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TEACHING BEHAVED, REGULATED, AND RESILIENT KIDS

Children and adolescents continue to struggle with stress, explosive emotions, bullying, emotional regulation, trauma, and mental health. A 2023 ReThinkFirst “Mental Health in the Classroom” Survey found that 43% of parents said their children are highly or extremely stressed, 36% of parents are worried about bullying, 75% of parents observed one or more symptoms of poor mental health in their child, and 61% say their kids need skills that will teach them how to recognize and understand their emotions. A 2024 Pew Research Center Survey found 49% of teachers say behavior for most students is just fair or poor; 68% say they’ve experienced verbal abuse by students, and 40% say students have been violent towards them.

This interdisciplinary conference will explore the Science of Emotion and its profound impact on behavior, resilience, regulation, and mental health. It will provide evidence-based strategies to calm challenging behaviors and manage classrooms in high-needs schools; raise emotional intelligence and resilience; engage emotional regulation; create trauma-informed schools; encourage empathy and reduce bullying; and create emotionally-engaged, safe classrooms.

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This conference will be presented as a hybrid conference. You can either attend in person 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
Early Childhood Educators, Professionals
Psychologists, School Psychologists
Technology, Reading, Behavior Support Teachers
Superintendents, Principals, School Heads
School, Child, Adolescent, Guidance Counselors
Trauma, Mental Health Professionals
Teacher Leaders, School Leaders
College, University Professors
 

LEARNING OBJECTIVES

  • The science of emotions and behavior
  • Strategies for raising emotional regulation
  • Creating trauma-informed classrooms and schools
  • Managing class and challenging, aggressive behaviors
  • Building emotional resilience and agility in uncertain times
  • Creating a culture of empathy in schools and reducing bullying
  • Promoting emotional intelligence in students and school leaders
  • Using emotions to improve engagement, memory, and learning
  • Teenage minds, media, AI, anxiety, anger, and self-regulation
  • Transforming schools by foster a sense of control

Featured Speakers

The Science of Emotions

Lisa Feldman Barrett, PhD

University Distinguished Professor of Psychology; Director of the Interdisciplinary Affective Science Laboratory, Northeastern University, with Appointments at Massachusetts General Hospital and Harvard Medical School; Rates among the top 1% most cited scientists in the world for her revolutionary research in psychology and neuroscience; Co-Author of two best-sellers for the public, Seven and a Half Lessons About the Brain (2020) and How Emotions Are Made: The Secret Life of the Brain (2018); Co-Editor, The Handbook of Emotions (2016, 4th edition)

How to Use Emotion to Activate Cognition to Do the Act of Learning

David B. Daniel, PhD

Conference Chair: Professor of Psychology, James Madison University; Former Executive Director and Founding Board Member, International Mind, Brain, and Education Society; Former Managing Editor, Mind, Brain, and Education Journal; Winner of the 2013 L&B/IMBES “Transforming Education Through Neuroscience” Award; Recognized as in the “Top 1% of Educational Researchers Influencing Public Debate” in the US; Co-Author, “Toward an Ecological Science of Teaching” (2021, Canadian Psychology), “Educational Neuroscience: Are We There Yet?” (2019, Wiley Handbook on Education) and “Promising Principles: Translating the Science of Learning to Educational Practice” (2012, Applied Research in Memory and Cognition)

Changeable: The Science Behind Challenging Emotions and Behaviors and How to Help

J. Stuart Ablon, PhD

Award Winning Psychologist; Associate Professor; Thomas G. Stemberg Endowed Chair in Child and Adolescent Psychiatry, Harvard Medical School; Founder and Director, Think:Kids Program in the Department of Psychiatry, Massachusetts General Hospital; Author, Changeable: How Collaborative Problem Solving Changes Lives at Home, at School, and at Work (2018); Co-Author, The School Discipline Fix: Changing Behavior Using the Collaborative Problem Solving Approach (2018) and Treating Explosive Kids: The Collaborative Problem Solving Approach (2005)

Building Resilience in Schools During Uncertain Times

Rachel Edoho-Eket, EdD

Wife; Mother; Author; Principal, Waterloo Elementary School, a National Blue Ribbon school; Formerly served as Elementary School Teacher, Instructional Team Leader, Mentor Teacher, and Assistant Principal, who has developed a reputation as a strong instructional leader, passionate advocate, and dedicated mentor; 2024 President-Elect, The Maryland Association of Elementary School Principals; ASCD Faculty Member; Author, The Principal’s Journey: Navigating the Path to School Leadership (2023), and the children’s book, The Principal Pals: Bright Minds, Big Dreams (2023)

The Science of Emotional Resilience, Stress, and Trauma

George A. Bonanno, PhD

Professor of Clinical Psychology, Department of Counseling and Clinical Psychology; Director, Loss, Trauma, and Emotion Lab, Teachers College, Columbia University; Author, The End of Trauma (2021) and The Other Side of Sadness (2019, 2nd Edition); Co-Author, “Resilience to Trauma and Adversity Through Regulatory Flexibility” (2024, Nature Reviews Psychology) and “The Lasting Effects of Early Adversity and Updating Ability on the Tendency to Develop PTSD Symptoms Following Exposure to Trauma in Adulthood” (2023, Cognitive Therapy and Research)

 

 

Emotional Agility

Susan David, PhD

Instructor in Psychology and Award-Winning Psychologists at Harvard Medical School; Co-Founder and Co-Director of the Harvard Institute of Coaching; Renowned emotions researcher; Named one of the top 50 management thinkers in the world whose TED talk has more than 11 million views; Frequent contributor to the New York Times, Washington Post, Wall Street Journal and national TV and radio stations; Scientific Advisory Board Member, Thrive Global; Author of the Wall Street Journal’s #1 Best Seller, Emotional Agility: Get Unstock, Embrace Change, and Thrive in Work and Life (2016) and the Oxford Handbook of Happiness (2013)

Creating an Emotional Intelligence Revolution in Our Schools

Marc A. Brackett, PhD

Founding Director, Yale Center for Emotional Intelligence; Professor, Child Study Center, Yale University; Co-Creator, The RULER Approach to Social and Emotional Learning, Host, “Dealing With Feelings” Podcast; Developer, How We Feel App; Author, Permission to Feel: Unlocking the Power of Emotions to Help Our Kids, Ourselves, and Our Society Thrive (2019); Co-Author, “Emotionally Intelligent School Leadership Predicts Educator Well-Being Before and During a Crisis” (2024, Frontiers in Psychology) and “Preventative Initiatives to Promote Psychological Adjustment Among Primary Students” (2023, International Journal of Educational Psychology)

Why Emotions Are Integral to Teaching

Mary Helen Immordino-Yang, EdD

Fahmy and Donna Attallah Professor of Humanistic Psychology; Professor of Education, Psychology, and Neuroscience, who pioneered novel approaches to the study of child and adolescent social-emotional and brain development; Founding Director, USC Center for Affective Neuroscience, Development, Learning, and Education (CANDLE), University of Southern California; Author, Emotions, Learning & the Brain (2015); Co-Author, “Diverse Adolescent Transcendent Thinking Predicts Young Adult Psychosocial Outcomes Via Brain Network Development” (2024, Scientific Reports), “The Brain Basis for Social-Emotional Learning Also Supports Academic Learning” (2021, UNESCO), and “The Brain Basis for Integrated Social, Emotional, and Academic Development” (2018, Aspen Institute)

The Human Mind: Emotions, Empathy, and Evil

Paul A. Bloom, PhD

Professor of Psychology, University of Toronto; Brooks and Suzanne Ragen Professor Emeritus of Psychology, Yale University; Co-Editor, Behavioral and Brain Sciences Journal; Author, Psych: The Story of the Human Mind (2023), The Sweet Spot: The Pleasures of Suffering and the Search for Meaning (2021); Against Empathy: The Case for Rational Compassion (2016), and Just Babies: The Origins of Good and Evil (2013); Co-Author, "In Praise of Empathic AI" (2024, Trends in Cognitive Sciences) and "Brain Functional Connectivity Predicts Depression and Anxiety During Childhood and Adolescence (2023, Biological Psychiatry)

Thrivers: Teachable Traits to Ensure Students Thrive in Challenging Times

Michele Borba, EdD

Psychologist; Educator; Bullying Prevention and Character Development Expert; Author, Thrivers: The Surprising Reasons Why Some Kids Struggle and Others Shine (2021), End Peer Cruelty, Build Empathy: The Proven 6Rs of Bullying Prevention That Create Inclusive, Safe, Caring Schools (2018), Unselfie: Why Empathetic Kids Succeed in Our All-About-Me World (2016), The Big Book of Parenting Solutions (2009), No More Misbehavin': 38 Difficult Behaviors and How to Stop Them (2005), and Building Moral Intelligence: The Seven Essential Virtues That Teach Kids to Do the Right Thing (2002)

1) TEACHING EMOTIONAL BRAINS: UNDERSTANDING & MANAGING CHALLENGING BEHAVIOR

Changeable: The Science Behind Challenging Emotions and Behaviors and How to Help

J. Stuart Ablon, PhD

Award Winning Psychologist; Associate Professor; Thomas G. Stemberg Endowed Chair in Child and Adolescent Psychiatry, Harvard Medical School; Founder and Director, Think:Kids Program in the Department of Psychiatry, Massachusetts General Hospital; Author, Changeable: How Collaborative Problem Solving Changes Lives at Home, at School, and at Work (2018); Co-Author, The School Discipline Fix: Changing Behavior Using the Collaborative Problem Solving Approach (2018) and Treating Explosive Kids: The Collaborative Problem Solving Approach (2005)

The Science of Emotions

Lisa Feldman Barrett, PhD

University Distinguished Professor of Psychology; Director of the Interdisciplinary Affective Science Laboratory, Northeastern University, with Appointments at Massachusetts General Hospital and Harvard Medical School; Rates among the top 1% most cited scientists in the world for her revolutionary research in psychology and neuroscience; Co-Author of two best-sellers for the public, Seven and a Half Lessons About the Brain (2020) and How Emotions Are Made: The Secret Life of the Brain (2018); Co-Editor, The Handbook of Emotions (2016, 4th edition)

From Challenging to Aggressive Behaviors: Using the Best Evidence-Based Strategies

Michele Borba, EdD

Psychologist; Educator; Bullying Prevention and Character Development Expert; Author, Thrivers: The Surprising Reasons Why Some Kids Struggle and Others Shine (2021), End Peer Cruelty, Build Empathy: The Proven 6Rs of Bullying Prevention That Create Inclusive, Safe, Caring Schools (2018), Unselfie: Why Empathetic Kids Succeed in Our All-About-Me World (2016), The Big Book of Parenting Solutions (2009), No More Misbehavin': 38 Difficult Behaviors and How to Stop Them (2005), and Building Moral Intelligence: The Seven Essential Virtues That Teach Kids to Do the Right Thing (2002)

The Art and Science of Transformational Behavior Management in High-Needs Schools

Shaun Woodly, PhD

Founder/Director, Teach Hustle Inspire; Expert in Classroom Management; Host of the Podcast, “Teach Hustle Inspire”; Former Professor, Western Governors University; Former Educator in the Atlanta Public Schools; Recipient of the “Teacher of the Year” and several other awards for exceptional teaching; Considered a pioneer in developing new paths to the highest levels of achievement in urban and culturally diverse schools; Author, The League of Extraordinary Educators: The Secret Strategies of Transformational Teachers (2023) and MC Means Move the Class: How to Spark Engagement and Motivation in Urban and Culturally Diverse Classrooms (2018)

Behavioral Blindspot: Revealing Overlooked Strategies to Increase Engagement and Reduce Oppositional Behavior in Students

Jessica Minahan, PhD, BCBA

Licensed and Board-Certified Behavior Analyst; Special Educator; Consultant; Blogger, The Huffington Post; Author, “Helping Anxious Kids Move Forward” (2017, Educational Leadership), The Behavior Code Companion: Strategies, Tools, and Interventions for Supporting Students With Anxiety-Related or Oppositional Behaviors (2014), and “Building Positive Relationships With Students Struggling With Mental Health” (2019, Phi Delta Kappan); Co-Author, "A Skill-Building Approach to Reducing Student’s Anxiety and Challenging Behavior" (2022, Phi Delta Kappan) and The Behavior Code: A Practical Guide to Understanding and Teaching the Most Challenging Students (2012)

Better Behavior & Beyond: Techniques for Turning Confrontation Into Cooperation

Grace Dearborn, MA

Executive Director, Conscious Teaching, LLC; Education Consultant; Instructional Coach; Award-Winning Teacher; Professional Development Coordinator; Served in schools as a Beginning Teacher Support and Assessment Coordinator, Literacy Coach, Curriculum Specialist, and Mentor Teacher; Co-Author, Yeah, But What About This Kid? Tier 3 Behavior Interventions That Work (2019) and Conscious Classroom Management: Unlocking the Secrets of Great Teaching  (2016, 2nd Edition), and Picture This: Visuals and Rubrics to Teach Procedures, Save Your Voice, and Love Your Students (2011)

Modeling Emotional Competence for Children and Youth: A Neuroscientific Approach

Elaine Fletcher-Janzen, EdD, NCSP, ABPdN

School Psychologist; Former Professor of Psychology, The Chicago School of Professional Psychology; Past President of the American Academy of Pediatric Neuropsychology; Recipient of the "Lifetime Achievement" Award by the School Neuropsychology Institute; Consultant and Expert on affective neuroscience, pediatric neuropsychology, trauma-informed schools, learning disabilities, executive function, traumatic brain injury, and chronic illness; Co-Author, "Translating ACE Research into Multi-tiered Systems of Supports for At-risk High-School Students (2020, Pediatric Neuropsychology); Co-Editor of several publications, including Encyclopedia of Special Education (2018, 4th Edition), Neuropsychological Perspectives on the Diagnosis of Learning Disabilities in the Era of RTI (2009), Handbook of Clinical Child Neuropsychology (2009), Neuropsychology of Women (2008), and Handbook of School Neuropsychology (2005)

2) TRAUMA IN THE BRAIN: RAISING RESILIENCE IN CHALLENGING TIMES

The Science of Emotional Resilience, Stress, and Trauma

George A. Bonanno, PhD

Professor of Clinical Psychology, Department of Counseling and Clinical Psychology; Director, Loss, Trauma, and Emotion Lab, Teachers College, Columbia University; Author, The End of Trauma (2021) and The Other Side of Sadness (2019, 2nd Edition); Co-Author, “Resilience to Trauma and Adversity Through Regulatory Flexibility” (2024, Nature Reviews Psychology) and “The Lasting Effects of Early Adversity and Updating Ability on the Tendency to Develop PTSD Symptoms Following Exposure to Trauma in Adulthood” (2023, Cognitive Therapy and Research)

 

 

Building Resilience in Schools During Uncertain Times

Rachel Edoho-Eket, EdD

Wife; Mother; Author; Principal, Waterloo Elementary School, a National Blue Ribbon school; Formerly served as Elementary School Teacher, Instructional Team Leader, Mentor Teacher, and Assistant Principal, who has developed a reputation as a strong instructional leader, passionate advocate, and dedicated mentor; 2024 President-Elect, The Maryland Association of Elementary School Principals; ASCD Faculty Member; Author, The Principal’s Journey: Navigating the Path to School Leadership (2023), and the children’s book, The Principal Pals: Bright Minds, Big Dreams (2023)

The Neuropsychology of Stress and Trauma: How to Develop a “Trauma-Informed” School

Steven G. Feifer, DEd, NCSP, ABSNP

Faculty Instructor, American Board of School Neuropsychologists; Licensed Psychologist, Monocacy Neurodevelopmental Center; Author, The Neuropsychology of Reading Disorders (2021), The Neuropsychology of Stress and Trauma: How to Develop a Trauma Informed School (2019), The Neuropsychology of Mathematics: An Introduction to the FAM (2017), and The Neuropsychology Of Written Language Disorders (2013); Co-Author, Feifer Assessment of Reading - FAR™ (2016) and The Neuropsychology of Reading Disorders (2000); Co-Editor, Emotional Disorders: A Neuropsychological, Psychopharmacological, and Educational Perspective (2010)

Everyday Trauma: Learning to Forget

Tracey J. Shors, PhD

Neuroscientist; Distinguished Professor of Behavioral Neuroscience, Systems Neuroscience, and Psychology; Member, Center for Collaborative Neuroscience, Vice Chair, Director of Graduate Studies, Department of Psychology, Rutgers University; Author, Everyday Trauma: Remapping the Brain’s Response to Stress, Anxiety, and Painful Memories for a Better Life (2021); Co-Author, “Training With Meditation and Aerobic Exercise During the COVID-19 Pandemic Reduces Stress and Improves Well-Being in Teachers” (2022, Frontiers in Human Neuroscience) 

Teaching With Trauma in Mind: Building Resilience With Struggling Students

Grace Dearborn, MA

Executive Director, Conscious Teaching, LLC; Education Consultant; Instructional Coach; Award-Winning Teacher; Professional Development Coordinator; Served in schools as a Beginning Teacher Support and Assessment Coordinator, Literacy Coach, Curriculum Specialist, and Mentor Teacher; Co-Author, Yeah, But What About This Kid? Tier 3 Behavior Interventions That Work (2019) and Conscious Classroom Management: Unlocking the Secrets of Great Teaching  (2016, 2nd Edition), and Picture This: Visuals and Rubrics to Teach Procedures, Save Your Voice, and Love Your Students (2011)

Responses to Adversity: Building on Strengths to Address Emotional Brains

Douglas B. Fisher, PhD

Chair, Department of Educational Leadership, San Diego State University; Classroom Teacher, Health Sciences High and Middle College; Co-Author, The Artificial Intelligence Playbook (2024), Welcome to Teaching (2024), Belonging in School (2024), The Vocabulary Playbook: Learning Words That Matter (2023), The Restorative Practices Playbook (2022), and The Social Emotional Playbook (2022)

The Regulated Classroom: Trauma Informed Teaching

Emily R. Daniels, MEd, MBA, NCC

Former School Counselor; Internationally Recognized Trauma Specialist and Trainer in Trauma Informed Schools; Creator of the Regulated Classroom Program, which was recently selected by both the Maine and New Hampshire Departments of Education as part of their statewide pandemic recovery efforts; Author, The Regulated Classroom (2021)

3) LEARNING BRAINS: ENGAGING EMOTIONS FOR MEMORY & LEARNING

Engaging the Brain: Tapping Into the Power of Emotions for Learning

Allison S. Posey, MEd

Learning Design and Research Specialist, Center for Applied Special Technology (CAST), who provides curricular design, online course instruction, and leads professional development training and implementation of Universal Design for Learning in K-12 and higher education settings; Coordinator, CAST free webinar series; Former Science Teacher; Former Teaching Fellow, Mind, Brain, and Education Program, Harvard Graduate School of Education; Author, Engage the Brain: How to Design for Learning that Taps into the Power of Emotions (2018) and “How to Support the Emotional Link to Learning” (2018, ASCD Express); Co-Author, Unlearning: Change Your Beliefs and Your Classroom with UDL (2020) 

Why Emotions Are Integral to Teaching

Mary Helen Immordino-Yang, EdD

Fahmy and Donna Attallah Professor of Humanistic Psychology; Professor of Education, Psychology, and Neuroscience, who pioneered novel approaches to the study of child and adolescent social-emotional and brain development; Founding Director, USC Center for Affective Neuroscience, Development, Learning, and Education (CANDLE), University of Southern California; Author, Emotions, Learning & the Brain (2015); Co-Author, “Diverse Adolescent Transcendent Thinking Predicts Young Adult Psychosocial Outcomes Via Brain Network Development” (2024, Scientific Reports), “The Brain Basis for Social-Emotional Learning Also Supports Academic Learning” (2021, UNESCO), and “The Brain Basis for Integrated Social, Emotional, and Academic Development” (2018, Aspen Institute)

Creating an Emotional Climate for Learning

Mariale M. Hardiman, EdD

Co-Founder and Director, Neuro-Education Initiative (NEI); Professor, School of Education, Johns Hopkins University; Author, The Brain-Targeted Teaching Model for 21st Century Schools (2012) and Connecting Brain Research With Effective Teaching: The Brain-Targeted Teaching Model (2003), and “Informing Pedagogy Through the Brain-Targeted Teaching Model (2012, Journal of Microbiology and Biology Education); Co-Author, “Exploring Changes in Teacher Self-Efficacy Through Neuroeducation Professional Development” (2023, The Teacher Educator) and “The Effects of Arts-Integrated Instruction on Memory for Science Content.” (2019, Trends in Neuroscience and Education)

The Intersection of Emotion and Memory

Elizabeth A. Phelps, PhD

Cognitive Neuroscientist; Psychologist; Pershing Square Professor of Human Neuroscience, Department of Psychology, Harvard University; Fellow, American Association for the Advancement of Science, the Society for Experimental Psychology, and the American Academy of Arts and Sciences; Founding Board Member, Society for Neuroethics; Co-Author, “Emotion Language Use in Narratives of the 9/11 Attacks Predicts Long-Term Memory” (2023, Emotion), “Hippocampus Guides Adaptive Learning During Dynamic Social Interactions” (2021, Neuroscience), “Emotional Enhancement of Memory for Neutral Information” (2019, Biological Psychology), and “Emotional Brain States Carry Over and Enhance Future Memory Formation (2017, Nature Neuroscience)

How to Use Emotion to Activate Cognition to Do the Act of Learning

David B. Daniel, PhD

Conference Chair: Professor of Psychology, James Madison University; Former Executive Director and Founding Board Member, International Mind, Brain, and Education Society; Former Managing Editor, Mind, Brain, and Education Journal; Winner of the 2013 L&B/IMBES “Transforming Education Through Neuroscience” Award; Recognized as in the “Top 1% of Educational Researchers Influencing Public Debate” in the US; Co-Author, “Toward an Ecological Science of Teaching” (2021, Canadian Psychology), “Educational Neuroscience: Are We There Yet?” (2019, Wiley Handbook on Education) and “Promising Principles: Translating the Science of Learning to Educational Practice” (2012, Applied Research in Memory and Cognition)

Emotional Engagement and Learning

John T. Almarode, PhD

Professor of Education, James Madison University; Co-Editor, Teacher Educator Journal; Co-Author, The Mathematics Playbook (2024), The Teacher Clarity Playbook, Grades K-12 (2024), The Early Childhood Education Playbook (2022), How Learning Works (2021), From Snorkelers to Scuba Divers: Making the Elementary Science Classroom a Place of Engagement and Deep Learning (2017), and Captivate, Activate, and Invigorate the Student Brain in Science and Math, Grades 6–12 (2013)

4) REGULATED BRAINS: ENGAGING EMOTIONAL INTELLIGENCE & REGULATION IN STUDENTS & SCHOOL LEADERS

Creating an Emotional Intelligence Revolution in Our Schools

Marc A. Brackett, PhD

Founding Director, Yale Center for Emotional Intelligence; Professor, Child Study Center, Yale University; Co-Creator, The RULER Approach to Social and Emotional Learning, Host, “Dealing With Feelings” Podcast; Developer, How We Feel App; Author, Permission to Feel: Unlocking the Power of Emotions to Help Our Kids, Ourselves, and Our Society Thrive (2019); Co-Author, “Emotionally Intelligent School Leadership Predicts Educator Well-Being Before and During a Crisis” (2024, Frontiers in Psychology) and “Preventative Initiatives to Promote Psychological Adjustment Among Primary Students” (2023, International Journal of Educational Psychology)

Emotional Agility

Susan David, PhD

Instructor in Psychology and Award-Winning Psychologists at Harvard Medical School; Co-Founder and Co-Director of the Harvard Institute of Coaching; Renowned emotions researcher; Named one of the top 50 management thinkers in the world whose TED talk has more than 11 million views; Frequent contributor to the New York Times, Washington Post, Wall Street Journal and national TV and radio stations; Scientific Advisory Board Member, Thrive Global; Author of the Wall Street Journal’s #1 Best Seller, Emotional Agility: Get Unstock, Embrace Change, and Thrive in Work and Life (2016) and the Oxford Handbook of Happiness (2013)

A New Look at Self-Regulation

Tor D. Wager, PhD

Neuroscientist; Diana L. Taylor Distinguished Professor, Director, Cognitive and Affective Neuroscience Laboratory, Dartmouth College; Co-Author, “A Systems Identification Approach Using Bayes Factors to Deconstruct the Brain Bases of Emotion Regulation” (2024, Nature Neuroscience), “Emotion Regulation and the Salience Network" (2023, Nature Reviews Rheumatology), and “Effects of Compassion Training in Brain Responses to Suffering Others” (2021, Erratum)

Transforming Schools: How Fostering a Sense of Control Can Change the Lives of Students and Their Teachers

William R. Stixrud, PhD

Clinical Neuropsychologist, Founder, The Stixrud Group; Faculty Member, Children’s National Medical Center; Assistant Professor of Psychiatry and Pediatrics, George Washington University, whose work has been featured in media outlets such as NPR, CNN, MSNBC, The New York Times, The Washington Post, The Times of London, The Wall Street Journal, U.S. News and World Report, Time Magazine, Scientific American, Business Week, Barron's, New York Magazine, and Vogue; Co-Author, What Do You Say?: How to Talk With Kids to Build Motivation, Stress Tolerance, and a Happy Home (2021), The Self-Driven Child (2019), and The Thriving Child: The Science Behind Reducing Stress and Nurturing Independence (2018)

Unlocking the Power of Emotions: Using Effective, Research-Based Strategies to Regulate Feelings

Marc A. Brackett, PhD

Founding Director, Yale Center for Emotional Intelligence; Professor, Child Study Center, Yale University; Co-Creator, The RULER Approach to Social and Emotional Learning, Host, “Dealing With Feelings” Podcast; Developer, How We Feel App; Author, Permission to Feel: Unlocking the Power of Emotions to Help Our Kids, Ourselves, and Our Society Thrive (2019); Co-Author, “Emotionally Intelligent School Leadership Predicts Educator Well-Being Before and During a Crisis” (2024, Frontiers in Psychology) and “Preventative Initiatives to Promote Psychological Adjustment Among Primary Students” (2023, International Journal of Educational Psychology)

A Practical Guide For Promoting Emotional Intelligence in Schools

David A. Adams, MEd

Senior Director of Strategy; Chief Executive Officer and Creator, Resilient Scholars Program, The Urban Assembly; Advisory Board Member, Emotion Regulation Benchmarks Project, Center for Emotional Intelligence, Yale University; Member of the Board of Directors, Collaborative for Academic, Social, and Emotional Learning (CASEL); Member of the Council of Distinguished Educators, National Commission on Social Emotional and Academic Development, Aspen Institute; Subject Matter Expert, National Center to Improve Social Emotional Learning and School Safety; Civil Affairs Officer, Army Reserves; Co-Author with David Caruso, The Educator's Practical Guide to Emotional Intelligence (2020)

Emotional Resilience and Regulation: The Benefits of Mindfulness and Social Good

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 Supports Emotional Resilience in Children During the COVID-19 Pandemic” (2022, MedRxiv), “Sleep Quality, Duration, and Consistency Are Associated With Better Academic Performance in College Students” (2019, NPI Science of Learning), and “Greater Mindfulness Is Associated With Better Academic Achievement in Middle School” (2019, Mind, Brain, and Education)

5) THRIVING BRAINS: ENCOURAGING EMPATHY & CONFRONTING BULLYING & CYBERBULLYING

The Human Mind: Emotions, Empathy, and Evil

Paul A. Bloom, PhD

Professor of Psychology, University of Toronto; Brooks and Suzanne Ragen Professor Emeritus of Psychology, Yale University; Co-Editor, Behavioral and Brain Sciences Journal; Author, Psych: The Story of the Human Mind (2023), The Sweet Spot: The Pleasures of Suffering and the Search for Meaning (2021); Against Empathy: The Case for Rational Compassion (2016), and Just Babies: The Origins of Good and Evil (2013); Co-Author, "In Praise of Empathic AI" (2024, Trends in Cognitive Sciences) and "Brain Functional Connectivity Predicts Depression and Anxiety During Childhood and Adolescence (2023, Biological Psychiatry)

Thrivers: Teachable Traits to Ensure Students Thrive in Challenging Times

Michele Borba, EdD

Psychologist; Educator; Bullying Prevention and Character Development Expert; Author, Thrivers: The Surprising Reasons Why Some Kids Struggle and Others Shine (2021), End Peer Cruelty, Build Empathy: The Proven 6Rs of Bullying Prevention That Create Inclusive, Safe, Caring Schools (2018), Unselfie: Why Empathetic Kids Succeed in Our All-About-Me World (2016), The Big Book of Parenting Solutions (2009), No More Misbehavin': 38 Difficult Behaviors and How to Stop Them (2005), and Building Moral Intelligence: The Seven Essential Virtues That Teach Kids to Do the Right Thing (2002)

Fostering Empathy and Emotional Awareness to Increase Kindness and Inclusion (K-8)

Christa M. Tinari, MA

Director, Contemplative-Based Resilience Project, The Garrison Institute; Senior Trainer, Instructional Content Developer, Program Development, and Implementation Specialist for Transformative Social-Emotional Learning; Nationally recognized Specialist for Safe Schools and School Climate; President, PeacePraxis; Former Adjunct Instructor, Temple University; Former High School Student Assistance Counselor, and Director of Prevention Programs at a community-based educational non-profit; Co-Creator of “The School Climate Thermometer”, a survey instrument designed to ‘take the temperature’ of school climate at middle schools; Co-Author, Create a Culture of Kindness in Middle School: 48 Character-Building Lessons to Foster Respect and Prevent Bullying (2017)

Wired to Connect: The Neurobiology of Empathy and Why It Matters

Carl D. Marci, PhD

Physician; Scientist; Entrepreneur; Assistant Professor of Psychiatry, Harvard Medical School; Board-Certified Psychiatrist, Massachusetts General Hospital; Chief Clinical Officer and Managing Director of Mental Health and Neuroscience, OM1; Past Visiting Lecturer, Massachusetts Institute of Technology; Author, Wired: Protecting Your Brain in the Digital Age (2023)

Be an Unstander, Not a Bystander: 10 Practical Strategies to Reduce Bullying and Create a Positive School Climate.

Christa M. Tinari, MA

Director, Contemplative-Based Resilience Project, The Garrison Institute; Senior Trainer, Instructional Content Developer, Program Development, and Implementation Specialist for Transformative Social-Emotional Learning; Nationally recognized Specialist for Safe Schools and School Climate; President, PeacePraxis; Former Adjunct Instructor, Temple University; Former High School Student Assistance Counselor, and Director of Prevention Programs at a community-based educational non-profit; Co-Creator of “The School Climate Thermometer”, a survey instrument designed to ‘take the temperature’ of school climate at middle schools; Co-Author, Create a Culture of Kindness in Middle School: 48 Character-Building Lessons to Foster Respect and Prevent Bullying (2017)

Confronting Bullying: The Risks From Online, AI and in School

Elizabeth K. Englander, PhD

Professor of Psychology; Executive Director, Massachusetts Aggression Reduction Center, Bridgewater State University; Nationally Recognized Expert on Bullying and Cyberbullying; Founding Member, Social and Emotional Research Consortium; Advisory Board Member, Institute of Child Development and Digital Media; Author, Bullying and Cyberbullying: What Every Educator and Parent Needs to Know (2023, 2nd Edition) and 25 Myths About Bullying and Cyberbullying (2020)

6) DEVELOPING BRAINS: EMOTIONS, READING, MEDIA & MENTAL HEALTH

Adolescent Self-Regulation: How the Teen Brain Manages Anxiety, Sadness, Anger, and the Challenges of Technology

William R. Stixrud, PhD

Clinical Neuropsychologist, Founder, The Stixrud Group; Faculty Member, Children’s National Medical Center; Assistant Professor of Psychiatry and Pediatrics, George Washington University, whose work has been featured in media outlets such as NPR, CNN, MSNBC, The New York Times, The Washington Post, The Times of London, The Wall Street Journal, U.S. News and World Report, Time Magazine, Scientific American, Business Week, Barron's, New York Magazine, and Vogue; Co-Author, What Do You Say?: How to Talk With Kids to Build Motivation, Stress Tolerance, and a Happy Home (2021), The Self-Driven Child (2019), and The Thriving Child: The Science Behind Reducing Stress and Nurturing Independence (2018)

How Emotions Transform During Adolescence

Leah H. Somerville, PhD

Grafstein Family Professor of Psychology; Director, Affective Neuroscience and Development Laboratory; Faculty, Center for Brain Science, Harvard University; Co-Author, “Shifting Qualities of Negative Affect Experiences Through Adolescence: Age Related Change and Associations With Functional Outcomes” (2023, Emotion), “Effects of Peer Observation on Risky Decision Making in Adolescence: A Meta-Analytic Review” (2022, Psychological Bulletin), “Puberty: Your Brain on Hormones” (2021, Frontiers for Young Minds), and “Use of Linguistic Distancing and Cognitive Reappraisal Strategies During Emotion Regulation in Children, Adolescents, and Young Adults” (2020, Emotion)

Mind Over Monsters: Supporting Youth Emotional and Mental Health

Sarah Rose Cavanagh, PhD

Psychologist; Senior Associate Director, Teaching and Learning; Associate Professor of Practice, Psychology Department; Simmons College; Director, Laboratory for Cognitive and Affective Science; Professor of Psychology; Research Affiliate, Emotion, Brain, and Behavior Laboratory, Tufts University; Author, Mind Over Monsters: Supporting Youth Mental Health With Compassionate Challenge (2023),  HIVEMIND: Thinking Alike in a Divided World (2019) and The Spark of Learning: Energizing the College Classroom With the Science of Emotion (2016); Co-Author, Emotion and Motivation (2023) 

Beyond Wired: Protecting the Brain in the Digital Age From Birth to Adulthood

Carl D. Marci, PhD

Physician; Scientist; Entrepreneur; Assistant Professor of Psychiatry, Harvard Medical School; Board-Certified Psychiatrist, Massachusetts General Hospital; Chief Clinical Officer and Managing Director of Mental Health and Neuroscience, OM1; Past Visiting Lecturer, Massachusetts Institute of Technology; Author, Wired: Protecting Your Brain in the Digital Age (2023)

Teaching Emotional (and Social) Skills With Literacy

Mike Anderson, MS

Educational Consultant; Former Teacher and Literacy Instructor; Former Program Developer, Northeast Foundation for Children; Author, Rekindle Your Professional Fire (2024), Tackling the Motivation Crisis (2021), and What We Say and How We Say it Matters: Teacher Talk That Improves Student Learning and Behavior (2019)

The Neuropsychology of Reading Disorders

Steven G. Feifer, DEd, NCSP, ABSNP

Faculty Instructor, American Board of School Neuropsychologists; Licensed Psychologist, Monocacy Neurodevelopmental Center; Author, The Neuropsychology of Reading Disorders (2021), The Neuropsychology of Stress and Trauma: How to Develop a Trauma Informed School (2019), The Neuropsychology of Mathematics: An Introduction to the FAM (2017), and The Neuropsychology Of Written Language Disorders (2013); Co-Author, Feifer Assessment of Reading - FAR™ (2016) and The Neuropsychology of Reading Disorders (2000); Co-Editor, Emotional Disorders: A Neuropsychological, Psychopharmacological, and Educational Perspective (2010)

Co-Sponsors Include:

Integrated Learning Initiative, Massachusetts Institute of Technology

Graduate School of Education, Northeastern University

School Development Program, Yale University

Center for Emotional Intelligence, Yale University

The Neuro-Education Initiative, Johns Hopkins University

National Association of Elementary School Principals (NAESP)

National Association of Secondary School Principals (NASSP)

LEARNING & the BRAIN® Foundation