The Jeffrey Breakenridge Keller Professor of Behavioral Science and Marketing, Booth School of Business, University of Chicago; Past President of the Society for the Science of Motivation and the International Social Cognition Network; Winner of the Society of Experimental Social Psychology’s Best Dissertation Award and Career Trajectory Award, the Society of Consumer Psychology’s Distinguished Scientific Contribution Award, and the Fulbright Educational Foundation Award; Author, Get It Done: Surprising Lessons From the Science of Motivation (2022)

Lewis and Virginia Eaton Professor of Psychology, Stanford University, Courtesy Professor of Education, Stanford Graduate School of Education; One of the World's Leading Researchers on motivation and mindsets; Author, Mindset: The New Psychology of Success (2006); Co-Author, "Mindsets and Mental Health" (2023, Nature Mental Health), "Teacher Mindsets Help Explain Where a Growth-Mindset Intervention Does and Doesn't Work" (2022, Psychological Science), "Motivation: A Valuation Systems Perspective" (2019, Emotion in the Mind and Body), Academic Tenacity: Mindsets and Skills That Promote Long-Term Learning (2014), and Self-Theories: Their Role in Motivation, Personality, and Development (2000)

Chief Executive Officer, Tommie Mabry Company; Former Director of Enrollment, Tougaloo College; Former Teacher at the same school he had been expelled from numerous times as a student, who overcame obstacles and his troubled past, and knows what it's like to feel disengaged in school; Author, Perspective: The Secret to Student Motivation and Success(2022), Little Tommie’s Four B’s (2019), If Tommie Can Do It, We Can Do It (2015), and A Dark Journey to a Light Future (2012)

Distinguished Professor of Education, School of Education, University of California, Irvine; Former Chair of the Advisory Committee for the Social, Behavioral, and Economic Directorate at the National Science Foundation and Chair of the MacArthur Foundation Research Network on Successful Pathways through Middle Childhood; Co-Author, “Components of Engagement in Saying-Is-Believing Exercises” (2023, Current Psychology), “Situated Expectancy-Value Theory, Dimensions of Engagement, and Academic Outcomes” (2022, Handbook of Research on Student Engagement), “Achievement Motivation: What We Know and Where We Are Going” (2021, Annual Review of Developmental Psychology), and Handbook of Research on Schools, Schooling, and Human Development (2010)

Professor of Psychiatry, Stanford University; Chief, Stanford Addiction Medicine Dual Diagnosis Clinic, Stanford University School of Medicine; Internationally-recognized leader in addiction medicine treatment and education; Featured in the Netflix Documentary, The Social Dilemma; Author, Dopamine Nation: Finding Balance in the Age of Indulgence (2021)

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

Award-winning Game Designer; Invited Lecturer, Stanford University Graduate School of Education; Founder/Director, Game Design Thinking; Founder, Game Design Thinking Research Group; Advisor, Kinjo EdTech Company; Learning and Engagement Advisor, Digital Media Academy; Author, "The Four Phases of Games and Interest" (2023, Stanford Blog), "How Games Can Boost Your Learning" (2023, Stanford Blog)

Chancellor's Professor of Informatics, University of California, Irvine; Researcher on the impact of digital media on people’s lives and our decreasing attention span; Author, Attention Span: A Groundbreaking Way to Restore Balance, Happiness, and Productivity (2023); Co-Author, “Understanding Smartphone Usage in College Classrooms” (2019, Computers & Education)

Professor of Psychology; Director, Amishi Jha Lab, Division of Cognitive and Behavioral Neuroscience, University of Miami; Director and Co-Founder of Contemplative Neuroscience for the Mindfulness Research and Practice Initiative; Presenter of the TED Talk on “How to Tame Your Wandering Mind,” which had more than 5 million views; Author, Peak Mind: Find Your Focus, Own Your Attention, Invest 12 Minutes a Day (2021); Co-Author, “The Frequency of Mind Wandering Increases Over Time During Ongoing Task Performance” (2023, PsyArXiv) and “Does Intensive Mindfulness Training Strengthen Sustained Attention? Examining Individual Differences in Mind Wandering During the Sustained Attention to Response Task” (2022, OBM Integrative and Complementary Medicine)

Pediatric Neurologist, Palo Alto Medical Foundation; Named “Top Doctor” for the past five years in San Francisco Magazine; Author, ADHD & Me: A Simple and Easy Way to Understand ADHD--and Embrace It! (2021); Co-Author, Winning with ADHD: A Playbook for Teens and Young Adults With Attention Deficit/ Hyperactivity Disorder (2019) and ADHD & The Focused Mind: A Guide to Giving Your ADHD Child Focus, Discipline & Self-Confidence (2016)

Associate Dean, Trinity College of Arts and Sciences; Associate Director of the Center for Child and Family Policy; Director of Undergraduate Studies in the Department of Psychology and Neuroscience, Duke University; Co-Author, “Investigating Teacher and Student Effects of the Incredible Years Classroom Management Program in Early Elementary School” (2018, School Psychology), “Attention-Deficit/Hyperactivity Disorder (ADHD): Interaction Between Socioeconomic Status and Parental History of ADHD Determines Prevalence” (2018, Child Psychology and Psychiatry, and Allied Disciplines), and “Attention Problems and Academic Achievement: Do Persistent and Earlier-Emerging Problems Have More Adverse Long-Term Effects?” (2016, Attention Disorders)

Associate Professor, Department of Psychology, Institute of Neuroscience; Principal Investigator, Lewis-Peacock Lab, The University of Texas at Austin; Courtesy Associate Professor, Department of Psychiatry and Behavioral Sciences, Dell Medical School; Visiting Research Fellow, MRC Cognitive and Brain Sciences Unit, Cambridge University; Co-Author, "Prioritizing Sharpens Working Memories But Does Not Protect Them From Distraction" (2022, Experimental Psychology) and "Distraction in Visual Working Memory: Resistance Is Not Futile" (2021, Trends in Cognitive Science)

Research Scientist, Neuroscientist, Center for Mind and Brain and MIND Institute, University of California, Davis; Principal Investigator, The Saron Lab; Faculty Member, Mind and Life Summer Research Institutes, Co-Author, “Modulation of Event-Related Potentials of Visual Discrimination by Meditation Training and Sustained Attention” (2019, Cognitive Neuroscience), “Meditation Training Influences Mind Wandering and Mindless Reading” (2016, Psychology of Consciousness: Theory, Research, and Practice), “Real-time fMRI Links Subjective Experience With Brain Activity During Focused Attention” (2013, Neuroimage)

Vice President, Practice Engagement and Capacity Building, The American Occupational Therapy Association; Former Associate Professor and Director of Inaugural Masters of Occupational Therapy Program, Wesley College; Author, Self-Regulation and Mindfulness: Over 82 Exercises & Worksheets for Sensory Processing Disorder, ADHD, & Autism Spectrum Disorder (2017); Co-Author, Trauma Treatment in Action (2021) and Raising Kids with Sensory Processing Disorders (2020, 2nd Edition)

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)

Assistant Professor, Department of Educational Psychology, College of Education; Director, Motivation and Self-Regulation Lab, The University of Texas at Austin; Co-Author, “A Strategic Mindset Enhances Children’s Generation of Effective Strategies and Delay of Gratification Across Tasks” (2026, Developmental Psychology), “A Strategic Mindset Predicts and Promotes Effective Learning and Academic Performance” (2025, Science of Learning), “A Teacher Strategic Mindset Predicts Efficacious and Effective Teaching” (2023, Educational Psychology), and “Fanning the Flames of Passion: A Develop Mindset Predicts Strategy-Use Intentions to Cultivate Passion” (2021, Frontiers in Psychology)

Consultant; Author; Former Faculty Associate, Graduate School of Education and Central Office Administrator, Johns Hopkins University; Author, Mindsets in the Classroom: Building a Growth Mindset Learning Community (2024, 3rd Edition), Mindsets for Parents:Strategies to Encourage Growth Mindsets in Kids (2023, 2nd Edition), Ready-to-Use Resources for Mindsets in the Classroom (2020, 2nd Edition), Nothing You Can't Do!: The Secret Power of Growth Mindsets (2018), Create a Growth Mindset School: An Administrator's Guide to Leading a Growth Mindset Community (2018), and Mindsets in the Classroom (2017)

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)

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)

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

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

Lead Climate Coach, Thriving YOUniversity; Coordinator for Social Emotional Learning, Bakersfield City School District; Former Teacher, Behavioral Management Specialist, and District Administrator

Senior Lecturer, Stanford Graduate School of Education; Co-Founder and Strategic Advisor, Challenge Success; Co-Host, “School's In” Podcast; Author, “Doing School”: How We Are Creating a Generation of Stressed Out, Materialistic, and Miseducated Students (2001); Co-Author, “Stressed, Tired, and Yearning for Support” (2025, Kappan Online), “What Students and Teachers Do to Build Positive Reciprocal Relationships: A Study Co-Led by Youth and Adult Researchers” (2023, American Journal of Education), “A Caring Climate That Promotes Belonging and Engagement” (2022, Phi Delta Kappa), and Overloaded and Underprepared: Strategies for Stronger Schools and Healthy, Successful Kids (2015)

Associate Professor, Psychology and Psychiatry, Harvard Medical School; Psychologist, Psychology Leadership Team, Executive Director, Learning and Emotional Assessment Program (LEAP), Massachusetts General Hospital; Instructor, Colorado State University; Advisory Board, Magination Press, American Psychological Association; Member, International Academy for Research on Learning Disabilities; Co-Director of the Clay Center for Healthy Young Minds; Author, Bright Kids Who Couldn’t Care Less: How to Rekindle Your Child’s Motivation (2023); Co-Author, The Motivation Mindset Workbook: Helping Teens and Tweens Discover What They Love to Do (2025) and Bright Kids Who Can’t Keep Up: Help Your Child Overcome Slow Processing Speed and Success in a Fast-Paced World (2014)

Associate Professor, Arizona Christian University; Author, 17 Things Resilient Teachers Do: (And 4 Things They Hardly Ever Do) (2020), Retraining New Teachers (2015), and Battling Boredom (2010); Co-Author, The Resilient School Leader (2023, Routledge Eye on Education), Battling Boredom, Part 2 (2018), and 75 Quick and Easy Solutions to Common Classroom Disruptions (2013)

Professor, Department of Psychology and the Cognitive Neuroscience Area Head, University of Waterloo; Cognitive Neuroscientist, Researcher, The Danckert Lab on Boredom; Co-Author, “Cognitive and Affective Predictors of Boredom Proneness” (2023, Cognition & Emotion), “Boredom in the COVID-19 Pandemic” (2022, Behavioral Sciences), “Boredom and Media Multitasking” (2022, Frontiers in Psychology), and Out of My Skull: The Psychology of Boredom (2020)

Chief Development Officer, CharacterStrong; Scientist; Psychologist; Former Middle School Math Teacher; Former Professor and Researcher at University of Minnesota, University of Washington, and Louisiana State University, who studied well-being, resilience, social-emotional learning, and youth mental health; Co-Author, "PurposeFull People SEL and Character Education Program" (2023, School Mental Health), “Brief School-Based Interventions Targeting Student Mental Health and Well-Being” (2023, PsyArXiv), “Strategies to Enhance Affective Engagement” (2020, Student Engagement), and “Brief Teacher Training Improves Student Behavior and Student-Teacher Relationships in MIddle School” (2019, School Psychology)

Co-Founder and Chief Learning Officer, Hue Learning; Emeritus, Founder and Research Scientist, Institute for Connecting Neuroscience with Teaching and Learning; Former Research Fellow and Learning Scientist in Cognitive Neuroscience, University of Washington; Author, The Brain-Based Workbook: Regulate, Relate, Reason (2023), A Brain-Based Classroom Practical Guide (2023), The Brain-Based C;assroom (2020), and Brain-centric Design: The Surprising Neuroscience Behind Learning With Deep Understanding (2018)

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"

Senior Education Consultant; Former Behavior and Mental Health Program Manager, Belmont- Redwood Shores School District; Former Special Education Coordinator, Nevada County Superintendent of Schools; Former Professional Learning Specialist, Mindsets Works; Author, “From On Edge to On Task: Exploring Elements of Trauma- Sensitive Schools” (2021, NASSP), “Giving Students the Keys to Control Their Own Learning Outcomes” (2018, Houghton Mifflin Harcourt Blog), and “Mindsets Impact Perceptions of Student Behavior” (2016, Mindset Works Blog)

Health Psychologist; Award-Winning Psychology Lecturer, Stanford University; Invited Lecturer, Stanford University School of Medicine; Creator, Stanford Compassion Cultivation Training, Stanford Center for Compassion and Altruism; Recipient of the Walter J. Gores Award, Stanford University’s highest teaching honor; Author, The Joy of Movement: How Exercise Helps Us Find Happiness, Hope, Connections, and Courage (2019), The Upside of Stress (2016), and The Willpower Instinct (2011)

Lucie Stern Professor, Social Sciences; Deputy Director, Stanford Wu Tsai Neurosciences Institute; Chair, Department of Psychology, Stanford University; Co-Author, “Mnemonic Bridging Across Events Relates to Individual-Differences in Sustained Attention in Younger and Older Adults” (2021, Psyarxiv), “Memory Failure Predicted by Attention Lapsing and Media Multitasking” (2020, Nature), and “Stress Impairs Episodic Retrieval by Disrupting Hippocampal and Cortical Mechanisms of Remembering” (2019, Cerebral Cortex)

Professor, Department of Psychology, College of Humanities and Social Sciences, North Carolina State University; Co-Author, “Growth Mindsets of Anxiety: Do the Benefits to Individual Flourishing Come With Societal Costs?” (2023, The Journal of Positive Psychology), “Growth Mindsets: Defining, Assessing, and Exploring Effects on Motivation for Entrepreneurs and Non-Entrepreneurs” (2023, Current Psychology), “A Systematic Review of Growth Mindset Intervention Implementation Strategies” (2023, Social and Personality Psychology Compass)

Director of Research; Senior Researcher, Center on Adolescence, Stanford University; Author, Teaching for Purpose: Preparing Students for Lives of Meaning (2018); Co-Author, “A Longitudinal Study of US College Students Before and During the Covid-19 Pandemic” (2023, American College Health), and “Engaging Purpose in College: A Person-Centered Approach to Studying Purpose in Relation to College Experiences” (2022, Applied Developmental Science)

Lecturer, Stanford University; Social Entrepreneur who has developed experiential education programs for mindfulness education (Inward Bound Mindfulness Education), wilderness education (Back to Earth), and social innovation (Brown University’s Social Innovation Initiative); Founder, Director, and CEO, Project Wayfinder - an educational organization funded by the Stanford University d.School to equip students and teachers with tools and skills to create purposeful lives; Former Fulbright Scholar; Author, Redesigning American High Schools for the 21st Century” (2016, Stanford Social Innovation Review

Assistant Professor, School of Education, Endicott College; President, North Eastern Philosophy of Education Society; Named the 2022 “Top Cited Author” by Reading Teacher Magazine; Author, “Young Children’s Perceptions of a Reading Intervention: A Longitudinal Case Study of Motivation and Engagement” (2023, Reading & Writing Quarterly) and Reading Motivation: A Guide to Understanding and Supporting Children`s Willingness to Read (2022)

Assistant Professor of Education; Director, Masters in Teaching and Teaching Credential Program, Santa Clara University; Former High School Teacher, San Jose Unified School District; Co-Author, “Females Don’t Need to Be Reluctant’: Employing Design Thinking to Harness Creative Confidence and Interest In STEAM” (2021, International Journal of Art and Design Education), “The Mindset Disconnect in Mathematics Teaching: A Qualitative Analysis of Classroom Instruction” (2019, Mathematics Behavior), and “The Role of Mathematics Teaching In Fostering Student Growth Mindset” (2018, Journal for Research in Mathematics Education)

Associate Professor; Louise Spence Griffeth Fellow for Excellence, Department of Educational Psychology, The University of Texas at Austin, Principal Investigator, Learning and Motivational Beliefs (LAMB) Lab; Associate Editor, Journal of Educational Psychology; Editorial Board Member, Review of Educational Research; Member, American Educational Research Association; Co-Author, “How Will I Be Graded? The Past, Present, and Future of Research on Grading Policies and Student Motivation in Secondary and Postsecondary Education” (2026, Educational Psychology), “Can Growth Grow? Measuring Growth Rate Orientation (GRO) Beliefs: An Unexplored Avenue into Understanding Mindsets” (2025, Social Psychology of Education), and “The Secret Language of Peers: How Peer Behaviors Signal Mindset and Influence Classroom Experiences” (2025, British Journal of Educational Psychology),