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 past pandemic school year on brains, mental health, and learning and science-based strategies for helping heal and deal with anxiety and trauma in children and teens. Discover the impact of stress on ADHD, LD, and autism; teaching strategies for tackling learning loss; classroom management techniques for behavior that reduce stress, anxiety, and depression; ways to provide trauma-sensitive classrooms; and methods for dealing with the increased use of technology and screen time as a result of the pandemic.

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.
 

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
Reading, Math, Science, Technology Teachers
Superintendents, Principals, School Heads
Adolescent Educators, Clinicians, Counselors
Social Workers, Mental Health Professionals
Guidance, Career, College Counselors
College, University Professors

Click here for COVID-19 cancellation policies.

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; Blog, “Nurturing Our Mental Health During the COVID-19 Pandemic” (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 Anxiety in Schools

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 (Forthcoming, 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)

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)

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)

Helping Students With Concerning Behavior Before and After the Pandemic

Ross W. Greene, PhD

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; Collaborator on 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)

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)

Handle with Care: Managing Difficult Situations with Dignity and Respect When School Returns

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)

1) DISTRESSED BRAINS: CALMING ANXIOUS KIDS IN A POST-PANDEMIC WORLD

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)

Good Anxiety: Harnessing the Power of Anxiety in Schools

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 (Forthcoming, 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 Anxiety and Depression: 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, 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)

Understanding Our Nervous System’s Resiliency During and After a Pandemic

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)

2) DISCONNECTED BRAINS: CREATING CARING, TRUSTING, TRAUMA-PROOF SCHOOLS

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; Blog, “Nurturing Our Mental Health During the COVID-19 Pandemic” (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 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)

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)

Understanding Reactions to the Pandemic: Trust, Trauma, Oxytocin, Polyvagal Theory, and Children's Ability to Connect

Stephen W. Porges, PhD

Distinguished University Scientist, Kinsey Institute; Founding Director, Traumatic Stress Research Consortium, Indiana University Bloomington; 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)

Creating a Trauma Sensitive Classroom

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)

Creating a Trauma Sensitive Classroom

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)

Trauma, Resilience, and the Developing Brain

Frank J. Kros, MSW, JD

Child Advocate; Social Worker; Child Abuse Investigator; Founder and CEO, Kros Learning Group; Member of an elite 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)

3) DISRUPTIVE BRAINS: MANAGING DIFFICULT BEHAVIORS & LEARNING DISORDERS

Helping Students With Concerning Behavior Before and After the Pandemic

Ross W. Greene, PhD

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; Collaborator on 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)

Anxiety, ADHD, and Depression: Approaches to Help Children in Uncertain Times

Roberto Olivardia, PhD

Clinical 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)

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)

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)

4) DEPRESSED BRAINS: COVID IMPACTS & REACHING TEENS & YOUNG ADULTS WITH MENTAL HEALTH ISSUES

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)

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)

Promoting Youth Mental Health During COVID: What the Research Shows

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)

Mental Health Conditions Among College Students: Prevalence and Treatment

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)

5) RETURNING BRAINS TO SCHOOL: DEALING WITH DISENGAGEMENT & LEARNING LOSS

Handle with Care: Managing Difficult Situations with Dignity and Respect When School Returns

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)

When the Kids Come Back: A Return-To-School Guide After the COVID-19 Pandemic

Elizabeth K. Englander

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)

Literacy in a Pandemic: Measuring and Remediating Learning 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 if 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 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)