Featured Speakers

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)

Stuart G. Shanker, DPhil

Marc A. Brackett, PhD

Founding Director, Yale Center for Emotional Intelligence; Professor, Child Study Center, Yale University; Co-Creator, The RULER Approach to Social and Emotional Learning, Host, “Dealing With Feelings” Podcast; Developer, How We Feel App; Author, Permission to Feel: Unlocking the Power of Emotions to Help Our Kids, Ourselves, and Our Society Thrive (2019); Co-Author, “Emotionally Intelligent School Leadership Predicts Educator Well-Being Before and During a Crisis” (2024, Frontiers in Psychology) and “Preventative Initiatives to Promote Psychological Adjustment Among Primary Students” (2023, International Journal of Educational Psychology)

Mithu Storoni, MD, PhD

Chlo S. Valdary, BA

Louis J. Cozolino, PhD

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

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)

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; Co-Creator, The RULER Approach to Social and Emotional Learning, Host, “Dealing With Feelings” Podcast; Developer, How We Feel App; Author, Permission to Feel: Unlocking the Power of Emotions to Help Our Kids, Ourselves, and Our Society Thrive (2019); Co-Author, “Emotionally Intelligent School Leadership Predicts Educator Well-Being Before and During a Crisis” (2024, Frontiers in Psychology) and “Preventative Initiatives to Promote Psychological Adjustment Among Primary Students” (2023, International Journal of Educational Psychology)

Using Schools to Enhance Social Emotional Outcomes of Urban Youth

David A. Adams, MEd

Senior Director of Strategy; Chief Executive Officer and Creator, Resilient Scholars Program, 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; Civil Affairs Officer, Army Reserves; Co-Author with David Caruso, The Educator's Practical Guide to Emotional Intelligence (2020)

Energizing College Learning With the Science of Emotions

Sarah Rose Cavanagh, PhD

Psychologist; Senior Associate Director, Teaching and Learning; Associate Professor of Practice, Psychology Department; Simmons College; Director, Laboratory for Cognitive and Affective Science; Professor of Psychology; Research Affiliate, Emotion, Brain, and Behavior Laboratory, Tufts University; Author, Mind Over Monsters: Supporting Youth Mental Health With Compassionate Challenge (2023), HIVEMIND: Thinking Alike in a Divided World (2019), and The Spark of Learning: Energizing the College Classroom With the Science of Emotion (2016); Co-Author, Emotion and Motivation (2023)

Theory of Enchantment - An Innovative Approach to SEL

Chlo S. Valdary, BA

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

Nathan Maynard, BBS

Teaching Social Emotional Learning Through Reading and Writing Workshops

Michael A. Soskil, MS

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

Sara E. Rimm-Kaufman, PhD

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

Lori L. Desautels, PhD

REGULATED BRAINS: REBUILDING SELF-REGULATION & EXECUTIVE FUNCTION SKILLS

The Science and Practice of Self-Reg

Stuart G. Shanker, DPhil

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

Dana C. McCoy, PhD

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

Varleisha D. (Gibbs) Lyons, PhD, OTD, MS, OTR/L, ASDCS, FAOTA

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)

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), Advancing Differentiation: Thinking and Learning for the 21st Century (2017), 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

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

Nancy N. Boyles, EdD

SOCIAL BRAINS: RESTORING CLASSROOM RELATIONSHIPS, TRUST, & ATTACHMENT

The Neuroscience of Human Relationships and Attachment

Louis J. Cozolino, PhD

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

Edward Z. Tronick, PhD

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

Claudia M. Gold, MD

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

Andrew N. Meltzoff, PhD

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

Patricia K. Kuhl, PhD

Co-Director, Institute for Learning and Brain Sciences; Professor, Speech and Hearing Sciences, University of Washington; The Bezos Family Foundation Endowed Chair in Early Childhood Learning; Recipient of the “William James Lifetime Achievement Award”, the “George A. Miller Prize” in Cognitive Neuroscience, the American Psychological Association’s “Distinguished Scientific Contributions Award”, and the “Karl Spencer Lashley Award” from the American Philosophical Society; Co-Author, “Brain Myelination at 7 Months of Age Predicts Later Language Development” (2022, Neuroimage), Developing Minds in the Digital Age: Towards a Science of Learning for 21st Century Education (2019), How Babies Think: The Science of Childhood (2001), and The Scientist in the Crib: What Early Learning Tells Us About the Mind (2000)

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

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)

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

Douglas Knecht, MA

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

Louis J. Cozolino, PhD

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

Sarah Rose Cavanagh, PhD

Psychologist; Senior Associate Director, Teaching and Learning; Associate Professor of Practice, Psychology Department; Simmons College; Director, Laboratory for Cognitive and Affective Science; Professor of Psychology; Research Affiliate, Emotion, Brain, and Behavior Laboratory, Tufts University; Author, Mind Over Monsters: Supporting Youth Mental Health With Compassionate Challenge (2023), HIVEMIND: Thinking Alike in a Divided World (2019), and The Spark of Learning: Energizing the College Classroom With the Science of Emotion (2016); Co-Author, Emotion and Motivation (2023)

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

Peter Felten, PhD

RESILIENT BRAINS: RAISING RESILIENCE & REDUCING STRESS DURING STRESSFUL TIMES

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

Mithu Storoni, MD, PhD

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

Charles A. Nelson III, PhD

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; 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, “Parenting Relationships as a Moderator of How Socioeconomic Status and Household Chaos Relate to Children’s Cognitive and Socioemotional Skills” (2025, Experimental Child Psychology), “Personalized Neuroimaging Reveals the Impact of Children’s Interests on Language Processing in the Brain” (2024, Imaging Neuroscience), and “Exploration is Associated with Socioeconomic Disparities in Learning and Academic Achievement in Adolescence” (2024, OSF)

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

Stacey Roshan, MA

Teaching Resilience and Healing Trauma With Empathy for a Chaotic World

Michele Borba, EdD

Psychologist; Educator; Bullying Prevention and Character Development Expert; Author, Thrivers: The Surprising Reasons Why Some Kids Struggle and Others Shine (2021), 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), No More Misbehavin': 38 Difficult Behaviors and How to Stop Them (2005), 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

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

Peter M. DeWitt, EdD

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, Teaching Foundational Skills to Adolescent Readers (Forthcoming), Rigor Unveiled (Forthcoming), Teaching Students to Drive Their Learning (2023), The Vocabulary Playbook: Learning Words That Matter (2023), Teaching Reading (2022), Confronting the Crisis in Engagement (2022), and Improving Adolescent Literacy (2011)

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

Peter A. Levine, PhD

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

Michele Borba, EdD

Psychologist; Educator; Bullying Prevention and Character Development Expert; Author, Thrivers: The Surprising Reasons Why Some Kids Struggle and Others Shine (2021), 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), No More Misbehavin': 38 Difficult Behaviors and How to Stop Them (2005), 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

Connections over Compliance: Rewiring our Perceptions of Discipline

Lori L. Desautels, PhD

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

Marcia Eckerd, PhD

Newsletter & Event Emails

REBUILDING SEL SKILLS IN THE AGE OF COVID-19

LEARNING OBJECTIVES

WHO SHOULD ATTEND

Featured Speakers

REGULATED BRAINS: REBUILDING SELF-REGULATION & EXECUTIVE FUNCTION SKILLS

RESILIENT BRAINS: RAISING RESILIENCE & REDUCING STRESS DURING STRESSFUL TIMES

BEHAVED BRAINS: IMPROVING BEHAVIOR AND DISCIPLINE IN A CHAOTIC WORLD

Co-Sponsors Include: