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) 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)

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) 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)

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

Marc A. Brackett, PhD

Using Schools to Enhance Social Emotional Outcomes of Urban Youth

David A. Adams, MEd

Energizing College Learning With the Science of Emotions

Sarah Rose Cavanagh, PhD

Theory of Enchantment - An Innovative Approach to SEL

Chloé 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

Mike Anderson, 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

2) 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

3) 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

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) 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)

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

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

Peter Felten, PhD

4) 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; 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

Stacey Roshan, MA

Teaching Resilience and Healing Trauma With Empathy for a Chaotic World

Michele Borba, EdD

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

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, 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)

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

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