This event is SOLD OUT.

Please call 857-444-1500 x1 to be added to the waiting list.

This webinar will use Zoom.

This webinar will run from 10:00 am - 12:00 pm ET / 7:00 am - 9:00 am PT on March 4, 2023 for a total of 2 credit hours.

For those who cannot attend the live webinar on March 4 a recording of the webinar will be available for a week following the live webinar. CE credit is only available for live attendance.

Stress can be good and bad for learning. Sometimes it can make us laser-focused, and other times it leaves us floundering. Sometimes it can drive us to action, and other times it can freeze us in our tracks. What is the deal with stress and why can it have so many different outcomes? During this session, you will explore this topic and differentiate between good and bad stress. Explore several concrete actions you can take to use good stress to improve learning and beneficial ways to respond to bad stress in our own lives. Finally, you will explore the larger issue of emotions and consider what role they play in the learning process..


Participants will be able to:

  • Understand what differentiates good from bad stress
  • Learn specific ways to engender good stress to improve focus and action and address bad, chronic stress in our lives
  • Discover how other emotions impact and improve learning
  • Discuss the 7 keys to effective relationships in school


K-12 Teachers and Leaders; Tertiary Leaders.  This webinar will support anybody working with students in a learning or mental health capacity.


JaredJared Cooney Horvath, PhD, MEd, is an 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)