Speakers and Sessions

HELPING STUDENTS IN A POST-PANDEMIC FALL

Educators face a range of mental, psychological, behavioral, and learning issues when schools return this fall from the pandemic's impact on children, their brains, and learning. The U.S. Centers for Disease Control and Prevention reported that from April through October 2020, the proportion of children between the ages of 5-11 visiting an emergency room because of a mental health crisis climbed 24 percent compared to that same time period in 2019. Among 12-17 year-olds, the number increased by 31 percent. A recent study by Harvard University researchers found that about two-thirds (67%) of the children they studied in ages 7-15 between November 2020 and January 2021 had clinically significant symptoms of anxiety and depression, and 67% also had clinically meaningful problem behaviors. That compares to only 30% with anxiety and depression symptoms and 20% with behavioral problems in a pre-pandemic study. A March 2021 report by Horace Mann found that more than half of educators (53%) reported a “significant” loss in students’ academic learning, and another 44% of educators agree there is “some” loss.

This conference will provide new research on the impact of the pandemic on student anxiety, mental health, and learning. Discover strategies to reduce anxiety and depression; reverse learning loss; reengage students; manage disruptive behaviors; improve trust and mental health; help children with ADHD and autism adjust to a new normal; and create calm, caring, connected, and trauma-sensitive schools.

Follow us on Facebook and Twitter (@learningandtheb / #latb60) for conference updates and news.

This conference will be presented as a hybrid conference.  You can either attend in person in Boston or participate virtually.  Click here for more details.

Click here for COVID-19 policies at the venue and for COVID-19 cancellation policies.


LEARNING OBJECTIVES

You will gain knowledge about:

  • Calming students in an age of rising stress and anxiety
  • Promoting mental health in school, youth, and young adults
  • Ways to re-engage and help kids as they return back to school
  • The science of trauma and creating trauma-sensitive classrooms
  • Strategies for managing difficult behaviors and school situations
  • Creating caring, trusting, connected classrooms in challenging times
  • Achieving success with defiant, emotional, and disengaged students
  • Intervention and acceleration for "COVID Slide" in reading and math
  • Helping students with ADHD and autism adjust to a new normal
  • Science-based strategies for reducing anxiety and depression
  • Research on the pandemic's impact on child mental health

 

WHO SHOULD ATTEND

Educators, Parents
Curriculum, Staff Developers
Speech-Language Pathologists
PreK-12 Teachers, Administrators
Learning Specialists, Special Educators
Psychologists, School Psychologists, Counselors
Early Childhood Educators, Professionals
Literacy, Reading, Math, STEM Teachers
Superintendents, Principals, School Heads
Adolescent Educators, Clinicians, Counselors
Social Workers, Mental Health Professionals
Guidance, Career, College Counselors
College, University Professors
 

Featured Speakers

Reestablishing Attention and Synchronicity in Children Exposed to Trauma

Bessel A. van der Kolk, MD

Professor of Psychiatry, Boston University Medical School; President, Trauma Research Foundation; “Nurturing Our Mental Health During the COVID-19 Pandemic” (Blog, 2020); Author, The Body Keeps the Score: Brain, Mind, and Body in the Healing of Trauma (2014) and Traumatic Stress: The Effects of Overwhelming Experience on Mind, Body, and Society (2006)

Good Anxiety: Harnessing the Power of the Most Misunderstood Emotion

Wendy A. Suzuki, PhD

Professor of Neural Science and Psychology, Center for Neural Science, New York University; best known for her extensive work studying neuroplasticity and areas in the brain critical for our ability to form and retain new long-term memories; Author, Good Anxiety: Harnessing the Power of the Most Misunderstood Emotion (2021); Co-Author, “Brief, Daily Meditation Enhances Attention, Memory, Mood, and Emotional Regulation in Non-Experienced Meditators” (2018, Behavioral Brain Research) and Healthy Brain, Happy Life: A Personal Program to Activate Your Brain and Do Everything Better (2015)

Under Pressure: Confronting the Pandemic of Stress, Anxiety, and Mental Health Concerns in Adolescents

Lisa K. Damour, PhD

Clinical Psychologist; Recognized as a Thought Leader by the American Psychological Association; Senior Advisor to the Schubert Center for Child Studies, Case Western Reserve University; Executive Director, Laurel School’s Center for Research on Girls; Writer for the Monthly “Adolescence” Column at the New York Times; Regular Contributor, CBS News; Advisory Board Member, Parent Magazine; Co-Host of the Podcast, Ask Lisa: The Psychology of Parenting; Author of the New York Times Best Sellers, Under Pressure: Confronting the Epidemic of Stress and Anxiety in Girls (2019) and Untangled: Guiding Teenage Girls Through the Seven Transitions Into Adulthood (2016)

Handle With Care: Managing Difficult Situations With Dignity and Respect

Jimmy Casas, EdS

CEO/President, J. Casas & Associates; Former Principal; Leadership Coach; Adjunct Professor, Drake University; Former Senior Fellow, International Center for Leadership in Education; Author, Live Your Excellence: Bring Your Best Self to School Every Day (2020) and Culturize: Every Student. Every Day. Whatever It Takes (2017); Co-Author, Handle With Care: Managing Difficult Situations in Schools with Dignity and Respect (2021), Stop. Right. Now.: 39 Stops to Making School Better (2018), and What Connected Educators Do Differently (2015)

Bridging the Gap Between Innate and Learned Behaviors: A Parent's Role in Promoting Child Survival

Bianca Jones Marlin, PhD

Herbert and Florence Irving Assistant Professor of Cell Research, Departments of Psychology and Neuroscience; Principal Investigator, Marlin Lab, The Mortimer B. Zuckerman Mind, Brain, Behavior Institute; Assistant Professor of Neuroscience, Vagelos College of Physicians and Surgeons, Columbia University; whose research aims to use neurobiology and the science of learning to better inform both the scientific and educational communities on how positive experiences dictate brain health, academic performance, and social wellbeing; Neuroscientist featured in the film, “Breakthrough: The Trauma Tracer”, produced by ScienceFriday; Co-Author, “Bridging the Gap Between Innate and Learned Behaviors: A Parental Role in Promoting Survival” (2020, Neuropsychopharmacology), and “Oxytocin Enables Maternal Behavior by Balancing Cortical Inhibition” (2016, Biological Psychiatry)

Collaborative and Proactive Solutions: Moving From Power and Control to Collaboration and Problem Solving

Ross W. Greene, PhD

Clinical Psychologist; Adjunct Associate Professor, Department of Psychology, Virginia Tech; Adjunct Professor, Faculty of Science, University of Technology in Sydney, Australia; Former Faculty, Harvard Medical School; Founder/Director, Lives in the Balance, which recently released finding from it's "Parenting in a Pandemic" Survey that found parents of children with behavioral issues have been fairing much worse than parents as a whole; Executive Producer of the documentary The Kids We Lose, Winner of the Best Feature Documentary Award at the 2018 New Hampshire Film Festival, the 2019 Women's Film Festival in Philadelphia, and the 2019 Los Angeles Women's International Film Festival; Author, The Explosive Child (2021, 6th Edition), Raising Human Beings: Creating a Collaborative Partnership With Your Child (2016), Lost and Found: Helping Behaviorally Challenging Students (and, While You're At It, All the Others) (2016), and Lost at School: Why Our Kids With Behavioral Challenges Are Falling Through the Cracks and How We Can Help Them (2008)

Unwinding Our Anxiety in the Brain After the Pandemic

Judson A. Brewer, MD, PhD

Director of Research and Innovation, Mindfulness Center; Associate Professor in Behavioral and Social Sciences and Psychiatry, Schools of Public Health and Medicine, Brown University; Research Affiliate, Massachusetts Institute of Technology; Author of the New York Times Best Seller, Unwinding Anxiety: New Science Shows How to Break the Cycles of Worry and Fear to Heal Your Mind (2021) and The Craving Mind: From Cigarettes to Smartphones to Love - Why We Get Hooked and How We Can Break Bad Habits (2018); Co-Author, “Unwinding Anxiety: Using Technology to Promote Mental Health in College Students” (2019, AACAP)

Reaching Teens in Times of Trauma, COVID, and Uncertainty

Kenneth R. Ginsburg, MD, MSEd, FAAP

Professor of Pediatrics, University of Pennsylvania School of Medicine; Co-Founder and Director of Programs, Center for Parent and Teen Communication; Director of Health Services at Covenant House Pennsylvania, an agency that serves Philadelphia’s homelessness youth; Co-Developer of the Teen-Centered Method; Author, “How to Help Children Build Resilience in Uncertain Times” (2020, American Academy of Pediatrics), Reaching Teens: Strength-Based, Trauma-Sensitive, Resilience-Building Communication Strategies Rooted in Positive Youth Development (2020, 2nd Edition), Building Resilience in Children and Teens: Giving Kids Roots and Wings (2020, 4th Edition), and Raising Kids to Thrive (2015)

1) ANXIOUS BRAINS: CREATING CALM, COPING, MINDFUL STUDENTS

Unwinding Our Anxiety in the Brain During a Pandemic

Judson A. Brewer, MD, PhD

Director of Research and Innovation, Mindfulness Center; Associate Professor in Behavioral and Social Sciences and Psychiatry, Schools of Public Health and Medicine, Brown University; Research Affiliate, Massachusetts Institute of Technology; Author of the New York Times Best Seller, Unwinding Anxiety: New Science Shows How to Break the Cycles of Worry and Fear to Heal Your Mind (2021) and The Craving Mind: From Cigarettes to Smartphones to Love - Why We Get Hooked and How We Can Break Bad Habits (2018); Co-Author, “Unwinding Anxiety: Using Technology to Promote Mental Health in College Students” (2019, AACAP)

Good Anxiety: Harnessing the Power of the Most Misunderstood Emotion

Wendy A. Suzuki, PhD

Professor of Neural Science and Psychology, Center for Neural Science, New York University; best known for her extensive work studying neuroplasticity and areas in the brain critical for our ability to form and retain new long-term memories; Author, Good Anxiety: Harnessing the Power of the Most Misunderstood Emotion (2021); Co-Author, “Brief, Daily Meditation Enhances Attention, Memory, Mood, and Emotional Regulation in Non-Experienced Meditators” (2018, Behavioral Brain Research) and Healthy Brain, Happy Life: A Personal Program to Activate Your Brain and Do Everything Better (2015)

The Science of Adolescent Mental Health: Can Mindfulness Help?

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 Training Preserves Sustained Attention and Resting State Anticorrelation Between Default‐Mode Network and Dorsolateral Prefrontal Cortex” (2020, Human Brain Mapping), “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)

Coping Skills for Kids and Teens: Strategies for Stress, Anxiety, and Anger

Janine Halloran, MA, LMHC

Licensed Mental Health Counselor; Founder, Encourage Play LLC; Founder/CEO, Coping Skills for Kids; Former School Adjustment Counselor; Host, Calm & Connected Podcast; Author, Coping Skills for Teens Workbook: 60 Helpful Ways to Deal With Stress, Anxiety, and Anger (2020), Social Skills for Kids: Over 75 Fun Games & Activities for Building Better Relationships, Problem Solving and Improving Communication (2018), and Coping Skills for Kids Workbook: Over 75 Coping Strategies to Help Kids Deal With Stress, Anxiety, and Anger (2016)

ADHD and Anxiety: Understanding the Relationship and Developing Practical Strategies

Roberto Olivardia, PhD

Associate Psychologist, McLean Hospital; Clinical Instructor of Psychology, Harvard Medical School; Member of the Scientific Advisory Board for ADDitude and the Professional Advisory Boards for CHADD and Attention Deficit Disorder Association; Author, “Anxiety? Depression? Or ADHD? It Could Be All Three” (2020, ADDitude Magazine)

Mindful Decisions, Resilience, and Mental Wellness for Educators: Understanding the Brain Science

Donna M. Volpitta, EdD

Founder and Education Director, Pathways to Empower; Director, The Center for Resilient Leadership; Former Teacher; Board Member and Education Director, One Revolution; Board Member, Kids Helping Kids, Inc.; Author, NeuroWorld: A Guide for Teaching the Brain Science of Resilience (2018) and The Resilience Formula (2012)

Resilience Upon Return: Helping Kids Bounce Back From Stress and Trauma

Caren Baruch-Feldman, PhD

Clinical Psychologist; School Psychologist, Harrison School District; Author, The Resilience Workbook for Kids: Fun CBT Activities to Help You Bounce Back from Stress and Grow from Challenges (Forthcoming, 2022) and The Grit Guide for Teens: A Workbook to Help You Build Perseverance, Self-Control, and a Growth Mindset (2017)

Maximizing Mindful Learning: Reducing Anxiety and Improving Achievement

Janice L. Houlihan, MEd

Developer of Mindful Awareness Programs for Schools; Co-Founder, Inner Explorer, a non profit organization working to help children unlock academic potential and foster lifelong well-being through mindfulness; Co-Author, "Maximizing Mindful Learning: Mindful Awareness Intervention Improves Elementary School Students’ Quarterly Grades" (2015, Mindfulness) and "Audio-guided Mindfulness Training in Schools and Its Effect on Academic Attainment: Contributing to Theory and Practice" (2018, Learning & Instruction)

Laura S. Bakosh, PhD

Researcher; Program Developer; Co-Founder, Inner Explorer, a non profit organization working to help children unlock academic potential and foster lifelong well-being through mindfulness; Co-Author, "Maximizing Mindful Learning: Mindful Awareness Intervention Improves Elementary School Students’ Quarterly Grades" (2015, Mindfulness) and "Audio-guided Mindfulness Training in Schools and its Effect on Academic Attainment: Contributing to Theory and Practice" (2018, Learning & Instruction)

Stress, Resilience, and Wellbeing for Teachers

Janeen Antonelli, MA

Co-Founder and Chief Culture Coach, Thriving YOUniversity; Former Teacher, Principal, and County Office Administrator with expertise in reaching and teaching at-promise youth; Consultant; Professional Learning Designer and Facilitator

Jessie Fuller, MA

Co-Founder and Lead Learner Coach, Thriving YOUniversity; A California League of Schools' Teacher of the Year

Joelle Hood, EdD

Co-Founder and Chief Empowerment Officer, Thriving YOUniversity; Certified Life Coach; Consultant; Professional Learning Designer and Facilitator; Former Principal; Former Senior Consultant, Collaborative Learning Solutions; Awarded Teacher of the Year and Principal of the Year; Passionately committed to empowering individuals and organizations to THRIVE

2) DISTRESSED BRAINS: CREATING TRAUMA-SENSITIVE CLASSROOMS

Reestablishing Attention and Synchronicity in Children Exposed to Trauma

Bessel A. van der Kolk, MD

Professor of Psychiatry, Boston University Medical School; President, Trauma Research Foundation; “Nurturing Our Mental Health During the COVID-19 Pandemic” (Blog, 2020); Author, The Body Keeps the Score: Brain, Mind, and Body in the Healing of Trauma (2014) and Traumatic Stress: The Effects of Overwhelming Experience on Mind, Body, and Society (2006)

Bridging the Gap Between Innate and Learned Behavior: A Parent's Role in Promoting Survival

Bianca Jones Marlin, PhD

Herbert and Florence Irving Assistant Professor of Cell Research, Departments of Psychology and Neuroscience; Principal Investigator, Marlin Lab, The Mortimer B. Zuckerman Mind, Brain, Behavior Institute; Assistant Professor of Neuroscience, Vagelos College of Physicians and Surgeons, Columbia University; whose research aims to use neurobiology and the science of learning to better inform both the scientific and educational communities on how positive experiences dictate brain health, academic performance, and social wellbeing; Neuroscientist featured in the film, “Breakthrough: The Trauma Tracer”, produced by ScienceFriday; Co-Author, “Bridging the Gap Between Innate and Learned Behaviors: A Parental Role in Promoting Survival” (2020, Neuropsychopharmacology), and “Oxytocin Enables Maternal Behavior by Balancing Cortical Inhibition” (2016, Biological Psychiatry)

Creating Caring, Trusting Schools During Challenging Times

Richard Weissbourd, EdD

Senior Lecturer on Education; Faculty Director, Human Development and Psychology; Faculty Co-Director, Human Development and Psychology Master's Program; Faculty Director, Making Caring Common Project, Harvard Graduate School of Education; Senior Lecturer, Kennedy School of Government, Harvard University; Founder, The Lee Academy; Lead and Co-Author of the 2021 Report: Loneliness in America: How the Pandemic Has Deepened an Epidemic of Loneliness and What We Can Do About It; Author, The Parents We Mean to Be: How Well-Intentioned Adults Undermine Children's Moral and Emotional Development (2009) and The Vulnerable Child: What Really Hurts America’s Children and What We Can Do About It (1996)

How the Pandemic Contributes to Feelings of Threat and Disrupts a Child’s Ability to Connect and Feel Safe: A Polyvagal Perspective

Stephen W. Porges, PhD

Distinguished University Scientist, Indiana University Bloomington; Founding Director, Traumatic Stress Research Consortium, Kinsey Institute; Professor of Psychiatry, University of North Carolina; Founder of the Polyvagal Theory, a theory that links the evolution of the mammalian autonomic nervous system to social behavior; Past President, Society for Psychophysiological Research and the Federation of Associations in Behavioral & Brain Sciences; Former Recipient of the “National Institute of Mental Health Research Scientist Development” Award; Author, “The COVID-19 Pandemic is a Paradoxical Challenge to Our Nervous System: A Polyvagal Perspective” (2020, Clinical Neuropsychiatry), Polyvagal Safety: Attachment, Communication, and Self-Regulation (2021), and The Pocket Guide to Polyvagal Theory (2017)

Trauma, Resilience, and the Developing Brain

Frank J. Kros, MSW, JD

Child Advocate; Social Worker; Child Abuse Investigator; Founder and CEO, Kros Learning Group; Trained by principal investigator Dr. Robert Anda on the Adverse Childhood Experiences (ACE) Study; Past Director of the National At-Risk Education Network (NAREN); Recipient of the 2019 "Advocate of the Year" Award from the Maryland State Council on Child Abuse and Neglect and Maryland Essentials for Childhood; Author, The Upside Down Organization: Reinventing Group Care (2008) and Creating the Upside Down Organization: Transforming Staff to Save Troubled Children (2005)

Leading Schools Through Trauma: A Data-Driven Approach to Helping Children Heal

Michael Gaskell, EdD

Principal at Hammarskjold Middle School in East Brunswick, NJ; Former Special Educator and Assistant Principal; Serves as mentor new principals through the New Jersey Leaders to Leaders Program; Skilled in Conflict Resolution, Instructional Design, Curriculum Development, Leadership, and K-12 Education; Author, Leading Schools Through Trauma: A Data-Driven Approach to Helping Children Heal (2021) and Microstrategy Magic: Confronting Classroom Challenges While Saving Time and Energy (2020)

Helping the Helpers: Recognizing and Coping With Secondary Traumatic Stress for Teachers

Mays Imad, PhD

Neuroscientist; Professor of Genetics, Biotechnology, and Bioethics; Founding Coordinator, Teaching and Learning Center, Pima Community College; Fellow, Gardner Institute; Nationally-recognized expert on trauma-informed teaching and learning who advocates for institutions to make mental health a top priority and to systematically support the education of the whole student; author, "How to Make Mental Health a Top Priority This Fall and Beyond" (2021, Chronicle of Higher Education)

Trauma Informed Practices for Educators

Janeen Antonelli, MA

Co-Founder and Chief Culture Coach, Thriving YOUniversity; Former Teacher, Principal, and County Office Administrator with expertise in reaching and teaching at-promise youth; Consultant; Professional Learning Designer and Facilitator

Jessie Fuller, MA

Co-Founder and Lead Learner Coach, Thriving YOUniversity; A California League of Schools' Teacher of the Year

Joelle Hood, EdD

Co-Founder and Chief Empowerment Officer, Thriving YOUniversity; Certified Life Coach; Consultant; Professional Learning Designer and Facilitator; Former Principal; Former Senior Consultant, Collaborative Learning Solutions; Awarded Teacher of the Year and Principal of the Year; Passionately committed to empowering individuals and organizations to THRIVE

3) DISRUPTIVE BRAINS: MANAGING DIFFICULT CLASSROOM BEHAVIORS

Collaborative and Proactive Solutions: Moving From Power and Control to Collaboration and Problem Solving

Ross W. Greene, PhD

Clinical Psychologist; Adjunct Associate Professor, Department of Psychology, Virginia Tech; Adjunct Professor, Faculty of Science, University of Technology in Sydney, Australia; Former Faculty, Harvard Medical School; Founder/Director, Lives in the Balance, which recently released finding from it's "Parenting in a Pandemic" Survey that found parents of children with behavioral issues have been fairing much worse than parents as a whole; Executive Producer of the documentary The Kids We Lose, Winner of the Best Feature Documentary Award at the 2018 New Hampshire Film Festival, the 2019 Women's Film Festival in Philadelphia, and the 2019 Los Angeles Women's International Film Festival; Author, The Explosive Child (2021, 6th Edition), Raising Human Beings: Creating a Collaborative Partnership With Your Child (2016), Lost and Found: Helping Behaviorally Challenging Students (and, While You're At It, All the Others) (2016), and Lost at School: Why Our Kids With Behavioral Challenges Are Falling Through the Cracks and How We Can Help Them (2008)

Handle With Care: Managing Difficult Situations With Dignity and Respect

Jimmy Casas, EdS

CEO/President, J. Casas & Associates; Former Principal; Leadership Coach; Adjunct Professor, Drake University; Former Senior Fellow, International Center for Leadership in Education; Author, Live Your Excellence: Bring Your Best Self to School Every Day (2020) and Culturize: Every Student. Every Day. Whatever It Takes (2017); Co-Author, Handle With Care: Managing Difficult Situations in Schools with Dignity and Respect (2021), Stop. Right. Now.: 39 Stops to Making School Better (2018), and What Connected Educators Do Differently (2015)

Brain Aligned Relational Discipline: Addressing Student Behavior

Lori L. Desautels, PhD

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

Achieve Success With Defiant, Emotional, and Disengaged Students After COVID

MaryAnn Brittingham, MS

Professional Development Consultant; Graduate Course Instructor, State University of New York at New Paltz; Co-Author, Transformative Teaching: Changing Today's Classrooms Culturally, Academically, and Emotionally (2015); Author, Motivating the Unmotivated (2008), Dealing With Difficult Parents: Powerful Strategies for Parent/Teacher Interactions (2005), and Respectful Discipline: Your Guide to Effective Classroom Management (2003)

Building Student Relationships

Craig J. Boykin, PhD

Education Consultant; Author, Right Moves, Wrong Methods (2015), Masterminds of Mentoring and Human Motivation (2014), My Life, Your Inspiration: How to Turn Minor Setbacks into a Major Comeback (2013)

We Needed Executive Function During COVID-19 and Still Do: Implications for Assessment and Intervention

Jack A. Naglieri, PhD

Research Professor, Curry School of Education, University of Virginia; Senior Research Scientist, Devereux Center for Resilient Children; Author, Helping Children Learn (2011, 2nd Edition); Co-Author, Interventions for Autism Spectrum Disorder: Translating Science to Practice (2017), The Handbook of Executive Functioning (2014), and “The School Neuropsychology of ADHD: Theory, Assessment, and Intervention” (2008, Psychology in the School)

Managing Overwhelming Frustration and Anxiety in the New Normal

Jed E. Baker, PhD

Director, Social Skills Training Project; Author, Social Skills Picture Book: For High School and Beyond (2017), Overcoming Anxiety in Children and Teens (2015), and No More Meltdowns: Positive Strategies for Managing and Preventing Out of Control Behavior (2012); Contributing Author, Autism in Lockdown: Expert Tips and Insights on Coping With the COVID-19 Pandemic (2020)

Relationship-Based Pedagogy in Service of Youth With Emotional and Behavioral Difficulties

Justin D. Garwood, PhD

Associate Professor, Department of Education, College of Education and Social Services, University of Vermont; Principal Investigator for Project Burn and Turn, an exploratory project examining malleable factors related to special education teacher burnout; Editorial Board Member of Behavioral Disorders and the Journal of Emotional and Behavioral Disorders; Author, Reclaim Your Challenging Classroom: Relationship-Based Behavior Management (2021); Co-Author, "School Connectedness Insights for Teachers Educating Youth with a Severe Emotional Disturbance in Residential Treatment" (2021, Residential Treatment for Children & Youth)

Building Connections and Community: Promoting Positive Relationships in Schools

Glenn Manning, MEd

Senior Project Manager, Making Caring Common, Harvard Graduate School of Education; Former English Teacher and High School Wellness Coordinator; Former Curriculum Designer, Open Minds Project

Reducing Stress and Anxiety in Children on the Spectrum

Marcia Eckerd, PhD
 

Psychologist; Community Medical Staff, Norwalk Hospital; Former Director of Clinical Programs of the New Learning Therapy Center; Member, CT Autism Spectrum Disorder Advisory Council; Board of Directors of NeuroClastic.org, an autistic nonprofit providing education and resources on autism; Member, Professional Advisory Board of Smart Kids with LD; Member, Member, Clinical Advisory Group of AANE.org (Asperger/Autism Network). Author of articles on autism in the Journal of Health Service Psychology, Autism Spectrum News, Autism Parenting Magazine, Psych Central, “Divergent Thinkers,” and Psychology Today “Everyday Neurodiversity.”
 

4) DISENGAGED BRAINS: REDUCING LEARNING LOSS & RE-ENGAGING KIDS

Using Insights From Cognitive Neuroscience to Support Reading and Reduce Reading Loss

Kenneth R. Pugh, PhD

President, Director of Research, and Senior Scientist, Haskins Laboratories; Professor of Psychology, University of Connecticut; Director, Yale Reading Center; Associate Professor of Linguistics, Yale University; Researcher who is attempting to measure the damage inflicted by “Coronavirus Slide” in reading and whether the use of remote learning tools can reduce ill effects on young students, particularly those from underserved communities or with special needs; Scientific Research Council Member, Child Mind Institute; Co-Author, How Children Learn to Read: Current Issues and New Directions in the Integration of Cognition, Neurobiology, and Genetics of Reading and Dyslexia Research and Practice (2011)

Re-Engaging Student Minds During and After COVID

Kathleen M. Kryza, MA

Master Teacher; CIO, Infinite Horizons; Co-Author, Transformative Teaching: Changing Today's Classrooms Culturally, Academically, and Emotionally (2015), Developing Growth Mindsets in the Inspiring Classroom (2011), Inspiring Elementary Learners (2008), Inspiring Middle and Secondary Learners (2007), and Differentiation for Real Classrooms (2009)

Providing Academic Support for All Students to Address Learning Loss

Kathleen Lynch, EdD

Assistant Professor of Learning Sciences, Department of Educational Psychology, Neag School of Education, University of Connecticut; Former Fellow, Kennedy School of Government, Harvard University; Co-Author, “Broad-Based Academic Support for All Students” (2020, Annenberg Institute/Harvard EdResearch for COVID-19 Recovery Briefs) and “Effects of Summer Mathematics Intervention for Low-Income Children” (2017, Educational Evaluation and Policy Analysis)

How Tutoring Works: Strategies to Raise Motivation and Accelerate Learning for Learning Loss

John T. Almarode, PhD

Co-Director, Center for STEM Education and Outreach; Associate Professor in the Department of Early, Elementary, and Reading Education, James Madison University; Co-Editor, Teacher Educator’s Journal; Co-Author, How Tutoring Works: Six Steps to Grow Motivation and Accelerate Student Learning (2021), Clarity for Learning (2018), From Snorkelers to Scuba Divers: Making the Elementary Science Classroom a Place of Engagement and Deep Learning (2017), Visible Learning for Science (2017), and Captivate, Activate, and Invigorate the Student Brain in Science and Math, Grades 6–12 (2013)

Rethinking Motivation and Mindsets: Strategies to Reengage Students

Andrew C. Watson, MEd

Former Classroom Teacher; Founder/President of Translate the Brain, a professional development consultancy; Author, The Goldilocks Map: A Classroom Teacher’s Quest to Evaluate ‘Brain-Based’ Teaching Advice (2021), Learning Grows: The Science of Motivation for the Classroom Teacher (2019), and Learning Begins: A Teacher's Guide to the Learning Brain (2017); Blogger, Learning & the Brain Blog

How to Motivate Kids and Building Stress Tolerance

William R. Stixrud, PhD

Clinical Neuropsychologist; Assistant Clinical Professor of Psychiatry, George Washington School of Medicine; Adjunct Faculty, Children’s National Medical Center; Director, William Stixrud and Associates; Co-Author, Wired for Control (2017)

5) DEPRESSED BRAINS: PROMOTING MENTAL HEALTH & WELLBEING

Under Pressure: Confronting the Pandemic of Stress, Anxiety, and Mental Health Concerns in Adolescents

Lisa K. Damour, PhD

Clinical Psychologist; Recognized as a Thought Leader by the American Psychological Association; Senior Advisor to the Schubert Center for Child Studies, Case Western Reserve University; Executive Director, Laurel School’s Center for Research on Girls; Writer for the Monthly “Adolescence” Column at the New York Times; Regular Contributor, CBS News; Advisory Board Member, Parent Magazine; Co-Host of the Podcast, Ask Lisa: The Psychology of Parenting; Author of the New York Times Best Sellers, Under Pressure: Confronting the Epidemic of Stress and Anxiety in Girls (2019) and Untangled: Guiding Teenage Girls Through the Seven Transitions Into Adulthood (2016)

Reaching Teens in Times of Trauma, COVID, and Uncertainty

Kenneth R. Ginsburg, MD, MSEd, FAAP

Professor of Pediatrics, University of Pennsylvania School of Medicine; Co-Founder and Director of Programs, Center for Parent and Teen Communication; Director of Health Services at Covenant House Pennsylvania, an agency that serves Philadelphia’s homelessness youth; Co-Developer of the Teen-Centered Method; Author, “How to Help Children Build Resilience in Uncertain Times” (2020, American Academy of Pediatrics), Reaching Teens: Strength-Based, Trauma-Sensitive, Resilience-Building Communication Strategies Rooted in Positive Youth Development (2020, 2nd Edition), Building Resilience in Children and Teens: Giving Kids Roots and Wings (2020, 4th Edition), and Raising Kids to Thrive (2015)

Youth Stress Vulnerability During COVID: Promoting Mental Health and Protective Factors

Maya L. Rosen, PhD

Research Associate, Stress & Development Lab, Harvard University; Incoming Assistant Professor of Neuroscience, Smith College; Co-Author, "Social Behavior and Youth Psychopathology During the COVID-19 Pandemic: A Longitudinal Study" (2021, PsyArXiv) and "Promoting Youth Mental Health During COVID-19: A Longitudinal Study Spanning Pre- and Post-Pandemic" (2021, PsyArXiv)

When the Kids Come Back: A Return-To-School Guide for Mental Health During COVID-19

Elizabeth K. Englander, PhD

Professor of Psychology; Founder/Director, Massachusetts Aggression Reduction Center, Bridgewater State University; Chair of the Cyberbullying Work Group at the Institute for Digital Media and Child Development; Special Editor of the Cyberbullying issues of the Journal of the American Academy of Child and Adolescent Psychiatry-CONNECT and the Journal of Social Sciences; Author, The Insanely Awesome POST Pandemic Playbook: A Humorous Mental Health Guide for Kids (2021), When The Kids Come Back: A Return-To-School Guide Following the COVID-19 Pandemic (2020), and Bullying and Cyberbullying: What Every Educator Needs to Know (2013)

Understanding and Addressing Mental Health in College Students: Findings and Lessons From the National Healthy Minds Network

Sarah K. Lipson, PhD, EdM

Assistant Professor, Department of Health Law, Policy and Management; Co-Principal Investigator of the Healthy Minds Study and Associate Director of the Healthy Minds Network, Boston University; Co-Author, “Mental Health Conditions Among Community College Students: A National Study of Prevalence and Use of Treatment Services” (2021, Psychiatry), “Harnessing Mobile Technology to Reduce Mental Health Disorders in College Populations" (2021, Contemporary Clinical Trials), and “More Than Inconvenienced: The Unique Needs of U.S. College Students During the COVID-19 Pandemic” (2020, Health Education & Behavior)

Microdosing Bravery in and Face of Fear: Cultivating Courage and Resilience in Today’s Mental Health Crisis

Kristen Lee, EdD, LICSW

Behavioral Health Clinician and Educator; Lead Faculty for Behavioral Science; Associate Teaching Professor of Psychology, Northeastern University; Author, "How We Find Resilience During Impossible Times" (2020, Psychology Today), Mentalligence: A New Psychology of Thinking (2018), and RESET: Make the Most of Your Stress: Your 24-7 Plan for Well-Being (2014)

The End of Adolescence: Supporting Youth and the Lost Art of Delaying Adulthood

Nancy E. Hill, PhD

Developmental Psychologist; Charles Bigelow Professor of Education, Harvard Graduate School of Education; President-Elect of the Society for Research in Child Development; Co-Author, The End of Adolescence: The Lost Art of Delaying Adulthood (2021)

Less Stress: A Data-Driven Guide to Better Decisions Making in the Early School Years

Emily Oster, PhD

Royce Family Professor of Teaching Excellence and Professor of Economics, Brown University; Former Associate Professor at the Booth School of Business, University of Chicago; Affiliated with the National Bureau of Economic Research; Author, The Family Firm: A Data-Driven Guide to Better Decision Making in the Early School Years (2021), Cribsheet: A Data-Driven Guide to Better, More Relaxed Parenting (2019), and Expecting Better (2013)

Happy Teachers Revolution: Supporting the Mental Health and Wellness of Educators

Danna Thomas, MSEd

Former Baltimore City Public School Teacher; Founder/CEO of the Happy Teacher Revolution, a global initiative to support the mental health, self-care, and wellness of educators; Recipient of the 2019 Johns Hopkins Community Hero Award and the 2019 Winner of the $15,000 Award at the Social Innovation Lab, Johns Hopkins University; Former national spokeswoman for the National Alliance of Mental Illness (NAMI) Maryland and the “Music for Mental Health” campaign

Why Cultivating Belonging in Your Classroom May Have the Biggest Impact on Student Mental Health

Casey M. Pettit, LICSW

Director of Strategic Partnerships, Project Wayfinder; Trained Trauma-Informed Clinician; Former Mental Health Clinician and Lecturer, Brown University, Designer and Lecturer of the University's course, "Navigating Life on Purpose"; Author, "Belonging and its Critical Impact on Student Mental Health" (2021, XOThinkTogether)

Tristan Love, EdD

Director of Learning and Development and School Support Account Manager, Project Wayfinder; Former Middle School Principal