Speakers and Sessions

REBUILDING SEL SKILLS IN THE AGE OF COVID-19

As schools return, educators will be facing a host of psychological issues in students, from social disconnection to anxiety.

Neuroscience and psychology researchers have found that stress, trauma, and social isolation can inhibit the brain’s ability to learn, but by supporting social and emotional development and building safe relationships, educators can raise resilience and self-regulation, improve behavior and belonging, and help students learn.

This live virtual conference will show how all learning is social and emotional for the brain and provides practical strategies to raise resilience, restore trust and relationships, and rebuild self-regulation and social emotional learning. Discover ways to manage misbehavior; to recreate calm, attached classrooms; to reduce stress; and to heal from trauma so that all students in our racially diverse schools can learn and thrive — whether in classrooms, online, or in hybrid environments.

Follow us on Facebook and Twitter (@learningandtheb / #latb57) for conference updates and news.

LEARNING OBJECTIVES

You will gain knowledge about:
  • Using emotions and empathy to promote learning
  • Revising social-emotional learning for a COVID-19 World
  • Science-based strategies for social emotional learning and skills
  • Strategies for managing difficult child behaviors and classrooms
  • Ways to reduce the effects of stress and trauma so that students can learn
  • Restoring social relationships, trust, and attachment in the classroom
  • Empowering SEL and student voice in hybrid and remote environments
  • Raising child resilience and stress-proofing brains for stressful times
  • Applying restorative practices and positive classroom management
  • Rebuilding student self-regulation and executive function skills
  • Using SEL for interventions for reading and learning difficulties



This Unique Conference Will Provide You With:

  • 2 days of LIVE keynote presentations and breakout sessions from renowned brain and SEL experts
  • Real-time Q&A with experts and LIVE tracks and breakout groups with colleagues
  • Up to 15 hours of LIVE Professional Development
  • Access to an additional 25 hours of recordings for the two weeks following the conference
  • Slides and resources from the conference
  • The latest research from brain and social sciences on SEL
  • Research and strategies for early education, elementary, secondary, college/university educators, and clinicians



WHO SHOULD ATTEND

Educators, Parents
Curriculum, Staff Developers
Speech-Language Pathologists
Learning Specialists, Special Educators
Early Childhood Educators, Professionals
Superintendents, Principals, Assistant Principals
PreK-12 Teachers, Administrators, School Heads
Literacy, Reading, Math, SEL, Technology Teachers
Restorative Practice, Conflict Resolution Educators
School Climare/Social-Emotional Health Professionals
College, University Professors, Teen Counselors

 

Featured Speakers

Mary Helen Immordino-Yang, EdD

Director, USC Center for Affective Neuroscience, Development, Learning, and Education (CANDLE); 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 Learning & the Brain Foundation and IMBES; Author, Emotions, Learning, and the Brain: Exploring the Educational Implications of Affective Neuroscience (2015); Co-Author, “Building Meaning Builds Teens’ Brains” (2020, Educational Leadership), "An Evolving Understanding of Social Emotions from a Mind, Brain, and Education Perspective" (2018, Research in Mind, Brain, and Education), and “The Brain Basis for Integrated Social, Emotional, and Academic Development” (2018, Aspen Institute)

Stuart G. Shanker, DPhil

Distinguished Research Professor Emeritus of Philosophy and Psychology, York University; CEO, The MEHRIT Centre, Ltd.; Founder and Scientific Director, Self-Reg Global Inc.; Author, Reframed: Self-Reg for a Just Society (2020), Self-Reg Schools: A Handbook for Educators (2019), Self-Reg: How to Help Your Child (and You) Break the Stress Cycle and Successfully Engage With Life (2017), and Calm, Alert, and Learning: Classroom Strategies for Self-Regulation (2012)

Marc A. Brackett, PhD

Founding Director, Yale Center for Emotional Intelligence; Professor, Child Study Center, Yale University; Lead Developer, The RULER Approach to Social and Emotional Learning; Board Member, Collaborative for Academic, Social, and Emotional Learning (CASEL); Author, Permission to Feel: Unlocking the Power of Emotions to Help Our Kids, Ourselves, and Our Society Thrive (2019); Co-Author, "Creating Emotionally Intelligent Schools with RULER" (2016, Emotion Review) and "Advancing the Science and Practice of Social and Emotional Learning" (2016, Review of Research in Education)

Mithu Storoni, MD, PhD

Physician; Researcher; Certified Neuro-ophthalmologist; Author, “Why Stress is Dangerous – and How to Avoid Its Effects” (2019, BBC) and Stress Proof: The Scientific Solution to Protect Your Brain and Body—and Be More Resilient Every Day (2017)

Chloé S. Valdary, BA

Writer; Entrepreneur; CEO and Director of Theory of Enchantment, a framework for teaching social emotional learning, character development, and interpersonal growth that uses pop culture as an educational tool in the classroom and beyond

Louis J. Cozolino, PhD

Professor of Psychology, Graduate School of Education and Psychology, Pepperdine University; Author, The Neuroscience of Human Relationships: Attachment and the Developing Social Brain (2014, 2nd Edition), Attachment-Based Teaching (2014), The Social Neuroscience of Education: Optimizing Attachment and Learning in the Classroom (2013), The Neuroscience of Trauma and Effective Trauma Treatment (2011), and The Neuroscience of Psychotherapy: Healing the Social Brain (2010, 2nd Edition)

1) EMOTIONAL BRAINS: REVISING SOCIAL AND EMOTIONAL LEARNING FOR A COVID-19 WORLD

The Science of Development: Why All Learning is Emotional and Social

Mary Helen Immordino-Yang, EdD

Director, USC Center for Affective Neuroscience, Development, Learning, and Education (CANDLE); 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 Learning & the Brain Foundation and IMBES; Author, Emotions, Learning, and the Brain: Exploring the Educational Implications of Affective Neuroscience (2015); Co-Author, “Building Meaning Builds Teens’ Brains” (2020, Educational Leadership), "An Evolving Understanding of Social Emotions from a Mind, Brain, and Education Perspective" (2018, Research in Mind, Brain, and Education), and “The Brain Basis for Integrated Social, Emotional, and Academic Development” (2018, Aspen Institute)

Social and Emotional Learning: From Science, to Practice, to Systemic Change During COVID-19

Marc A. Brackett, PhD

Founding Director, Yale Center for Emotional Intelligence; Professor, Child Study Center, Yale University; Lead Developer, The RULER Approach to Social and Emotional Learning; Board Member, Collaborative for Academic, Social, and Emotional Learning (CASEL); Author, Permission to Feel: Unlocking the Power of Emotions to Help Our Kids, Ourselves, and Our Society Thrive (2019); Co-Author, "Creating Emotionally Intelligent Schools with RULER" (2016, Emotion Review) and "Advancing the Science and Practice of Social and Emotional Learning" (2016, Review of Research in Education)

Using Schools to Enhance Social Emotional Outcomes of Urban Youth

David A. Adams, MEd

Senior Director of Strategy; Director of Social-Emotional Learning, The Urban Assembly; Advisory Board Member, Emotion Regulation Benchmarks Project, Center for Emotional Intelligence, Yale University; Member of the Board of Directors, Collaborative for Academic, Social, and Emotional Learning (CASEL); Member of the Council of Distinguished Educators, National Commission on Social Emotional and Academic Development, Aspen Institute; Subject Matter Expert, National Center to Improve Social Emotional Learning and School Safety; Co-Author, The Educator's Practical Guide to Emotional Intelligence (2020)

Energizing College Learning With the Science of Emotions

Sarah Rose Cavanagh, PhD

Director, Laboratory for Cognitive and Affective Science; Professor of Psychology; Associate Director, D’Amour Center for Teaching Excellence; Assumption College; Research Affiliate, Emotion, Brain, and Behavior Laboratory, Tufts University; Author, HIVEMIND: Thinking Alike in a Divided World (2019) and The Spark of Learning: Energizing the College Classroom With the Science of Emotion (2016)

Theory of Enchantment - An Innovative Approach to SEL

Chloé S. Valdary, BA

Writer; Entrepreneur; CEO and Director of Theory of Enchantment, a framework for teaching social emotional learning, character development, and interpersonal growth that uses pop culture as an educational tool in the classroom and beyond

Thoughtfully Applying SEL and Restorative Practices During and After COVID-19

Nathan Maynard, BBS

Student Voice Advocate; Co-Founder, BehaviorFlip; Former School Administrator; Expert in Behavioral Neuroscience, Dialectical Behavioral Coaching, Motivational Interviewing, Positive Youth Development, Restorative Justice, and Trauma-Informed Building Practices; Co-Author, Hacking School Discipline: 9 Ways to Create a Culture of Empathy and Responsibility Using Restorative Justice (2019)

Teaching Social Emotional Learning Through Reading and Writing Workshops

Mike Anderson, MS

Former Elementary School Teacher; National Milken Educator Award recipient; Former Program Developer, Northeast Foundation for Children; Author, What We Say and How We Say It Matter: Teacher Talk That Improves Student Learning and Behavior (2019), Learning to Choose, Choosing to Learn (2016), “Social-Emotional Learning and Academics: Better Together” (2015, Educational Leadership), and The Well-Balanced Teacher (2010); Co-Author, What Every Teacher Needs to Know K-5 Series (2011)

SEL from the Start: Supporting the Development of Social and Emotional Skills even in this Challenging COVID-19 World

Sara E. Rimm-Kaufman, PhD

Director, Social Development Lab.; Professor of Education, Department of Educational Leadership, Foundations, and Policy; Professor, Center for the Advanced Study of Teaching and Learning, Curry School of Education and Human Development, University of Virginia; Research Advisor, Collaborative for Academic, Social, and Emotional Learning (CASEL); Co-Author, SEL from the Start: Building Skills in K-5 (2020), "Educating the Whole Learner" (2020, Educational Leadership), and "Social and Emotional Learning in Elementary School Setting: Identifying Mechanisms That Matter" (2014, Handbook on Social and Emotional Learning)

Brain-Aligned Strategies: Addressing the Social, Emotional and Academic Needs of All Students

Lori L. Desautels, PhD

Founder, RevolutionsinEducation; Assistant Professor, College of Education, Butler University; created and teaches Butler's Applied Educational Neuroscience certificate program; Former School Counselor; Founder, Indianapolis Counseling Center; Author, Connections Over Compliance: Rewiring Our Perceptions of Discipline (Upcoming, 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)

2) REGULATED BRAINS: REBUILDING SELF-REGULATION & EXECUTIVE FUNCTION SKILLS

The Science and Practice of Self-Reg

Stuart G. Shanker, DPhil

Distinguished Research Professor Emeritus of Philosophy and Psychology, York University; CEO, The MEHRIT Centre, Ltd.; Founder and Scientific Director, Self-Reg Global Inc.; Author, Reframed: Self-Reg for a Just Society (2020), Self-Reg Schools: A Handbook for Educators (2019), Self-Reg: How to Help Your Child (and You) Break the Stress Cycle and Successfully Engage With Life (2017), and Calm, Alert, and Learning: Classroom Strategies for Self-Regulation (2012)

The Impact of Adversity on Young Children's Self-Regulation and Executive Function Development

Dana C. McCoy, PhD

Assistant Professor of Education; Director, Settings for Early Education and Development (SEED) Lab., Harvard Graduate School of Education; Co-Author, “The Joint Development of Literacy and Self-Regulation in Early Childhood” (2020, The Handbook of Reading Research), “Preschool Self‐Regulation and Preacademic Skills as Mediators of the Long‐Term Impacts of an Early Intervention” (2019, Child Development), “Contextual Variation in Young Children’s Acquisition of Social-Emotional Skills” (2019, PLoS One) and “Classifying Social-Emotional Trajectories Through Elementary School: Impacts of the Chicago School Readiness Project” (2018, Developmental Psychology)

Neuroscience, Mindfulness, and Self-Regulation: Helping Children with Autism, ADHD, Trauma, and Sensory Disorders Regulate Their Emotions

Varleisha D. Gibbs, PhD, OTD, OTR/L

Vice President, Practice Engagement and Capacity Building, The American Occupational Therapy Association; Former Associate Professor and Director of Inaugural Masters of Occupational Therapy Program, Wesley College; Author, Self-Regulation and Mindfulness: Over 82 Exercises & Worksheets for Sensory Processing Disorder, ADHD, & Autism Spectrum Disorder (2017); Co-Author, Raising Kids with Sensory Processing Disorders (2013)

Self-Regulation in the Classroom: Helping Students Learn How to Learn in Today's World

Richard M. Cash, EdD

International Speaker, Educator, and Consultant; Former Director of Gifted Programs; Author, “Enhancing Social-Emotional Learning With Self-Regulation for Learning” (2019, Free Spirit Publishing Blog) and Self-Regulation in the Classroom: Helping Students Learn How to Learn (2016); Co-Author, Differentiation for Gifted Learners: Going Beyond the Basics (2013)

Self-Reg in the Classroom

Stuart G. Shanker, DPhil

Distinguished Research Professor Emeritus of Philosophy and Psychology, York University; CEO, The MEHRIT Centre, Ltd.; Founder and Scientific Director, Self-Reg Global Inc.; Author, Reframed: Self-Reg for a Just Society (2020), Self-Reg Schools: A Handbook for Educators (2019), Self-Reg: How to Help Your Child (and You) Break the Stress Cycle and Successfully Engage With Life (2017), and Calm, Alert, and Learning: Classroom Strategies for Self-Regulation (2012)

Building Students’ Social Emotional Strength and Self-Management Through Literacy

Nancy N. Boyles, EdD

Professor Emerita; Former Professor of Reading and Graduate Reading Program Coordinator, Southern Connecticut State University; Literacy Consultant; Author, Classroom Reading to Engage the Heart and Mind: 200+ Picture Books to Start SEL Conversations (2020), Reading, Writing, and Rigor: Helping Students Achieve Depth of Knowledge in Literacy (2018), Lessons and Units for Closer Reading, Grades K-2 (2016), Lessons and Units for Closer Reading, Grades 3-6 (2015), and Closer Reading, Grades 3-6: Better Prep, Smarter Lessons, Deeper Comprehension (2014)

3) SOCIAL BRAINS: RESTORING CLASSROOM RELATIONSHIPS, TRUST, & ATTACHMENT

The Neuroscience of Human Relationships and Attachment

Louis J. Cozolino, PhD

Professor of Psychology, Graduate School of Education and Psychology, Pepperdine University; Author, The Neuroscience of Human Relationships: Attachment and the Developing Social Brain (2014, 2nd Edition), Attachment-Based Teaching (2014), The Social Neuroscience of Education: Optimizing Attachment and Learning in the Classroom (2013), The Neuroscience of Trauma and Effective Trauma Treatment (2011), and The Neuroscience of Psychotherapy: Healing the Social Brain (2010, 2nd Edition)

The Power of Discord: Fostering Relational Connections and Resilience in Children in Times of Uncertainty

Edward Z. Tronick, PhD

University Distinguished Professor of Psychology; Professor of Developmental Brain Sciences; Director, Child Development Unit, University of Massachusetts, Boston; Associate Professor, Harvard Graduate School of Education; Associate Professor, School of Public Health, Harvard University; Recipient, Society for Research in Child Development Lifetime Achievement Award; Co-Author, The Power of Discord: Why the Ups and Downs of Relationships are the Secret to Building Intimacy, Resilience, and Trust (2020) and “The Power of Disconnection During the COVID-19 Emergency: From Isolation to Reparation” (2020, Psychological Trauma: Theory, Research, Practice, and Policy)

The Power of Discord: Fostering Relational Connections and Resilience in Children in Times of Uncertainty

Claudia M. Gold, MD

Behavioral Pediatrician; Faculty, Infant-Parent Mental Health Fellowship Program, University of Massachusetts, Boston; Faculty, Brazelton Institute, Boston Children’s Hospital, Harvard Medical School; Author, The Developmental Science of Early Childhood (2017) and The Silenced Child: From Labels, Medications, and Quick-Fix Solutions to Listening, Growth, and Lifelong Resilience (2016); Co-Author, The Power of Discord: Why the Ups and Downs of Relationships Are the Secret to Building Intimacy, Resilience, and Trust (2020)

The Social-Emotional Brain: Connecting Language, Culture, Resilience, and Social Interaction in Learning

Andrew N. Meltzoff, PhD

Job and Gertrud Tamaki Endowed Chair, Department of Psychology; Co-Director, Institute for Learning & Brain Sciences, University of Washington; Co-Author, “Childhood Experiences and Intergroup Biases Among Children” (2020, International Journal of Gender, Science, and Technology), “Self‐Concepts, Self‐Esteem, and Academic Achievement of Minority and Majority North American Elementary School Children” (2018, Child Development), “Exploring the Infant Social Brain: What’s Going on in There?” (2016, Psychology), and “‘Like Me’: A Foundation for Social Cognition” (2006, Developmental Science)

The Social-Emotional Brain: Connecting Language, Culture, Resilience, and Social Interaction in Learning

Patricia K. Kuhl, PhD

Bezos Family Foundation Endowed Chair in Early Childhood Learning; Co-Director, Institute for Learning & Brain Sciences; Professor of Speech and Hearing Sciences, University of Washington; Member, National Academy of Science Council; Co-Author, “Developing Minds in the Digital Age: Towards a Science of Learning for 21st Century Education” (2019, Educational Research and Innovation); “Neuroscience and Education: How Early Brain Development Affects School” (2019, OECD), and “Social Interaction and Language Acquisition: Toward a Neurobiological View” (2018, The Handbook of Psycholinguistics)

Building Meaning Builds Teens’ Brains: The Importance of Relationships, Relevance, and Meaning-Making for Adolescent Learning

Mary Helen Immordino-Yang, EdD

Director, USC Center for Affective Neuroscience, Development, Learning, and Education (CANDLE); 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 Learning & the Brain Foundation and IMBES; Author, Emotions, Learning, and the Brain: Exploring the Educational Implications of Affective Neuroscience (2015); Co-Author, “Building Meaning Builds Teens’ Brains” (2020, Educational Leadership), "An Evolving Understanding of Social Emotions from a Mind, Brain, and Education Perspective" (2018, Research in Mind, Brain, and Education), and “The Brain Basis for Integrated Social, Emotional, and Academic Development” (2018, Aspen Institute)

Building Meaning Builds Teens’ Brains: The Importance of Relationships, Relevance, and Meaning-Making for Adolescent Learning

Douglas Knecht, MA

Interim Dean of Children’s Programs, Bank Street College of Education, which is working with USC researchers to monitor teachers' brain activity, emotional and stress responses, vocal patterns, and body language to try to understand how teachers' practices and physiological responses affect how well students connect with their lessons; Co-Author, “Building Meaning Builds Teens’ Brains” (2020, Educational Leadership)

The Social Child: Restoring Relationships, Healing Trauma, and Creating Attached Classrooms

Louis J. Cozolino, PhD

Professor of Psychology, Graduate School of Education and Psychology, Pepperdine University; Author, The Neuroscience of Human Relationships: Attachment and the Developing Social Brain (2014, 2nd Edition), Attachment-Based Teaching (2014), The Social Neuroscience of Education: Optimizing Attachment and Learning in the Classroom (2013), The Neuroscience of Trauma and Effective Trauma Treatment (2011), and The Neuroscience of Psychotherapy: Healing the Social Brain (2010, 2nd Edition)

HIVEMIND: Lessons from Social Media, Honeybees, and Social Neuroscience for the Classroom

Sarah Rose Cavanagh, PhD

Director, Laboratory for Cognitive and Affective Science; Professor of Psychology; Associate Director, D’Amour Center for Teaching Excellence; Assumption College; Research Affiliate, Emotion, Brain, and Behavior Laboratory, Tufts University; Author, HIVEMIND: Thinking Alike in a Divided World (2019) and The Spark of Learning: Energizing the College Classroom With the Science of Emotion (2016)

Relationship-Rich Education: How Human Connections Drive Success in College

Peter Felten, PhD

Executive Director, Center for Engaged Learning; Professor; Assistant Provost for Teaching and Learning, Elon University; Co-Editor of the International Journal for Academic Development; Fellow, John N. Gardner Institute for Excellence in Undergraduate Education; Co-Author, Relationship-Rich Education: How Human Connections Drive Success in College (2020), The Undergraduate Experience: Focusing Institutions on What Matters Most (2016), Transforming Students: Fulfilling the Promise of Higher Education (2014), and Engaging Students as Partners in Learning and Teaching (2014)

4) RESILIENT BRAINS: RAISING RESILIENCE & REDUCING STRESS DURING STRESSFUL TIMES

Stress-Proof: Managing Stress in the Age of COVID-19

Mithu Storoni, MD, PhD

Physician; Researcher; Certified Neuro-ophthalmologist; Author, “Why Stress is Dangerous – and How to Avoid Its Effects” (2019, BBC) and Stress Proof: The Scientific Solution to Protect Your Brain and Body—and Be More Resilient Every Day (2017)

When Bad Things Happen to Good Brains: The Effects of Toxic Stress on Development

Charles A. Nelson III, PhD

Director, Nelson Laboratory of Cognitive Neuroscience, Boston Children’s Hospital; Research Director, Division of Developmental Medicine; Richard David Scott Chair in Pediatric Developmental Medicine Research; Professor of Pediatrics and Neuroscience, Harvard Medical School; Professor of Education, Harvard Graduate School of Education; Professor, Department of Society, Human Development, and Health, School of Public Health, Harvard University; Co-Author, “Signs of Attachment Disorders and Social Functioning Among Early Adolescents With A History of Institutional Care” (2019, Child Abuse & Neglect), “How Early Experience Shapes Human Development: The Case of Psychosocial Deprivation” (2019, Neural Plasticity), and Neuroscience and Cognitive Development: The Role of Experiences and the Developing Brain (2006)

How Mindfulness Reduces Stress and Fosters Emotional Health and Cognitive Focus in Secondary Students

John D.E. Gabrieli, PhD

Director, MIT’s Integrated Learning Initiative; Grover Hermann Professor of Health Sciences and Technology and Cognitive Neuroscience; Professor of Brain and Cognitive Sciences; Co-Director, Clinical Research Center; Associate Director, Athinoula A. Martinos Imaging Center, McGovern Institute for Brain Research, Massachusetts Institute of Technology; Co-Author, “Mindfulness Training Reduces Stress and Amygdala Reactivity to Fearful Faces in Middle-School Children” (2019, Behavioral Neuroscience) and “Greater Mindfulness Is Associated With Better Academic Achievement In Middle School” (2019, Mind, Brain, and Education)

Using Technology With a Heart: Easing Anxiety and Empowering Social Emotional Learning and Student Voice in a Hybrid or Remote Classroom

Stacey Roshan, MA

Director of Innovation and Educational Technology; Math Teacher, The Bullis School; Member of the EdTech Advisory Board, Loyola University; Selected as one of the “Teachers of the Future” by the National Association of Independent Schools; Author, Tech With Heart: Leveraging Technology to Empower Student Voice, Ease Anxiety, and Create Compassionate Classrooms (2019)

Teaching Resilience and Healing Trauma With Empathy for a Chaotic World

Michele Borba, EdD

Psychologist; Educator; Bullying Prevention and Character Development Expert; Author, End Peer Cruelty, Build Empathy: The Proven 6Rs of Bullying Prevention That Create Inclusive, Safe, Caring Schools (2018); Unselfie: Why Empathetic Kids Succeed in Our All-About-Me World (2016), The Big Book of Parenting Solutions (2009) and Building Moral Intelligence: The Seven Essential Virtues That Teach Kids to Do the Right Thing (2002)

Peer Mentoring and Social-Emotional Resilience in Youth With Learning Difficulties

Fumiko Hoeft, MD, PhD

Professor of Psychological Sciences; Director, Brain Imaging Research Center, University of Connecticut; Director, Laboratory for Learning Engineering and Neural Systems (brainLENS.org) located at University of Connecticut and the University of California, San Francisco; Adjunct Professor of Psychiatry, Weill Institute for Neurosciences and Dyslexia Center, University of California, San Francisco; Senior Scientist & Senior Advisor, Haskins Laboratories; Co-Director of Haskins L2 (Language & Literacy) Global Innovation Hub, Yale University; Recipient of the 2015 Transforming Education through Neuroscience Award from Learning & the Brain Foundation; Co-Author, "Direct and Indirect Contributions of Executive Function to Word Decoding and Reading Comprehension in Kindergarten” (2019, Learning & Individual Differences), “Impact of Mentoring on Socio‐Emotional and Mental Health Outcomes of Youth with Learning Disabilities and Attention‐Deficit Hyperactivity Disorder” (2019, Child and Adolescent Mental Health), and “Brain Basis of Cognitive Resilience: Prefrontal Cortex Predicts Better Reading Comprehension in Relation to Decoding” (2018, PloS One)

At the Breaking Point: Stress and Mental Health on Principals and Administrators in the Age of COVID

Peter M. DeWitt, EdD

Educational Consultant; Former K-5 Teacher and Principal; Columnist, "Finding Common Ground", Education Week; Editor, Connected Educator Series; Author, "Should We Be Concerned About the Mental Health of Principals?" (2020, Education Week), Instructional Leadership (2020), Coach It Further: Using the Art of Coaching to Improve School Leadership ( 2018), School Climate; Leading With Collective Efficacy (2017), and Collaborative Leadership (2016); Co-Author, School Climate Change (2014)

5) BEHAVED BRAINS: IMPROVING BEHAVIOR AND DISCIPLINE IN A CHAOTIC WORLD

Empowering All Learners: Creating Socially and Emotionally Engaged, Safe, and Inclusive Classrooms

Douglas B. Fisher, PhD

Chair, Department of Educational Leadership, San Diego State University; Classroom Teacher, Health Sciences High and Middle College; Co-Author, The Distance Learning Playbook, Grades K-12: Teaching for Engagement and Impact in Any Setting (2020), The On-Your-Feet Guide to Building Authentic Student-Teacher Relationships (2019), Teaching Hope and Resilience for Students Experiencing Trauma: Creating Safe and Nurturing Classrooms for Learning (2019), All Learning Is Social and Emotional: Helping Students Develop Essential Skills for the Classroom and Beyond (2019), The Teacher Clarity Playbook (2018), Building Equity: Policies and Practices to Empower All Learners (2017), Better Than Carrots or Sticks: Restorative Practices for Positive Classroom Management (2015)

Brain-Changing Strategies to Trauma-Proof Our Schools: Building Social Emotional Intelligence and a Culture of Kindness

Peter A. Levine, PhD

Founder, Somatic Experiencing Trauma Institute/Foundation for Human Enrichment; Developer of Somatic Experiencing®, a naturalistic and neurological approach to healing trauma; Founder and President of Ergos Institute of Somatic Education; Renowned Trauma Expert with doctorates in both Biophysics and Psychology; Author, Trauma and Memory: Brain and Body in a Search for the Living Past: A Practical Guide for Understanding and Working With Traumatic Memory (2015) and Waking the Tiger: Healing Trauma (1997); Co-Author, Trauma-Proofing Your Kids (2008) and Trauma Through a Child’s Eyes: Awakening the Ordinary Miracle of Healing (2006)

Rebuilding Social Emotional Learning, Discipline, and Empathy for Today's Schools

Michele Borba, EdD

Psychologist; Educator; Bullying Prevention and Character Development Expert; Author, End Peer Cruelty, Build Empathy: The Proven 6Rs of Bullying Prevention That Create Inclusive, Safe, Caring Schools (2018); Unselfie: Why Empathetic Kids Succeed in Our All-About-Me World (2016), The Big Book of Parenting Solutions (2009) and Building Moral Intelligence: The Seven Essential Virtues That Teach Kids to Do the Right Thing (2002)

Brain-Changing Strategies to Trauma-Proof Our Schools: Building Social Emotional Intelligence and a Culture of Kindness

Maggie Kline, MS, LMFT, SEP

Marriage, Family and Child Therapist; Retired School Counselor and School Psychologist; Senior International Faculty Member, Somatic Experiencing Trauma Institute; Creator, Conscious Connections PlayShops, which combines art and attachment play; Author, Brain-Changing Strategies to Trauma-Proof Our Schools: A Heart-Centered Movement for Wiring Well-Being (2020); Co-Author, Trauma-Proofing Your Kids (2008) and Trauma Through a Child’s Eyes: Awakening the Ordinary Miracle of Healing (2006)

Connections over Compliance: Rewiring our Perceptions of Discipline

Lori L. Desautels, PhD

Founder, RevolutionsinEducation; Assistant Professor, College of Education, Butler University; created and teaches Butler's Applied Educational Neuroscience certificate program; Former School Counselor; Founder, Indianapolis Counseling Center; Author, Connections Over Compliance: Rewiring Our Perceptions of Discipline (Upcoming, 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)

Empowering All Educators to Handle Challenging Students: Succeeding With COVID-19, Neurodiversity, Behavior, and SEL

Marcia Eckerd, PhD

Licensed Psychologist; Associate Staff in Psychiatry at Norwalk Hospital; Co-Founder, Norwalk Hospital Pediatric Development and Therapy Center; Expert in social skills development for children with Autism, Aspergers, ADHD, and NVLD; Professional Advisory Board of Smart Kids with LD; Blogger for "Divergent Thinkers: Aspergers, NLD & More" at Psych Central; Author, "The Importance of Giving Kids With ASD Some Space During the COVID-19 Pandemic" (2020, Autism Parenting Magazine)