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DISTRESSED AND STRUGGLING STUDENTS AND EDUCATORS


Many school-aged students are struggling. Generation Alpha (born after 2010) and Generation Z (born 1996-2010) are facing challenges unlike previous generations, having grown up in an age of a pandemic and increased stress, mental illness, digital usage, distractions, and uncertainty. A 2020 survey found that today's students are the most distressed (60% reporting high levels of stress and mental health issues); the most disengaged (52% have less motivation to do schoolwork); the most digitally distracted (45% have a hard time concentrating on schoolwork); and the most discouraged (47% feel they are not learning as much as before the pandemic) compared to past generations. Many educators are also struggling. A recent RAND report found 59% of teachers and 48% of principals are burned out and 30% of teachers and principals say they are likely to leave their profession.

This interdisciplinary conference will bring together neuroscientists, generation researchers, medical experts, and education leaders to explore ways to help students who are struggling to learn and educators who are struggling to cope. Discover science-based strategies to reduce stress, burnout, and boredom, and improve mental health, motivation, engagement, learning, and focus for teachers, leaders, and a distressed generation.

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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.


LEARNING OBJECTIVES

You will gain knowledge about:

  • Improving mental health in a distressed generation
  • Strategies for stress, anxiety, burnout, and mental health
  • How Gen. Z and Alpha learn differently from past generations
  • Teaching to student strengths and empowering them to succeed
  • The science of struggling students and ways to improve learning
  • Strategies to motivate and engage bored and disengaged students
  • Ways to empower learning through play, agency, and active learning
  • Stress and motivation in students struggling in reading and math
  • Leading and teaching generations impacted by stress and COVID
  • How digital devices affect teen focus, health, and dependency

 

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
Superintendents, Principals, School Heads
Social Workers, Mental Health Professionals
College, University Professors
 

Featured Speakers

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

Jean M. Twenge, PhD

From Stressed to Resilient: Helping Distressed Children Through a Pandemic

Deborah Gilboa, MD

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

Anya Kamenetz, BA

Just One Educator Can Completely Alter the Trajectory of a Child

Baruti K. Kafele, MA

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

Thomas J. Kersting, MA, LPC

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

Jessica Minahan, PhD, BCBA

Strategies for Leading a Pandemic Population of Students

Andrew McPeak, BA

The Disengaged Generation: Improving Student Engagement and Wellbeing in Schools

Andy P. Hargreaves, PhD
Dennis L. Shirley, EdD

1) DISTRESSED GENERATION: SUPPORTING STUDENT MENTAL HEALTH

From Stressed to Resilient: Helping Distressed Children Through a Pandemic

Deborah Gilboa, MD

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

Jessica Minahan, PhD, BCBA

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

Khadijah Booth Watkins, MD, MPH

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

Jared Cooney Horvath, PhD, MEd

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

Tracy A. Dennis-Tiwary, PhD

Understanding Risk and Resilience Among Students With Reading Difficulties

Joanna A. Christodoulou, EdD

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

Debbie Zacarian, EdD

2) DISTRACTED GENERATION: FOSTERING FOCUS & DIGITAL WELLBEING

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

Jean M. Twenge, PhD

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

Thomas J. Kersting, MA, LPC

Tech and the Teen Brain

Jared Cooney Horvath, PhD, MEd

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

James M. Lang, PhD

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

Michelle D. Miller, PhD

Behind Their Screens: Supporting Our Students in A World of Digital Dilemmas

Carrie James, PhD
Emily Weinstein, EdD

3) DISENGAGED BRAINS: MOTIVATING GENERATIONS Z & ALPHA TO LEARN

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

Elizabeth B. Bonawitz, PhD

Improving Student Engagement and Behavior During Difficult Times

Jessica Minahan, PhD, BCBA

Strategies to Motivate Children to Learn in Challenging Times

Kathryn R. Wentzel, PhD

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

Peps McCrea, PhD

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

Valora Washington, PhD

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

John T. Almarode, PhD

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)

The Disengaged Generation: Improving Student Engagement and Wellbeing in Schools

Andy P. Hargreaves, PhD
Dennis L. Shirley, EdD

4) DISTRESSED EDUCATORS: RESTORING RESILIENCE TO TEACH & LEAD

Just One Educator Can Completely Alter the Trajectory of a Child

Baruti K. Kafele, MA

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

Deborah Gilboa, MD

Strategies for Leading a Pandemic Population of Students

Andrew McPeak, BA

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

Doris A. Santoro, EdD

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

Mike Anderson, MS

Thriving, Not Just Surviving: Moving Beyond Social-Emotional Learning to Well-Being

Andy P. Hargreaves, PhD
Dennis L. Shirley, EdD

5) DISCOURAGED BRAINS: STRATEGIES FOR STRUGGLING LEARNERS

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

Anya Kamenetz, BA

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

Suzy Pepper Rollins, MA

Understanding Risk and Resilience Among Students With Reading Difficulties

Joanna A. Christodoulou, EdD

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

Debbie Zacarian, EdD

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

Jim Heal, EdLD

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

Jeannine M. Jannot, PhD

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

Sarah Connell Sanders, MEd, DESE

Understanding Cognitive Diversity: Applying Science-Based Learning Principles to Help Struggling Learners and Maximize Their Potential

Javier Arguello, MPA, MBA
Rosario Bernabeu, MA

Co-Sponsors Include:

Integrated Learning Initiative, Massachusetts Institute of Technology

School Development Program, Yale University

Laboratory for Learning Engineering & Neural Systems (brainLENS), University of Connecticut and University of California, San Franscisco

The Neuro-Education Initiative, Johns Hopkins University

National Association of Elementary School Principals (NAESP)

The Dana Foundation

Greater Good Science Center, University of California, Berkeley

LEARNING & the BRAIN® Foundation