The Distressed Generation: How the Pandemic and Social Media Are Creating a Mental Health Crisis

From Stressed to Resilient: Helping Distressed Children Through a Pandemic

The Stolen Years: How COVID Changed Children’s Lives and Learning

Just One Educator Can Completely Alter the Trajectory of a Child

Disconnected: Protecting Our Kids' Brains from the Harmful Effects of Digital Dependency

A Generation in Crisis: Behavioral and Educational Best Practices for Students With Mental Health Challenges

Strategies for Leading a Pandemic Population of Students

From Stressed to Resilient: Helping Distressed Children Through a Pandemic

A Generation in Crisis: Behavioral and Educational Best Practices for Students With Mental Health Challenges

The Biology of Stress and Mental Health: Strategies to Help Struggling Children

Stress and Learning: The Good, The Bad, and The Surprising

Educational Neuroscientist; Former Lecturer and Science of Learning Research Scientist, Melbourne Graduate School of Education, University of Melbourne; Director, LME Global; Director, The Science of Learning Group; Honorary Research Fellow, St. Vincent's Hospital; Author, Stop Talking, Start Influencing: 12 Insights From Brain Science to Make Your Message Stick (2019); Co-Author, 10 Things Schools Get Wrong (2020), Learning Analytics in the Classroom (2018), and From Laboratory to Classroom: Translating Science of Learning for Teachers (2016)

Future Tense: Rethinking Our Approach to Youth Anxiety During a Pandemic and Beyond

Understanding Risk and Resilience Among Students With Reading Difficulties

Teaching to Strengths: Supporting Students Living With Chronic Stress, Trauma, and Violence

The Distressed Generation: How the Pandemic and Social Media Are Creating a Mental Health Crisis

Disconnected: Protecting Our Kids’ Brains from the Harmful Effects of Device Dependency

Tech and the Teen Brain

Educational Neuroscientist; Former Lecturer and Science of Learning Research Scientist, Melbourne Graduate School of Education, University of Melbourne; Director, LME Global; Director, The Science of Learning Group; Honorary Research Fellow, St. Vincent's Hospital; Author, Stop Talking, Start Influencing: 12 Insights From Brain Science to Make Your Message Stick (2019); Co-Author, 10 Things Schools Get Wrong (2020), Learning Analytics in the Classroom (2018), and From Laboratory to Classroom: Translating Science of Learning for Teachers (2016)

DISTRACTED: Why Teens (and Teachers) Can’t Focus and How to Help Them

The Science of Distraction, Motivation, and Memory: Fulfilling the Promise of Teaching and Learning With Technology

Motivating a Love of Learning: The Science of Questions, Curiosity, and Exploratory Play

Improving Student Engagement and Behavior During Difficult Times

Strategies to Motivate Children to Learn in Challenging Times

Motivated Teaching: Harnessing the Science of Motivation to Boost Attention and Effort

Get Ready for the Next Generation of Children and Families: Teaching and Raising Young Children

Helping Students Recover, Rebound, and Re-Engage in Challenging Times

Professor of 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), How Learning Works (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)

Just One Educator Can Completely Alter the Trajectory of a Child

Stressed to Resilient: What Educators Need to Live Their Mission and Protect Their Mental Health

Strategies for Leading a Pandemic Population of Students

Demoralized Teachers Are More than Distressed and Burnt-Out: How Can They Stay?

The Well-Balanced Educator: Taking Care of Yourself to Become the Teacher Your Students Need

The Stolen Years: How COVID Changed Children’s Lives and Learning

Teaching Vulnerable Learners: Strategies for Students Who Are Bored, Distracted, Discouraged, and Likely to Drop Out

Understanding Risk and Resilience Among Students With Reading Difficulties

Teaching to Empower: Taking Action to Foster Student Agency, Self-Confidence, and Collaboration

Teacher-Led Instruction vs. Student-Centered Learning: Why Can't We Have Both?

Director of Impact Academy, Deans for Impact, who is development research-to-practice strategies for schools and school systems; Former Director of Practice, Research Schools International, Harvard Graduate School of Education; Former Senior Facilitator, Public Education Leadership Project, Harvard University; Former Teacher, Upper School Principal, and Specialist Leader in Education; Co-Author, How Teaching Happens (2022); Contributor, “Mobilizing Aspiring Teachers as Tutors: Policy Solutions to Accelerate Student Learning and Strengthen Teacher Pipelines” Report (2023, Deans for Impact), “Practice With Purpose: The Emerging Science of Teacher Expertise” Report (2016, Deans for Impact) and “The Science of Learning” Report (2015, Deans for Impact)

The Disintegrating Student: Struggling but Smart and How Educators Can Turn Them Around

Small Teaching K-8: Reigniting the Spark for Learning and Teaching With the Science of Learning

Founder and Executive Director, COGX, a research and development firm in applied cognitive science; Former Founding Director, FUNIDES, a think tank to advance social policy for modernizing education; Co-Author of a series of online graduate level courses on the science of learning for educators titled "Developing Sophisticated Learners"