Speakers and Sessions

This event is SOLD OUT.

Please call 857-444-1500 x1 to be added to the waiting list.

The conference has sold out and the waiting list is now closed.

We encourage you to attend our Spring conference in NYC. Learn how to change student behavior, reduce stress, increase teacher self-care, and change children's self stories and concepts to increase achievement. Early registration price through February 28. Click here for more information.


HELPING KIDS FEEL CALM AND CONNECTED

Various reports have found that many children and teens are experiencing significant stress, anxiety, and mental health issues. More than 1 in 20 children ages 6-17 (and one in three teens) suffer from anxiety disorders, according to a June 2018 study in the Journal of Developmental and Behavioral Pediatrics. A new UC Berkeley study finds that college students have seen a sharp rise in anxiety over the past decade and an American College Health Association study reveals that sixty-two percent of college students report a significant level of anxiety. In addition, according to a 2016 National Survey of Children’s Health (NSCH), almost forty-five percent of all children in the US have experienced at least one Adverse Childhood Experience (ACE). Discover how toxic stress, anxiety, and trauma negatively affect developing brains, student behavior, and academic success. This conference will help you reduce anxiety and stress in your schools and practice; address teen depression and challenging classroom behaviors; foster coping, calming, mindful practices; create trauma-sensitive schools; and improve school success by promoting positive teacher-student relationships.


All sessions will take place at the Fairmont San Francisco at the top of Nob Hill and the Masonic Auditorium which is located less than a 5 minute walk from the Fairmont.

Follow us on Facebook and Twitter (@learningandtheb / #LatB55) for conference updates and news

LEARNING OBJECTIVES

You will gain knowledge about:
  • The brain science of anxiety, adversity, and toxic stress
  • Strategies for dealing with struggling and challenging students and behaviors
  • Fostering positive, secure connections and teacher-student relationships
  • Strategies and activities for coping, calming, and reducing stress
  • Teaching and parenting all children to thrive in a high-stress world
  • Creating trauma-sensitive schools where kids feel safe and supported
  • Reducing parental, grade, and math anxiety to improve school success
  • The importance of relationships, touch, and showing up for children
  • Addressing teen anxiety, school pressures, depression, and bullying
  • The science and practice of using mindful meditation in classrooms
  • Addressing the impact of trauma and adversity on learning
  • Strategies for close reading and struggling readers



WHO SHOULD ATTEND

This conference is applicable for K-12 teachers, administrators, curriculum and staff developers, learning specialists, school psychologists and guidance counselors, early childhood professionals, math, science, and reading teachers, superintendents, principals, assistant principals, and school heads, staff development trainers, behavior, school discipline, and school safety professionals, trauma, mental health and bullying prevention staff, social workers, school climate professionals, college and university professors, and other educators that support classroom instruction.

Featured Speakers

Jessica Minahan, PhD, BCBA

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)

Mary Helen Immordino-Yang, EdD

Fahmy and Donna Attallah Professor of Humanistic Psychology; Professor of Education, Psychology, and Neuroscience, who pioneered novel approaches to the study of child and adolescent social-emotional and brain development; Founding Director, USC Center for Affective Neuroscience, Development, Learning, and Education (CANDLE), University of Southern California; Author, Emotions, Learning & the Brain (2015); Co-Author, “Diverse Adolescent Transcendent Thinking Predicts Young Adult Psychosocial Outcomes Via Brain Network Development” (2024, Scientific Reports), “The Brain Basis for Social-Emotional Learning Also Supports Academic Learning” (2021, UNESCO), and “The Brain Basis for Integrated Social, Emotional, and Academic Development” (2018, Aspen Institute)

1) ANXIOUS BRAINS: HELPINGS KIDS THRIVE IN A STRESSFUL WORLD

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

Madeline Levine, PhD

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

Ross W. Greene, PhD

Raising Joyful Children in a Stressful World

Katie F. Hurley, LCSW

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

Daniel J. Siegel, MD

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

Laura S. Kastner, PhD

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

Jennifer Shannon, LMFT

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

Suniya S. Luthar, PhD

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

Nina Kumar, BA

2) TRAUMATIZED BRAINS: CREATING TRAUMA-SENSITIVE SCHOOLS

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

Nadine Burke Harris, MD, MPH

The Impact of Trauma and Neglect on the Developing Child

Bruce D. Perry, MD, PhD

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

Pamela Cantor, MD

The Neuroscience of Adversity and Achievement: Implications for Education

Katie A. McLaughlin, PhD

Stress, Trauma, and Resiliency: Strategies for Classroom Success

Bryan K. Harris, EdD

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

Grace Dearborn, MA

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)

3) CALM SCHOOLS: REDUCING ANXIETY, STRESS, & CHALLENGING BEHAVIOR

Rethinking Stress: Leveraging Mindset to Engage with Stress

Kari A. Leibowitz, PhD Candidate

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

Catherine M. Pittman, PhD

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

Mona M. Delahooke, PhD

Practical Strategies for Reducing Anxiety and Defiant Behavior in the Classroom

Jessica Minahan, PhD, BCBA

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

Janine Halloran, MA, LMHC

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

Laura S. Kastner, PhD

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

Clayton R. Cook, PhD

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)

Bryan K. Harris, EdD

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

Colleen L. Eddy, MA

4) DISTRESSED TEENS: DECREASING ANXIETY, DEPRESSION, & BULLYING

Anxiety Disorders on College Campuses: The New Epidemic

Richard M. Scheffler, PhD

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

Christine L. Carter, PhD

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

Daniel J. Siegel, MD

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

Mary Helen Immordino-Yang, EdD

Fahmy and Donna Attallah Professor of Humanistic Psychology; Professor of Education, Psychology, and Neuroscience, who pioneered novel approaches to the study of child and adolescent social-emotional and brain development; Founding Director, USC Center for Affective Neuroscience, Development, Learning, and Education (CANDLE), University of Southern California; Author, Emotions, Learning & the Brain (2015); Co-Author, “Diverse Adolescent Transcendent Thinking Predicts Young Adult Psychosocial Outcomes Via Brain Network Development” (2024, Scientific Reports), “The Brain Basis for Social-Emotional Learning Also Supports Academic Learning” (2021, UNESCO), and “The Brain Basis for Integrated Social, Emotional, and Academic Development” (2018, Aspen Institute)

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

Justin W. Patchin, PhD

5) MINDFUL SCHOOLS: USING MEDITATION TO REDUCE STUDENT STRESS

Stressful Schools, Mindful Teachers

Amy L. Eva, PhD

Growing Up Mindful in a Stressed-Out World

Christopher Willard, PsyD

Trauma-Sensitive Mindfulness for Youth

David A. Treleaven, PhD

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

Sara King, PhD

Taking Time to B.R.E.A.T.H.E.: Research-Based Practices to Strengthen Wellbeing and Resilience

Janeen Antonelli, MA

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

Joelle Hood, EdD

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

6) CONNECTED MINDS: BUILDING POSITIVE, SECURE RELATIONSHIPS AND HELPING STRUGGLING STUDENTS

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

Jelena Obradovic, PhD

Establishing Classroom Greetings and Positive Teacher-Student Relationships

Clayton R. Cook, PhD

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

Douglas B. Fisher, PhD

Chair, Department of Educational Leadership, San Diego State University; Classroom Teacher, Health Sciences High and Middle College; Co-Author, 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

Lori L. Desautels, PhD

Connections: The Science of Human Interpersonal Touch

David J. Linden, PhD

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

Peter Hall, MA

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

Christina D. Bethell, PhD

Connected Kids: Nurturing Healthy Attachments and Relationships in Elementary Schools

Barbara Sorrels, EdD

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

Dan Tricarico, MEd