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)

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)

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

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

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

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

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

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

Teaching Social Emotional Learning Through Reading and Writing Workshops

Educational Consultant; Former Teacher and Literacy Instructor; Former Program Developer, Northeast Foundation for Children; Author, Rekindle Your Professional Fire (2024), Tackling the Motivation Crisis (2021), and What We Say and How We Say it Matters: Teacher Talk That Improves Student Learning and Behavior (2019)

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

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

The Science and Practice of Self-Reg

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

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

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

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

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

The Neuroscience of Human Relationships and Attachment

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

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

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

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

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

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

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

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

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

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

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

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

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)

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

Teaching Resilience and Healing Trauma With Empathy for a Chaotic World

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

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

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

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), The Restorative Practices Playbook (2022), and The Social Emotional Playbook (2022)

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

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

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

Connections over Compliance: Rewiring our Perceptions of Discipline

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