Blueprint: The Evolutionary Origins of a Good Society

Social Scientist; Physician; Director, Human Nature Lab; Co-Director, Yale Institute for Network Science; Sterling Professor of Social and Neural Science, Yale University; Named by Time Magazine in the list of “100 most influential people in the world”; Author, Apollo’s Arrow: The Profound and Enduring Impact of Coronavirus on the Way We Live (2020) and Blueprint: The Evolutionary Origins of a Good Society (2019); Co-Author, Connected: The Surprising Power of Our Social Networks and How They Shape Our Lives (2009)

Social Brains in Adolescence: Peers, Pressures, and a Pandemic

Neuroscientist; Professor of Psychology and Cognitive Neuroscience, University of Cambridge; Leader of the Developmental Cognitive Neuroscience Group; Honorary Professor of Cognitive Neuroscience, University College London; Author, Inventing Ourselves: The Secret Life of the Teenage Brain (2018); Co-Author, “Development of a Gamified Cognitive Training App “Social Brain Train” to Enhance Adolescent Mental Health” (2022, Wellcome Open Research), “Navigating the Social Environment in Adolescence: The Role of Social Brain Development” (2021, Biological Psychiatry), “The Effects of Social Deprivation on Adolescent Development and Mental Health” (2020, Lancet Child and Adolescent Health), and The Learning Brain: Lessons for Education (2005)

Belonging: The Science of Creating Connections and Bridging Divides

Professor of Psychology, Stanford University; Professor of Education, Stanford Graduate School of Education; Author, Belonging: The Science of Creating Connection and Bridging Divides (2022); Co-Author, "A Meta‐Analysis of the Effect of Values Affirmation on Academic Achievement" (2021, Social Issues), "A Brief Social-Belonging Intervention in College Improves Adult Outcomes for Black Americans" (2020, Science Advances), and "Bolstering Trust and Reducing Discipline Incidents at a Diverse Middle School: How Self-Affirmation Affects Behavioral Conduct During the Transition to Adolescence" (2019, School Psychology)

The Power of Us: Harnessing Our Shared Identities to Improve Performance, Increase Cooperation, and Promote Social Harmony

Director, Social Identity and Morality Lab; Associate Professor of Psychology and Neural Science, Department of Psychology, New York University; Co-Author, “Inside the Funhouse Mirror Factory: How Social Media Distorts Perceptions of Norms” (2024, Current Opinion in Psychology) and The Power of Us: Harnessing Our Shared Identities to Improve Performance, Increase Cooperation, and Promote Social Harmony (2021)

How Relationships Power the Brain

Child and Adolescent Psychiatrist; Founder and Senior Science Advisor, Turnaround for Children; Governing Partner, Science of Learning and Development Alliance; Member, Brookings Institution's Task Force on "Next Generation Community Schools"; Commissioner, "Learning 2025 Commission" of the American Association of School Superintendents; Author, Whole-Child Development, Learning, and Thriving: A Dynamic Systems Approach (2021); Co-Author, "Drivers of Human Development: How Relationships and Context Shape Learning and Development" (2018, Applied Developmental Science); Co-Editor, The Science of Learning and Development (2021)

The Social Brain, Language, and Learning

Co-Director, Institute for Learning and Brain Sciences; Professor, Speech and Hearing Sciences, University of Washington; The Bezos Family Foundation Endowed Chair in Early Childhood Learning; Recipient of the “William James Lifetime Achievement Award”, the “George A. Miller Prize” in Cognitive Neuroscience, the American Psychological Association’s “Distinguished Scientific Contributions Award”, and the “Karl Spencer Lashley Award” from the American Philosophical Society; Co-Author, “Brain Myelination at 7 Months of Age Predicts Later Language Development” (2022, Neuroimage), Developing Minds in the Digital Age: Towards a Science of Learning for 21st Century Education (2019), How Babies Think: The Science of Childhood (2001), and The Scientist in the Crib: What Early Learning Tells Us About the Mind (2000)

A Sense of Belonging Matters: Building Connections and Community

Professor, Higher Education and Women’s, Gender & Sexuality Studies, Director, PhD Program in the Department of Educational Administration & Foundations (EAF), Illinois State University; Founder and Chief Executive Officer (CEO) and Senior Research Scientist, Do Good Work Educational Consulting, LLC; Provost and Senior Vice President, Academic Affairs, Virginia Union University; Author, College Students' Sense of Belonging: A Key to Educational Success for All Students (2018), Student Development Theory in Higher Education: A Social Psychological Approach (2015), Theoretical Frameworks in College Student Research (2013); Co-Author, “I Just Want to Be a Regular Kid:” A Qualitative Study of Sense of Belonging Among High School Youth in Foster Care" (2020, Children and Youth Services Review) and The Evolving Challenges of Black College Students: New Insights for Policy, Practice, and Research (2012)

The Science of Making and Keeping Friends

Psychologist; Assistant Clinical Professor, University of Maryland; Science and Technology Policy Fellow at the American Association for the Advancement of Science; Contributing Writer and Expert for The New York Times, Scientific American, and Psychology Today; Author, “The Trait That ‘Super Friends’ Have in Common” (2022, The Atlantic) and Platonic: How the Science of Attachment Can Help You Make--and Keep--Friends (2022)

Teaching Kindness

Psychologist; Advisory Board Member, Parents Magazine; Blogger for Psychology Today, PBS Parents, and US News & World Report; Creator, DrFriendtastic.com, which features friendship advice for kids; Professor for The Great Courses audio/video series, Raising Emotionally and Socially Healthy Kids; Co-Author, Kid Confidence: Help Your Child Make Friends, Build Resilience, and Develop Real Self-Esteem (Forthcoming, 2019), Growing Friendships: A Kids’ Guide to Making and Keeping Friends (2017), Smart Parenting for Smart Kids (2011), and The Unwritten Rules of Friendship (2008)

The Challenge of Permitting and Cultivating Principled Dissent in the Social-Pressure Classroom: A How to Guide

Professor, Department of Psychology, George Mason University; Director, Well-Being Laboratory; Awarded 2013 Distinguished Early Career Researcher Award by the American Psychological Association; Author, The Art of Insubordination (2022), The Upside of Your Darkside (2017), Mindfulness, Acceptance, and Positive Psychology (2013), Designing Positive Psychology (2010), Curious? (2009); Co-Author, "Social Anxiety Is Associated with Similar Emotional Impairments During Digital and Face-to-Face Communication in Daily Life" (2020, PsyArXiv), "Gratitude Across the Life-Span: Age Differences and Links to Subjective Well-being" (2019, Positive Psychology), "When Empathy Matters: The Role of Sex and Empathy in Close Friendships" (2017, Personality)

Blueprint: The Evolutionary Origins of a Good Society

Social Scientist; Physician; Director, Human Nature Lab; Co-Director, Yale Institute for Network Science; Sterling Professor of Social and Neural Science, Yale University; Named by Time Magazine in the list of “100 most influential people in the world”; Author, Apollo’s Arrow: The Profound and Enduring Impact of Coronavirus on the Way We Live (2020) and Blueprint: The Evolutionary Origins of a Good Society (2019); Co-Author, Connected: The Surprising Power of Our Social Networks and How They Shape Our Lives (2009)

The Science of Making and Keeping Friends

Psychologist; Assistant Clinical Professor, University of Maryland; Science and Technology Policy Fellow at the American Association for the Advancement of Science; Contributing Writer and Expert for The New York Times, Scientific American, and Psychology Today; Author, “The Trait That ‘Super Friends’ Have in Common” (2022, The Atlantic) and Platonic: How the Science of Attachment Can Help You Make--and Keep--Friends (2022)

How Relationships Power the Brain

Child and Adolescent Psychiatrist; Founder and Senior Science Advisor, Turnaround for Children; Governing Partner, Science of Learning and Development Alliance; Member, Brookings Institution's Task Force on "Next Generation Community Schools"; Commissioner, "Learning 2025 Commission" of the American Association of School Superintendents; Author, Whole-Child Development, Learning, and Thriving: A Dynamic Systems Approach (2021); Co-Author, "Drivers of Human Development: How Relationships and Context Shape Learning and Development" (2018, Applied Developmental Science); Co-Editor, The Science of Learning and Development (2021)

The Global Crisis of Connection: Its Roots, Consequences, and Solution

Professor of Developmental Psychology, New York University; Doctorate in Human Development and Psychology, Harvard University; Founder, Project for the Advancement of Our Common Humanity (pach.org); Past President, Society for Research in Adolescence; Contributor, Psychology Today and Featured on TED Talk; Author, The Crisis of Connection: Its Roots, Consequences, and Solution (2018) and Deep Secrets: Boys’ Friendships and the Crisis of Connection (2011) - which was the inspiration for the Oscar nominated film, Close; Co-Author, Urban Girls Revisited (2007) and Adolescent Boys: Exploring Diverse Cultures of Boyhood (2004)

Intentional Neuroplasticity: The Neurobiology of Adversity and the Resiliency of Attachment

Founder, RevolutionsinEducation; Assistant Professor, College of Education, Butler University; Creator and Instructor of Butler's Applied Educational Neuroscience certificate program; Former School Counselor; Founder, Indianapolis Counseling Center; Author, Connections Over Compliance: Rewiring Our Perceptions of Discipline (2021), Eyes Are Never Quiet: Listening Beneath the Behaviors of Our Most Troubled Students (2019), Unwritten - The Story of a Living System: A Pathway to Enlivening and Transforming Education (2016), and How May I Serve You?: Revelations in Education (2012)

Societal Brain Health and Sessing Trauma: Inheritance of Olfactory Fear Memory

Neuroscientist; Lab Manager of the Marlin Lab, Zuckerman Institute, Columbia University; who, along with the Marlin team, combines neural imaging, behavior, and molecular genetics to uncover how learned behavior in the parent can become innate behavior in the offspring— work that promises to make a profound impact on societal brain health, mental well-being, and parenting.

Co-Director of the Institute for Habits of Mind; Program Director for Eduplanet21, a company dedicated to online professional learning and curriculum development based on the Understanding by Design framework; Board Member, GlobalMindEd; Author, Nurturing Habits of Mind in Early Education (2019) and Strategies for Self-Directed Learning (2004); Co-Author, Students at the Center: Personalized Learning With Habits of Mind (2017) and Dispositions: Reframing Teaching and Learning (2013)

Founder/Curator, Learning Personalized; President, The Competent Classroom; Co-Author, Curriculum Narratives (Forthcoming, 2023), How to Leverage Personalized Learning in the Classroom (2019), "Meet Generation Alpha: Teaching the Newest Generation of Students" (2017, Solution Tree Blog), Students at the Center: Personalized Learning With Habits of Mind (2017), Learning Personalized: The Evolution of the Contemporary Classroom (2015), and Transforming Schools, and Breaking Free From Myths About Teaching and Learning (2010)

The Power of Us: Harnessing Our Shared Identities to Improve Performance, Increase Cooperation, and Promote Social Harmony

Director, Social Identity and Morality Lab; Associate Professor of Psychology and Neural Science, Department of Psychology, New York University; Co-Author, “Inside the Funhouse Mirror Factory: How Social Media Distorts Perceptions of Norms” (2024, Current Opinion in Psychology) and The Power of Us: Harnessing Our Shared Identities to Improve Performance, Increase Cooperation, and Promote Social Harmony (2021)

A Sense of Belonging Matters: Building Connections and Community

Professor, Higher Education and Women’s, Gender & Sexuality Studies, Director, PhD Program in the Department of Educational Administration & Foundations (EAF), Illinois State University; Founder and Chief Executive Officer (CEO) and Senior Research Scientist, Do Good Work Educational Consulting, LLC; Provost and Senior Vice President, Academic Affairs, Virginia Union University; Author, College Students' Sense of Belonging: A Key to Educational Success for All Students (2018), Student Development Theory in Higher Education: A Social Psychological Approach (2015), Theoretical Frameworks in College Student Research (2013); Co-Author, “I Just Want to Be a Regular Kid:” A Qualitative Study of Sense of Belonging Among High School Youth in Foster Care" (2020, Children and Youth Services Review) and The Evolving Challenges of Black College Students: New Insights for Policy, Practice, and Research (2012)

Belonging: The Science of Creating Connections and Bridging Divides

Professor of Psychology, Stanford University; Professor of Education, Stanford Graduate School of Education; Author, Belonging: The Science of Creating Connection and Bridging Divides (2022); Co-Author, "A Meta‐Analysis of the Effect of Values Affirmation on Academic Achievement" (2021, Social Issues), "A Brief Social-Belonging Intervention in College Improves Adult Outcomes for Black Americans" (2020, Science Advances), and "Bolstering Trust and Reducing Discipline Incidents at a Diverse Middle School: How Self-Affirmation Affects Behavioral Conduct During the Transition to Adolescence" (2019, School Psychology)

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

Co-Founder and Director, Neuro-Education Initiative (NEI); Professor, School of Education, Johns Hopkins University; Author, Brain-Targeted Teaching: A Framework for Joyful Teaching and Leading (Forthcoming) 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)

Assistant Professor; Faculty Lead for the Mind, Brain, and Teaching Program, School of Education, Johns Hopkins University; Co-Author “NeuroEducation for Social Justice: Integrating Culturally Relevant Pedagogy and NeuroEducation Instructional Practices.” (2022, AERA)

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)

Instructional Specialist, Harrison Central School District; Former Teacher with the NYC Department of Education; Coach, Mentor, and Professional Development and curriculum developer for elementary school faculty

The Social Brain, Language, and Learning

Co-Director, Institute for Learning and Brain Sciences; Professor, Speech and Hearing Sciences, University of Washington; The Bezos Family Foundation Endowed Chair in Early Childhood Learning; Recipient of the “William James Lifetime Achievement Award”, the “George A. Miller Prize” in Cognitive Neuroscience, the American Psychological Association’s “Distinguished Scientific Contributions Award”, and the “Karl Spencer Lashley Award” from the American Philosophical Society; Co-Author, “Brain Myelination at 7 Months of Age Predicts Later Language Development” (2022, Neuroimage), Developing Minds in the Digital Age: Towards a Science of Learning for 21st Century Education (2019), How Babies Think: The Science of Childhood (2001), and The Scientist in the Crib: What Early Learning Tells Us About the Mind (2000)

The Challenge of Permitting and Cultivating Principled Dissent in the Social-Pressure Classroom: A How to Guide

Professor, Department of Psychology, George Mason University; Director, Well-Being Laboratory; Awarded 2013 Distinguished Early Career Researcher Award by the American Psychological Association; Author, The Art of Insubordination (2022), The Upside of Your Darkside (2017), Mindfulness, Acceptance, and Positive Psychology (2013), Designing Positive Psychology (2010), Curious? (2009); Co-Author, "Social Anxiety Is Associated with Similar Emotional Impairments During Digital and Face-to-Face Communication in Daily Life" (2020, PsyArXiv), "Gratitude Across the Life-Span: Age Differences and Links to Subjective Well-being" (2019, Positive Psychology), "When Empathy Matters: The Role of Sex and Empathy in Close Friendships" (2017, Personality)

Differentiation in the Elementary Classroom: Promoting Engagement and Social Interaction

Consultant; Professor, Department of Middle, Secondary, and Mathematics Education, James Madison University; Co-Author, Differentiation in Elementary School (2017), The Differentiated Flipped Classroom (2016), Differentiation in Middle and High Schools (2015), and Smart in the Middle Grades (2006)

Effective Collaborative and Cooperative Learning: Possibilities and Perils

Professor Emeritus of Educational Assessment, Institute of Education, University of London, UK; Former Dean and Head of the School of Education, King’s College London, UK; One of the World’s Leading Authorities on the Science of Learning and Formative Assessment; Author, “Teacher Quality: What It Is, Why It Matters, and How to Get More of It” (2023, Impact), Creating the Schools Our Children Need (2018), and Leadership for Teacher Learning: Creating a Culture Where All Teachers Improve So That All Students Succeed (2016); Co-Author, Making Room for Impact: A De-implementation Guide for Educators (2023)

Restore and Respect: How to Mediate School Conflicts and Keep Students Learning

Nationally Certified School Psychologist; Clinical Professional Counselor; Educational Consultant, ROE SchoolWorks; Named “Outstanding School Psychologist” by the California Association of School Psychologists; Volunteer Community Mediator; Specialist, Fulbright Program, US Dept of State's Bureau of Educational and Cultural Affairs; Author, Restore the Respect: How to Mediate School Conflicts and Keep Students Learning (2016)

Student Learning Communities: A Springboard for Academic and Social-Emotional Development

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)

Social Brains in Adolescence: Peers, Pressures, and a Pandemic

Neuroscientist; Professor of Psychology and Cognitive Neuroscience, University of Cambridge; Leader of the Developmental Cognitive Neuroscience Group; Honorary Professor of Cognitive Neuroscience, University College London; Author, Inventing Ourselves: The Secret Life of the Teenage Brain (2018); Co-Author, “Development of a Gamified Cognitive Training App “Social Brain Train” to Enhance Adolescent Mental Health” (2022, Wellcome Open Research), “Navigating the Social Environment in Adolescence: The Role of Social Brain Development” (2021, Biological Psychiatry), “The Effects of Social Deprivation on Adolescent Development and Mental Health” (2020, Lancet Child and Adolescent Health), and The Learning Brain: Lessons for Education (2005)

The Listening Project: A School- Based Method of Building Relational Intelligence

Professor of Developmental Psychology, New York University; Doctorate in Human Development and Psychology, Harvard University; Founder, Project for the Advancement of Our Common Humanity (pach.org); Past President, Society for Research in Adolescence; Contributor, Psychology Today and Featured on TED Talk; Author, The Crisis of Connection: Its Roots, Consequences, and Solution (2018) and Deep Secrets: Boys’ Friendships and the Crisis of Connection (2011) - which was the inspiration for the Oscar nominated film, Close; Co-Author, Urban Girls Revisited (2007) and Adolescent Boys: Exploring Diverse Cultures of Boyhood (2004)

Reframing Adolescence: Preparing Adults to Be the Guides Teens Deserve in Their Lives

Professor of Pediatrics, University of Pennsylvania School of Medicine; Co-Founder and Director of Programs, Center for Parent and Teen Communication; Director of Health Services at Covenant House Pennsylvania, an agency that serves Philadelphia’s homelessness youth; Co-Developer of the Teen-Centered Method; Author, “How to Help Children Build Resilience in Uncertain Times” (2020, American Academy of Pediatrics), Reaching Teens: Strength-Based, Trauma-Sensitive, Resilience-Building Communication Strategies Rooted in Positive Youth Development (2020, 2nd Edition), Building Resilience in Children and Teens: Giving Kids Roots and Wings (2020, 4th Edition), and Raising Kids to Thrive (2015)

Insights into the Teenage Social Brain: Peers, Presence, and Pro-Social Influences

Wendell Jeffrey and Bernice Wenzel Term Chair in Behavioral Neuroscience; Associate Professor, Department of Psychology; Faculty, UCLA Brain Research Institute, University of California, Los Angeles; Co-Author, “Peer Influence Effects on Risk-Taking and Prosocial Decision-Making in Adolescence: Insights From Neuroimaging Studies” (2016, Current Opinion in Behavioral Sciences) and “Neural Mechanisms of Social Influence in Adolescence” (2015, Social, Cognitive and Aff ective Neuroscience)

Fostering Purpose in Youth Through Persuasive Science and Profound Prosocial Experiential Exercises

Professor, Department of Psychology, George Mason University; Director, Well-Being Laboratory; Awarded 2013 Distinguished Early Career Researcher Award by the American Psychological Association; Author, The Art of Insubordination (2022), The Upside of Your Darkside (2017), Mindfulness, Acceptance, and Positive Psychology (2013), Designing Positive Psychology (2010), Curious? (2009); Co-Author, "Social Anxiety Is Associated with Similar Emotional Impairments During Digital and Face-to-Face Communication in Daily Life" (2020, PsyArXiv), "Gratitude Across the Life-Span: Age Differences and Links to Subjective Well-being" (2019, Positive Psychology), "When Empathy Matters: The Role of Sex and Empathy in Close Friendships" (2017, Personality)

How the Brain Makes Sense of the Social World: Implications for Understanding the Teenage Years

The Social Brain: The Neural Basis of Social Cognition, Social Connection, and Emotion

Professor and Director of Graduate Studies, Department of Psychology; Director, Social Cognitive and Affective Neuroscience (SCAN) Lab, Columbia University; Co-Author, “Evidence That Default Network Connectivity During Rest Consolidates Social Information” (2018, Cerebral Cortex), “From Striving to Thriving in the Face of Threats: The Emerging Science of Emotion Regulation Training” (2018, Current Opinion in Behavioral Sciences), “Social Networks in the Brain” (2017, Nature Human Behaviour), and “Social Cognition as Reinforcement Learning” (2016, Cognitive Neuroscience)

The Dynamics of Prosocial Choice

Alfred Manning Associate Professor, Cognitive, Linguistic, and Psychological Sciences, Brown University; Secondary Faculty Appointment, Carney Institute for Brain Science; Winner of multiple awards, including the Cognitive Neuroscience Society “Young Investigator” Award for outstanding contributions to science, the American Psychological Society's “Janet Taylor Spence Award for Transformative Early Career Contributions”, and the American Psychological Association’s “Distinguished Scientific Award for Early Career Contribution to Psychology” in the area of cognition and human learning; Co-Author, “A Probabilistic Map of Emotional Experiences During Competitive Social Interactions” (2022, Nature Communications), “Following Your Group or Your Morals? The In-Group Promotes Immoral Behavior While the Outgroup Buffers Against It” (2022, Social Psychological and Personality Science), and “The Computational Challenges of Social Learning” (2021, Trends in Cognitive Science)

Prosocial: Using Evolutionary Science to Build Compassionate, Cooperative, and Collaborative Students

Evolutionary Biologist; Professor Emeritus, Biological Sciences and Anthropology, Binghamton University; Co-Founder, Evolution Institute; Co-Founder, Prosocial World; Author, A Life Informed by Evolution (2022) and Does Altruism Exist? Culture, Genes, and the Welfare of Others (2015); Co-Author, Prosocial: Using Evolutionary Science to Build Productive, Equitable, and Collaborative Groups (2019), Evolution and Contextual Behavioral Science: An Integrated Framework for Understanding, Predicting, and Influencing Behavior (2018), and “A Program for At-Risk High School Students Informed by Evolutionary Science” (2011, PLoS One)

Designing a ProSocial Classroom

Associate Dean for Research and Innovation; Research Professor, Educational, School, and Counseling Psychology, College of Education and Human Development, University of Missouri; Co-Founder and Scientific Director, Network for Educator Effectiveness; Author,Designing a Prosocial Classroom: Fostering Collaboration in Students From PreK-12 With the Curriculum You Already Use (2018) and “The Handbook of Prosocial Education” (2014, Moral Education); Co-Author, “Prosocial Behavior and School Engagement During Adolescence” (2022, Applied Developmental Psychology), “Positive Teacher-Student Relationships May Lead to Better Teaching” (2022, Learning and Instruction), and “Prosocial Goals” (2019, Social Goals in the Classroom)

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

No More Meltdowns: Social Skills Training for Emotional Regulation

Director, Social Skills Training Project; Author, Social Skills Picture Book: For High School and Beyond (2017), Overcoming Anxiety in Children and Teens (2015), and No More Meltdowns: Positive Strategies for Managing and Preventing Out of Control Behavior (2012); Contributing Author, Autism in Lockdown: Expert Tips and Insights on Coping With the COVID-19 Pandemic (2020)

Evolving With Gratitude: Nurture Relationships, Improve Well-Being, and Activate Learning

Educator; Innovative Learning Communities Consultant; Institute for Leadership Development Consultant, Orange County Department of Education; Apple Distinguished Educator; Google for Education Certified Innovator; Contributing Writer, Thrive Global and Edutopia; Author, Evolving With Gratitude: Small Practices in Learning Communities That Make a Big Difference with Kids, Peers, and the World (2022); Co-Author, Evolving Learner: Shifting From Professional Development to Professional Learning From Kids, Peers, and the World (2020); Contributor, Because of a Teacher: Stories of the Past to Inspire the Future of Education (2021)

Teaching What Matters to Teens: Activating Compassion, Kindness, and Altruism

Award-Winning Teacher who created a High School Course on "The Love Course: Exploring The Art of Living", that prioritized social and emotional learning as a distinctive curriculum and integrates kindness and altruism; Consultant; Author, Teaching What Matters: Activating Happiness, Kindness and Altruism, (2022); Co-Author, Remaking Athletics to Transform Lives: Sport Psychology/Social Emotional Learning Curriculum for High School Sports (2023, Forthcoming)

Teaching Kindness

Psychologist; Advisory Board Member, Parents Magazine; Blogger for Psychology Today, PBS Parents, and US News & World Report; Creator, DrFriendtastic.com, which features friendship advice for kids; Professor for The Great Courses audio/video series, Raising Emotionally and Socially Healthy Kids; Co-Author, Kid Confidence: Help Your Child Make Friends, Build Resilience, and Develop Real Self-Esteem (Forthcoming, 2019), Growing Friendships: A Kids’ Guide to Making and Keeping Friends (2017), Smart Parenting for Smart Kids (2011), and The Unwritten Rules of Friendship (2008)

The Empathy Edge: How to Create a More Human-Centered Classroom

Cognitive Scientist; Associate Teaching Professor in the Curriculum, Teaching, Learning, and Leadership, Doctor of Education Program, Northeastern University; Former Teacher; Co-Founder of Immersive Science Learning Company, Killer Snails; Author, “An Opportunity for an Improved Post-Pandemic Education” (2021, Age of Awareness), Game On? Brain On! The Surprising Relationship Between Play and Gray (Matter) (2020) and Designed to Learn: Using Design Thinking to Bring Purpose and Passion to the Classroom (2019)

Associate Research Scientist; Director, Child and Adolescent Development, Comer School Development Program, Yale University School of Medicine; Co-Author, “Child development: The Foundation of Education” (2004, Six Pathways to Healthy Development and Academic Success)

Assistant Clinical Professor at the Child Study Center, Yale University; Former Associate Research Scientist at the Child Study Center and Director of Program Evaluation with the Yale School Development Program; Co-Author, "Increasing Collaboration Self-Efficacy to Improve Educational Programming for Students With Autism" (2018, Focus on Autism and Other Developmental Disabilities)