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)

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)

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)

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)

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)

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)

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)

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)

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)

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) 

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)

Chair, Department of Educational Leadership, San Diego State University; Classroom Teacher, Health Sciences High and Middle College; Co-Author, Teaching Foundational Skills to Adolescent Readers (Forthcoming), Rigor Unveiled (Forthcoming), Teaching Students to Drive Their Learning (2023), The Vocabulary Playbook: Learning Words That Matter (2023), Teaching Reading (2022), Confronting the Crisis in Engagement (2022), and Improving Adolescent Literacy (2011)

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)

Mentor Teacher; Teacher Trainer; Curriculum Designer; Educational Consultant, Conscious Teaching; Academically Gifted Specialist, Mentor Teacher, Wake County Public Schools; Teacher Leader, North Carolina Governor’s Teacher Network; National Board-Certified Teacher, Duke Talent Identification Program, Duke University

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)

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) 

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)

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

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 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)

Founder, Soul Stori LLC; Lecturer, Adjunct Professor, School of Education, Johns Hopkins University; Certified Integrative Wellness Coach; HeartMath Certified Trainer

Instructor in Psychology and Award-Winning Psychologist 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 Unstuck, Embrace Change, and Thrive in Work and Life (2016) and the Oxford Handbook of Happiness (2013)

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)

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)

Neuroscientist; Diana L. Taylor Distinguished Professor, Director, Cognitive and Affective Neuroscience Laboratory and Center for Cognitive Neuroscience, Dartmouth College; Author of over 300 scientific papers, including work on the emotional brain, expectations, and self-regulation; Senior Author, “A Systems Identification Approach Using Bayes Factors to Deconstruct the Brain Bases of Emotion Regulation” (2024, Nature Neuroscience)

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)

Clinical Psychologist; School Psychologist; Fellow and Supervisor in Rational Emotive Behavior Therapy, a type of Cognitive Behavioral Therapy; Author, The Resilience Workbook for Kids: Fun CBT Activities to Help You Bounce Back From Stress and Grow From Challenges (2022) and The Grit Guide for Teens: A Workbook to Help You Build Perseverance, Self-Control, and a Growth Mindset (2017)

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)

Director, Product Development and Implementation, Yale Center for Emotional Intelligence (YCEI); Co-Author, "Ensuring All Children Succeed with Social-Emotional Learning" (2023, The Economics of Equity in K-12 Education: Connecting Financial Investments with Effective Programming), Implementing Social and Emotional Learning (SEL) in Classrooms and Schools (2019), and "Improving the social and emotional climate of classrooms with emotional literacy skill building: A clustered randomized control trial of the RULER Approach." (2012, Prevention Science)

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)

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)

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; 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)

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)

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; 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)

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)

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)

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) 

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)

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)