, Brain-Body Parenting: How to Stop Managing Behavior and Start Raising Joyful, Resilient Kids (2022), Beyond Behaviors: Using Brain Science and Compassion to Understand and Solve Children's Behavioral Challenges (2019), and Social and Emotional Development in Early Intervention (2017)

Practical Strategies for Reducing Anxiety and Defiant Behavior in the Classroom

Licensed and Board-Certified Behavior Analyst; Special Educator; Consultant; Blogger, The Huffington Post; Author, “Helping Anxious Kids Move Forward” (2017, Educational Leadership), The Behavior Code Companion: Strategies, Tools, and Interventions for Supporting Students With Anxiety-Related or Oppositional Behaviors (2014), and “Building Positive Relationships With Students Struggling With Mental Health” (2019, Phi Delta Kappan); Co-Author, "A Skill-Building Approach to Reducing Student’s Anxiety and Challenging Behavior" (2022, Phi Delta Kappan) and The Behavior Code: A Practical Guide to Understanding and Teaching the Most Challenging Students (2012)

Coping Skills for Children: Dealing with Stress, Anxiety, and Anger

Licensed Mental Health Counselor; Founder, Encourage Play LLC; Founder/CEO, Coping Skills for Kids; Former School Adjustment Counselor; Host, Calm & Connected Podcast; Author, Coping Skills for Teens Workbook: 60 Helpful Ways to Deal With Stress, Anxiety, and Anger (2020), Social Skills for Kids: Over 75 Fun Games & Activities for Building Better Relationships, Problem Solving and Improving Communication (2018), and Coping Skills for Kids Workbook: Over 75 Coping Strategies to Help Kids Deal With Stress, Anxiety, and Anger (2016)

Stress on the Rise and the Pivot: Stress Reduction, Empathy, and Problem-Solving

Clinical Professor, Department of Psychology and Department of Psychiatry and Behavioral Sciences, University of Washington; Author, Getting to Calm: Cool-Headed Strategies for Parenting Tweens + Teens - Updated and Expanded (2018), Wise Minded Parenting: 7 Essentials for Raising Successful Tweens + Teens (2013), and The Launching Years: Strategies for Parenting from Senior Year to College Life (2002)

The Science of Stress: Promoting Teacher's Stress Reduction and Wellbeing

Chief Development Officer, CharacterStrong; Scientist; Psychologist; Former Middle School Math Teacher; Former Professor and Researcher at University of Minnesota, University of Washington, and Louisiana State University, who studied well-being, resilience, social-emotional learning, and youth mental health; Co-Author, "PurposeFull People SEL and Character Education Program" (2023, School Mental Health), “Brief School-Based Interventions Targeting Student Mental Health and Well-Being” (2023, PsyArXiv), “Strategies to Enhance Affective Engagement” (2020, Student Engagement), and “Brief Teacher Training Improves Student Behavior and Student-Teacher Relationships in MIddle School” (2019, School Psychology)

Things Resilient Teachers Do (and the Things They Hardly Ever Do)

Associate Professor, Arizona Christian University; Author, 17 Things Resilient Teachers Do: (And 4 Things They Hardly Ever Do) (2020), Retraining New Teachers (2015), and Battling Boredom (2010); Co-Author, The Resilient School Leader (2023, Routledge Eye on Education), Battling Boredom, Part 2 (2018), and 75 Quick and Easy Solutions to Common Classroom Disruptions (2013)

Stress Management for Teachers

Counseling Psychology, College of Education, University of Missouri; Co-Author, “Single-Item Teacher Stress and Coping Measures: Concurrent and Predictive Validity and Sensitivity to Change” (2019, Journal of School Psychology), “Does Child Likeability Mediate the Link Between Academic Competence and Depressive Symptoms in Early Elementary School?” (2019, Child Development), “Empirically Derived Profiles of Teacher Stress, Burnout, Self-Efficacy, and Coping and Associated Student Outcomes” (2017, Journal of Positive Behavior Interventions); and “The Role of the Perceptions of School Climate and Teacher Victimization by Students” (2017, Journal of Interpersonal Violence)

Anxiety Disorders on College Campuses: The New Epidemic

Distinguished Professor Emeritus of Health Economics and Public Policy, School of Public Health and Goldman School of Public Policy; Director, The Global Center for Health and Economic Policy Research; Professor of the Graduate School, University of California, Berkeley; Endowed Chair Emeritus in Health Care Markets and Consumer Welfare, Attorney General of the State of California

The New Adolescence: Raising Successful Teens in an Age of Anxiety and Distraction

Sociologist; Senior Fellow, Greater Good Science Center, University of California, Berkeley; Author, The New Adolescence: Raising Happy and Successful Teens in an Age of Anxiety and Distraction (Forthcoming, 2020), The Sweet Spot: How to Find Your Groove at Home and Work (2015), and Raising Happiness: 10 Simple Steps for More Joyful Kids and Happier Parents (2011)

Brainstorm: Anxiety, Technology, and Mindfulness in the Teen Brain

Founding Co-Director, Mindful Awareness Research Center; Faculty, Center for Culture, Brain, and Development; Clinical Professor of Psychiatry, School of Medicine, University of California, Los Angeles; Contributor, Greater Good Magazine, Greater Good Science Center, University of California, Berkeley; Distinguished Fellow, American Psychiatric Association; Author, The Developing Mind: How Relationships and the Brain Interact to Shape Who We Are (2020, 3rd Edition), Mind, Consciousness, and Well-Being (2020), and The Power of Showing Up (2020); Co-Author, The Yes Brain: How to Cultivate Courage, Curiosity, and Resilience in Your Child (2018)

Embodied Brains, Social Minds, and Cultural Meaning: The Effects of Community Violence Exposure on Urban Adolescents’ Brain Development

Director, USC Center for Affective Neuroscience, Development, Learning, and Education (CANDLE) who has been studying and monitoring the brains of effective teachers to see how they connect with and motivate their students; Professor of Education, USC Rossier School of Education; Professor of Psychology, Brain, and Creativity Institute; Faculty, Neuroscience Graduate Program, University of Southern California; Member of the Council of Distinguished Scientists at the National Commission on Social, Emotional, and Academic Development, Aspen Institute; Past President, IMBES (International Mind, Brain and Education Society); Recipient of the 2008 Transforming Education Through Neuroscience Award from the Learning & the Brain Foundation and IMBES; Author, Emotions, Learning, and the Brain: Exploring the Educational Implications of Affective Neuroscience (2015); Co-Author, “Understanding Emotional Thought Can Transform Educators’ Understanding of How Students Learn” (2020, Educational Neuroscience), “Building Meaning Builds Teens’ Brains” (2020, Educational Leadership), “The Brain Basis for Integrated Social, Emotional, and Academic Development” (2018, Aspen Institute), and "Embodied Brains, Social Minds, Cultural Meaning: Integrating Neuroscientific and Educational Research on Social-Affective Development (2017, American Educational Research Journal)

Cultivating Youth Resilience to Adversity: Preventing Bullying (and Cyberbullying) and Improving School Climate

Co-Director, Cyberbullying Research Center; Professor of Criminal Justice, Department of Political Science, University of Wisconsin-Eau Claire; Co-Author, “Cultivating Youth Resilience to Prevent Bullying and Cyberbullying Victimization” (2017, Child Abuse and Neglect), Bullying Today: Bullet Points and Best Practices (2016), School Climate 2.0 (2012), and Bullying Beyond the Schoolyard (2009)

Stressful Schools, Mindful Teachers

Associate Education Director, Greater Good Science Center, University of California, Berkeley; Key Developer on UC Berkeley’s Greater Good in Education website; Author, Surviving Teacher Burnout: A Weekly Guide to Build Resilience, Deal With Emotional Exhaustion, and Stay Inspired in the Classroom (2022); Co-Author, “The Mindful Teacher: Translating Research into Daily Wellbeing” (2018, The Clearing House Journal)

Growing Up Mindful in a Stressed-Out World

Psychotherapist; Educational Consultant; Lecturer in Psychiatry, Harvard Medical School; Board Member, The Institute for Meditation and Psychotherapy; Author, Raising Resilience, Growing Up Mindful: Essential Practices to Help Children, Teens, and Families Find Balance, Calm, and Resilience (2016) and Mindfulness for Teen Anxiety (2014); Co-Author, Breathing Makes It Better: A Book for Sad Days, Mad Days, Glad Days, and All the Feelings In-Between (2019) and The Mindfulness Matters Program for Children and Adolescents: Strategies, Activities, and Techniques for Therapists and Teachers (2019)

Trauma-Sensitive Mindfulness for Youth

Psychologist; Educator; Trauma Professional; Founder of the Trauma-Sensitive Mindfulness (TSM) Community; Visiting Scholar, Brown University; Lecturer on trauma-sensitive mindfulness at the University of California, Los Angeles (UCLA) and the Center for Mindfulness at the University of Massachusetts Medical School; Author, Trauma-Sensitive Mindfulness: Practices for Safe and Transformative Healing (2018)

A Biopsychosocial Perspective on Trauma, Learning, and Mindful Healing in Urban Populations

Neuroscientist; Learning Scientist; Post-Doctoral Fellow, Neurology in Complimentary Alternative Medicine, Oregon Health Science University; Mindfulness and Yoga Instructor; Founder, MindHeart Consulting; Former Graduate Student/Researcher, David Geffen Medical School and the Semel Institute for Neuroscience and Human Behavior, University of California, Los Angeles, where she examined the impact of mindfulness-based practices on the relationship between student behavior, wellbeing, and emotion regulation in low-SES K-12 settings

Co-Founder and Chief Culture Coach, Thriving YOUniversity; Former Teacher, Principal, and County Office Administrator with expertise in reaching and teaching at-promise youth; Consultant; Professional Learning Designer and Facilitator

Co-Founder and Lead Learner Coach, Thriving YOUniversity; A California League of Schools' Teacher of the Year

Co-Founder and Chief Empowerment Officer, Thriving YOUniversity; Certified Life Coach; Consultant; Professional Learning Designer and Facilitator; Former Principal; Former Senior Consultant, Collaborative Learning Solutions; Awarded Teacher of the Year and Principal of the Year; Passionately committed to empowering individuals and organizations to THRIVE

Building Resilience and Executive Function in Adversity: The Role of Parents, Teachers, and Peers

Associate Professor, Developmental and Psychological Sciences Program; Director, Stanford Project for Adaptation and Resilience in Kids, Stanford Graduate School of Education; Co-Author, "Emotional Behavior Problems, Parent Emotion Socialization, and Gender as Determinants of Teacher-Child Closeness" (2017, Early Education and Development)

Establishing Classroom Greetings and Positive Teacher-Student Relationships

Chief Development Officer, CharacterStrong; Scientist; Psychologist; Former Middle School Math Teacher; Former Professor and Researcher at University of Minnesota, University of Washington, and Louisiana State University, who studied well-being, resilience, social-emotional learning, and youth mental health; Co-Author, "PurposeFull People SEL and Character Education Program" (2023, School Mental Health), “Brief School-Based Interventions Targeting Student Mental Health and Well-Being” (2023, PsyArXiv), “Strategies to Enhance Affective Engagement” (2020, Student Engagement), and “Brief Teacher Training Improves Student Behavior and Student-Teacher Relationships in MIddle School” (2019, School Psychology)

Building Teacher Credibility, Collective Efficacy, and Authentic Relationships

Chair, Department of Educational Leadership, San Diego State University; Classroom Teacher, Health Sciences High and Middle College; Co-Author, The Artificial Intelligence Playbook (2024), Welcome to Teaching (2024), Belonging in School (2024), The Vocabulary Playbook: Learning Words That Matter (2023), Confronting the Crisis of Engagement: Creating Focus and Resilience for Students, Staff, and Communities (2022), The Social-Emotional Learning Playbook (2022), The Restorative Practices Playbook: Tools for Transforming Discipline in Schools (2022), and Removing Labels: 40 Techniques to Disrupt Negative Expectations About Students and Schools (2021)

Meeting Students in Brain Development with an Emphasis on Regulation and Connections

Founder, RevolutionsinEducation; Assistant Professor, College of Education, Butler University; Creator and Instructor of Butler's Applied Educational Neuroscience certificate program; Former School Counselor; Founder, Indianapolis Counseling Center; Author, Connections Over Compliance: Rewiring Our Perceptions of Discipline (2021), Eyes Are Never Quiet: Listening Beneath the Behaviors of Our Most Troubled Students (2019), Unwritten - The Story of a Living System: A Pathway to Enlivening and Transforming Education (2016), and How May I Serve You?: Revelations in Education (2012)

Connections: The Science of Human Interpersonal Touch

Neurobiologist; Professor, Solomon H. Snyder Department of Neuroscience, Johns Hopkins School of Medicine; Fellow, American Association for the Advancement of Science; Chief Editor, Journal of Neurophysiology; Author, Unique: The New Science of Human Individuality (2020), Think Tank: Forty Neuroscientists Explore the Biological Roots of Human Experience (2018), Touch: The Science of the Hand, Heart, and Mind (2015), and The Accidental Mind (2009)

Addressing Students' Needs Through the 3 Rs: Relationships, Responsibility, and Regulation

Executive Director, EducationHall; 2004 Winner of ASCD's "Outstanding Young Educator" Award; Author, Teach, Reflect, Learn: Building Your Capacity for Success in the Classroom (2015) and The Principal Influence (2016); Co-Author, Relationship, Responsibility, and Regulation: Trauma-Invested Practices for Fostering Resilient Learners (2018) and Fostering Resilient Learners: Strategies for Creating a Trauma-Sensitive Classroom (2016)

We Are the Medicine: Relationships as the Heart of Learning, Flourishing, and Healing from Trauma

Professor, Department of Population, Family and Reproductive Health; Director, Child and Adolescent Health Measurement Initiative, Bloomberg School of Public Health, Johns Hopkins University; Founding Member of the Campaign for Trauma Informed Policy and Practice; Member of the American Academy of Pediatrics National Advisory Board on Screening; Director, the National Data Resource Center for Child and Adolescent Health; Co-Author, "Physical Distancing With Social Connectedness" (2020, The Annals of Family Medicine) and "Family Resilience and Connection Promotes Flourishing Among US Children, Even Amidst Adversity" (2019, Health Affairs)

Connected Kids: Nurturing Healthy Attachments and Relationships in Elementary Schools

CEO, Connected Kids, a non-profit organization whose mission is to build trauma-responsive communities and improve attachment; Executive Director, The Institute of Childhood Education; Co-Author, Nurturing Healthy Attachment: Building Parent-Child Connections to Last a Lifetime (2018) and Reaching and Teaching Children Exposed to Trauma (2015)

The Zen Teacher: Creating Calm, Focus, Simplicity, and Tranquility in the Classroom

English Teacher at West Hills High School in San Diego for more than 20 years; Blogger for the teacher self-care website: thezenteacher.com; Author, Sanctuaries: Self-Care Secrets for Stressed-Out Teachers (2018) and The Zen Teacher: Creating Focus, Simplicity, and Tranquility in the Classroom (2015)