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.
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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)
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)
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, Trauma Treatment in Action (2021) and Raising Kids with Sensory Processing Disorders (2020, 2nd Edition)
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)
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, “Reward-Related Neural Circuitry in Depressed and Anxious Adolescents: A Human Connectome Project” (2021, Journal of the American Academy), “Mindfulness Supports Emotional Resilience in Children During the COVID-19 Pandemic” (2022, MedRxiv), “Sleep Quality, Duration, and Consistency Are Associated With Better Academic Performance in College Students” (2019, NPI Science of Learning), and “Greater Mindfulness Is Associated With Better Academic Achievement in Middle School” (2019, Mind, Brain, and Education)