Upcoming Podcasts

richardlong1854
Sep 11
29 min read

Updated: Sep 28

The Knowledge Exchange:

exploring the sciences of

learning and development to foster thriving

Session 2: Supporting Social, Emotional, and Academic Well-being and Thriving in challenging times and contexts

Description: This podcast will explore how to support social, emotional, and academic well-being and learning in connected ways. Listeners will learn and be able to think about practices that integrate SEL and academics, understand why whole-person approaches deepen engagement and achievement, and explore principles of application across classrooms and community settings. Organizations, tools, materials, and research will be identified that can support implementation and adaptation.
Panelists: Sophia Rodriquez, Sarah Woulfin, Rob Jagers.
Commentators: Joe Bishop, Odis Johnson.

Session 3: Keynote Discussion—Creating safe nurturing environments that engage learners and foster thriving and robust learning--And How We Can Do It

Description: This podcast will explore how creating safe, nurturing environments enables robust learning and thriving. Listeners will learn and be able to think about the importance of safety, belonging, and engagement, understand why these conditions are foundational to learning, and explore principles of how to build such environments with students, families, and communities. Organizations, tools, materials, and research will be identified that can support implementation and adaptation.
Panelists: John King.
Commentators: Linda Darling Hammond, Bob Pianta & Karen Pittman.
Bios:
- John B. King Jr.: John B. King Jr. is Chancellor of the State University of New York (SUNY), former U.S. Secretary of Education under President Obama, New York State Commissioner of Education (2011–2014), and President & CEO of The Education Trust. As commissioner, he led major reforms in standards, teacher evaluation systems, and resource equity. His book

Teacher to Teacher emphasizes the transformative role of educators—drawing from his personal journey—and echoes SoLD values about expectations, support, and belonging.

Linda Darling-Hammond: Linda Darling‑Hammond is Charles E. Ducommun Professor of Education Emeritus at Stanford University and President and CEO of the Learning Policy Institute (LPI). She chairs the California State Board of Education, is a member of the National Academy of Education, and a past President of AERA. Her recent work includes the 2025 report

Design Principles for Teacher Preparation: Enacting the Science of Learning and Development, which outlines how teacher education programs can model SoLD‑aligned practices. She has also authored seminal articles such as

Implications for Educational Practice of the Science of Learning and Development and Malleability, Plasticity, and Individuality. Darling-Hammond’s policy leadership and scholarship highlight how systemic reform and educator preparation grounded in SoLD can promote robust equity and deeper learning.

Karen Pittman: Karen Pittman is co-founder of the Forum for Youth Investment, where she co-directs the Building Capacity for Positive Youth Development Center for Innovation. A member of the National Academy of Education, her work focuses on the intersection of youth development, education, and social policy. She is best known for her pioneering work in the youth development field, including seminal articles like "A New Vision for Youth Development" and "The Future of Youth: The Role of Communities in Promoting Thriving". Pittman’s scholarship and leadership reflect a lifelong commitment to ensuring all young people have access to high-quality learning environments and opportunities to thrive.Session 4: How to leverage the Science of Learning and Development to foster robust academic, social, and emotional learning

Description: This podcast will examine how the science of learning and development can strengthen academic, social, and emotional learning. Listeners will learn and be able to think about key strategies, understand why integrating these domains matters for thriving, and explore principles of application in classrooms and communities. Organizations, tools, materials, and research will be identified that can support implementation and adaptation.
Panelists: Mary Helen Immordino-Yang, Stephanie Jones.
Commentators: Jim Pellegrino, Carol Lee.
Bios:
- Mary Helen Immordino-Yang: Mary Helen Immordino-Yang is Professor of Education, Psychology, and Neuroscience at the University of Southern California, where she directs the USC Center for Affective Neuroscience, Development, Learning, and Education (CANDLE). A Fellow of the American Academy of Arts and Sciences and member of the National Academy of Education, she is internationally recognized for her research on the emotional and social dimensions of learning. She co-authored

Weaving a Colorful Cloth with Hirokazu Yoshikawa, Na’ilah Nasir, Pamela Cantor, and Richard Lerner. Her widely cited work, including

Emotions, Learning, and the Brain: Exploring the Educational Implications of Affective Neuroscience, demonstrates how emotions and meaning-making are foundational to robust learning, thriving, and equity.

Stephanie M. Jones: Stephanie M. Jones is the Gerald S. Lesser Professor in Early Childhood Development at the Harvard Graduate School of Education and directs the EASEL Lab (Ecological Approaches to Social Emotional Learning). She is a member of the National Academy of Education and a leading researcher on social-emotional learning (SEL), executive function, and early childhood education. Jones has been widely cited for her work on SEL Kernels, a framework for breaking SEL down into fundamental, teachable strategies that can be embedded flexibly into classroom practice (Jones, Bailey, Brush, & Kahn, 2017). She also co-authored the influential article 'Bringing Developmental Science Back into Education: The Science of Learning and Development' (Cantor, Berg, Steyer, & Rose, 2018), which connects developmental science with educational practice and policy. Her broader portfolio includes large-scale evaluations of SEL interventions and policy briefs. Her work highlights how classroom and school conditions—relationships, climate, and teacher well-being—directly shape children’s thriving and learning. By integrating developmental science with practice, Jones’ scholarship exemplifies SoLD by showing how to create equitable, thriving learning environments.

Session 5: Building Conditions for Learning, Well-being, and Thriving

Description: This podcast will discuss how to build strong conditions for learning, well-being, and thriving in schools and communities. Listeners will learn and be able to think about the elements of supportive environments, understand why these conditions drive both equity and robust learning, and explore principles of application. Organizations, tools, materials, and research will be identified that can support implementation and adaptation.
Panelists: Zaretta Hammond, Kim Schonert-Reichl.
Commentators: Na'liah Nasir, Megan Bang.
Bio for Na’ilah Suad Nasir: Na’ilah Suad Nasir is President of the Spencer Foundation, former AERA President, and a member of the National Academy of Education. She co-edited the

Handbook of the Cultural Foundations of Learning (with Carol Lee and Roy Pea) and co-edited the 2023 and 2025 Review of Research in Education volumes on SoLD and equity (with Vivian Gadsden and David Osher). She co-authored the 2025 book

Thriving, Robust Equity, and Transformative Learning and Development with Linda Darling‑Hammond. Nasir’s scholarship emphasizes how identity, culture, and learning intersect to foster belonging and thriving across diverse educational contexts.

Session 6: Aligning Service to address the variety of individual and contextual needs and strengths

Description: This podcast will explore how aligning services to address diverse strengths, needs, and variation can build conditions for learning, well-being, and thriving. Listeners will learn and be able to think about coordinated, consumer-driven approaches across settings, understand why alignment improves effectiveness and equity, and explore principles for collaboration among schools, families, and community partners. Organizations, tools, materials, and research will be identified that can support implementation and adaptation.
Panelists: Eric Bruns, Catherine Bradshaw.
Commentators: Karen Hunter Quartz, Kwesi Rollins.

Session 7: Implementing The 16 Success Drivers and how they can be holistically enacted and embodied in schools and across learning ecosystems

Description: This podcast will examine the 16 Success Drivers and how they can be holistically enacted and embodied in schools and across learning ecosystems. Listeners will learn and be able to think about the drivers and their interconnections, understand why a holistic approach is essential for equity and thriving, and explore principles for implementation across roles and settings. Organizations, tools, materials, and research will be identified that can support implementation and adaptation.
Panelists: Eric Gordon, Queena Kim.
Commentators: Linda Darling Hammond, Vivian Gadsden.
Bio for Linda Darling-Hammond: Linda Darling‑Hammond is Charles E. Ducommun Professor of Education Emeritus at Stanford University and President and CEO of the Learning Policy Institute (LPI). She chairs the California State Board of Education, is a member of the National Academy of Education, and a past President of AERA. Her recent work includes the 2025 report

Session 8: Assessing and Building Readiness

Description: This podcast will explore why readiness matters for students and educators and how it can be assessed and built. Listeners will learn and be able to think about readiness frameworks, understand why readiness is a foundation for learning and thriving, and explore principles of effective assessment and development of readiness. Organizations, tools, materials, and research will be identified that can support implementation and adaptation.
Panelists: Michael Fullen, Gene Hall.
Commentators: Abe Wandersman, Matthew McCraight.

Session 9: Centering Equity

Description: This podcast will examine why equity must be centered in education and how practitioners can do it. Listeners will learn and be able to think about equity-focused strategies, understand why centering equity is critical for robust learning and thriving, and explore principles of equitable practice. Organizations, tools, materials, and research will be identified that can support implementation and adaptation.
Panelists: Anne Gregory, Rich Milner.
Commentators: LaShawn Route' Chatmon, UCLA Community Sch St.

Session 10: Systematic and Comprehensive Approaches

Description: This podcast will explore what it means to design systematic and comprehensive approaches that integrate instruction, conditions for learning, and supports. Listeners will learn and be able to think about building coherent systems across classrooms, schools, and communities, understand why comprehensive design advances equity and effectiveness, and explore principles for coordination, continuous improvement, and sustainability. Organizations, tools, materials, and research will be identified that can support implementation and adaptation.
Panelists: Kim Kendziora, Alfredo Artiles, Maurice Elias.
Commentators: Joshua Starr, Linda Darling Hammond.
Bios:
- Alfredo J. Artiles: Alfredo J. Artiles is Lee L. Jacks Professor of Education at Stanford University and Director of the Research Institute at the Center for Comparative Studies in Race & Ethnicity. He is President‑Elect of the National Academy of Education and an AERA Fellow. Artiles co-edited the 2025 volume

Equitable Educational Systems that Cultivate Thriving (with Megan Bang and Na’ilah Nasir) and has focused his work on equity in special education and inclusive learning systems. He demonstrates how SoLD principles inform inclusive design and transformative learning opportunities for diverse learners.

Linda Darling-Hammond: Linda Darling‑Hammond is Charles E. Ducommun Professor of Education Emeritus at Stanford University and President and CEO of the Learning Policy Institute (LPI). She chairs the California State Board of Education, is a member of the National Academy of Education, and a past President of AERA. Her recent work includes the 2025 report

Session 11: Consumer-Driven Approaches

Description: This podcast will explore what it means to be family- and youth-driven in education and community practice. Listeners will learn and be able to think about consumer-driven approaches, understand why authentic partnerships with families and youth matter, and explore principles of shared decision-making. Organizations, tools, materials, and research will be identified that can support implementation and adaptation.
Panelists: Christina Cipriano, Nia West-Bay.
Commentators: UCLA Community Sch St, Kwesi Rollins.

Session 12: Culturally and Linguistically Responsive and Sustaining Approaches

Description: This podcast will explore how culturally and linguistically sustaining, competent, and responsive practices strengthen equity, belonging, and thriving. Listeners will learn and be able to think about these practices, understand why they matter for advancing robust learning, and explore principles of application in diverse settings. Organizations, tools, materials, and research will be identified that can support implementation and adaptation.
Panelists: Tara Yosso, Megan Bang, Gloria Ladson-Billings.
Commentators: Leslie Fenwick, Rania Awaad.
Bios:
- Tara J. Yosso: Tara J. Yosso is Professor in the Graduate School of Education at the University of California, Riverside, and a leading voice in critical race theory in education. She is nationally known for her development of the concept of Community Cultural Wealth, which reframes how the strengths of marginalized communities are understood and leveraged in schools. Yosso’s scholarship, widely cited in the fields of critical pedagogy and equity studies, highlights how families and communities of color cultivate resilience, knowledge, and thriving across generations. Her work aligns with SoLD by emphasizing identity, culture, and community as central to robust learning and transformative educational practices.
- Gloria Ladson-Billings: Gloria Ladson-Billings is Professor Emerita and former Kellner Family Distinguished Chair in Urban Education at the University of Wisconsin–Madison. She is a past President of AERA, a member of the National Academy of Education, and a Fellow of the American Academy of Arts and Sciences. She is best known for her groundbreaking work on culturally relevant pedagogy and for introducing the concept of the “educational debt” as a reframing of achievement gaps. Her influential books include

The Dreamkeepers: Successful Teachers of African American Children. Ladson-Billings’ leadership and scholarship illustrate how SoLD and culturally responsive teaching intersect to promote equity, belonging, and transformative learning.

Session 13: Addressing Root Causes and Contextual and Systemic Factors

Description: This podcast will explore how to move beyond surface-level problems to identify and address root causes and contextual and systemic factors. Listeners will learn and be able to think about strategies for root-cause analysis, understand why systemic approaches are necessary for equity, and explore principles of addressing structural barriers. Organizations, tools, materials, and research will be identified that can support implementation and adaptation.
Panelists: Aydin Bal, Maria Hernandez, Kathleen King Thorius.
Commentators: Michell Fine, David B. McMillion.

Session 14: Addressing the impacts of economic inequality on learning and well-being

Description: This podcast will examine how economic inequality affects learning and well-being. Listeners will learn and be able to think about the connections between poverty, opportunity, and thriving, understand why addressing economic inequality is central to equity, and explore principles for creating supports that buffer its effects. Organizations, tools, materials, and research will be identified that can support implementation and adaptation.
Panelists: Sean Reardon, Kris D. Gutiérrez.
Commentators: Pedro Noguera, Hiro Yoshikawa.
Bios:
- Sean F. Reardon: Sean F. Reardon is the Professor of Poverty and Inequality in Education and Professor of Sociology at Stanford University, where he is also a faculty affiliate with the Center for Education Policy Analysis. His research examines the causes, patterns, trends, and consequences of social and educational inequality, the effects of educational policy on inequality, and the use of advanced statistical methods in educational research. Reardon is widely cited for his analyses of achievement gaps and income segregation in education, and his scholarship informs how educational systems can be designed to reduce inequities and promote thriving. His work embodies SoLD principles by identifying structural conditions that affect opportunities for robust learning.
- Kris D. Gutiérrez: Kris D. Gutiérrez is the Carol Liu Professor at the Berkeley School of Education, University of California, Berkeley, and a member of the National Academy of Education. A past President of AERA and Fellow of the American Academy of Arts and Sciences, she is a leading scholar of the learning sciences and literacy. Her research focuses on sociocultural approaches to learning, expansive learning, and social design experiments as ways to reimagine learning ecologies. Gutiérrez has contributed extensively to the study of equity in learning environments and is currently co-editor of the 2025 Review of Research in Education volume on equitable systems that promote thriving (with Alfredo Artiles and Megan Bang). Her work demonstrates how SoLD principles, applied through design-based and collaborative methodologies, create opportunities for transformative learning and robust equity.
- Pedro A. Noguera: Pedro A. Noguera is the Distinguished Professor of Education at the Graduate School of Education and Information Studies and Faculty Director for the Center for the Transformation of Schools at UCLA. He is a sociologist whose scholarship and research focuses on the ways in which schools are influenced by social and economic conditions as well as by demographic trends in local, regional, and global contexts. Prior to joining the faculty at UCLA, he served as the Peter L. Agnew Professor of Education at New York University and the Executive Director of the Metropolitan Center for Research on Equity and the Transformation of Schools (2003–2015), the Judith K. Dimon Professor of Communities and Schools at the Harvard Graduate School of Education (2000–2003), and a professor at the University of California, Berkeley where he was also the Director of the Institute for the Study of Social Change (1990–2000). He served as a Trustee for the State University of New York (SUNY) as an appointee of the Governor and is a National Academy of Education Fellow. Noguera recently received awards from the Center for the Advanced Study of the Behavioral Sciences, the National Association of Secondary Principals, and the McSilver Institute at NYU for his research and advocacy efforts aimed at fighting poverty.
- Hirokazu Yoshikawa: Hirokazu Yoshikawa is Courtney Sale Ross Professor of Globalization and Education at New York University and co-director of the Global TIES for Children Research Center. A member of the National Academy of Education, his work focuses on early childhood development, immigration, and educational equity in both U.S. and global contexts. He co-authored

Weaving a Colorful Cloth: Centering Education on Humans’ Emergent Developmental Potentials with Mary Helen Immordino-Yang, Na’ilah Nasir, Pamela Cantor, and Richard Lerner. Yoshikawa’s research advances SoLD by demonstrating how policy and practice in early childhood education can foster thriving, resilience, and equity across cultural and national settings.

Session 15: Inclusivity & Equity

Description: This podcast will explore how Universal Design, Targeted Universalism, and Translanguaging can work together to create inclusive and equitable learning environments. Listeners will learn and be able to think about designing for variability, targeting supports where needed, and honoring students’ full linguistic repertoires, and explore principles of application in classrooms and community programs. Organizations, tools, materials, and research will be identified that can support implementation and adaptation.
Panelists: Michael Fullan, Douglas Fisher.
Commentators: Alfredo Artiles, Vivian Gadsden.
Bio for Alfredo J. Artiles: Alfredo J. Artiles is Lee L. Jacks Professor of Education at Stanford University and Director of the Research Institute at the Center for Comparative Studies in Race & Ethnicity. He is President‑Elect of the National Academy of Education and an AERA Fellow. Artiles co-edited the 2025 volume

Session 16: Addressing Individual Needs, Strengths, and Goals

Description: This podcast will explore how to build on students’ strengths, meet their needs, and support their individual goals and aspirations. Listeners will learn and be able to think about approaches for personalizing supports and opportunities, understand why these practices are essential for equity, thriving, and identity-affirming learning, and explore principles of application in schools and communities. Organizations, tools, materials, and research will be identified that can support implementation and adaptation.
Panelists: Jean-Claude Brizard, Margaret Beale Spencer.
Commentators: Bob Wise, Michael Feuer.
Bios:
- Jean-Claude Brizard: Jean-Claude Brizard is the President and CEO of Digital Promise, a global nonprofit dedicated to closing equity gaps in education through research, innovation, and technology. A former CEO of Chicago Public Schools and Superintendent of Schools in Rochester, New York, Brizard has been a national leader in advancing education reform and equity. His career includes roles as a teacher and principal, which ground his system-level leadership in classroom experience. At Digital Promise, he has spearheaded initiatives in learner variability, adult learning, and inclusive technology design. Brizard’s work reflects SoLD principles by connecting research, practice, and innovation to create educational systems that foster equity, thriving, and transformative learning opportunities.
- Margaret Beale Spencer: Margaret Beale Spencer is the Marshall Field IV Professor of Urban Education and Professor of Comparative Human Development at the University of Chicago. A member of the National Academy of Education and an AERA Fellow, she is internationally recognized for her research on the development of African American youth and minority populations in high-risk contexts. Spencer developed the Phenomenological Variant of Ecological Systems Theory (PVEST), a framework for understanding how identity, context, and resilience intersect in child and adolescent development. Her scholarship has profoundly shaped how educators and policymakers address equity and thriving, aligning with SoLD principles by emphasizing resilience, identity development, and supportive ecosystems for robust learning.

Session 17: Engaging and coordinating with students, families, community organizations, agencies, and community members

Description: This podcast will explore how to engage — and be engaged by — students, families, community organizations, agencies, and community members to create safe, equitable, and thriving learning environments. Listeners will learn and be able to think about approaches for authentic student voice, family-driven partnerships, and community collaboration, understand why reciprocal engagement is essential for sustainability and equity, and explore principles of application across schools and communities. Organizations, tools, materials, and research will be identified that can support implementation and adaptation.
Panelists: Pamela Cantor, Richard Lerner.
Commentators: Carol Lee, Zaretta Hammond.
Bios:
- Pamela Cantor: Pamela Cantor, M.D., is a child and adolescent psychiatrist, founder and CEO of Turnaround for Children, and founder of The Human Potential L.A.B., which leverages scientific knowledge and technology to transform systems and unlock human potential. She practiced psychiatry for nearly two decades, specializing in trauma, and started Turnaround after contributing to a study on the impact of the 9/11 attacks on New York City schoolchildren. Cantor co-authored

The Science of Learning and Development (with David Osher), Whole‑Child Development, Learning, and Thriving (with Richard Lerner and Karen Pittman), and Weaving a Colorful Cloth (with Mary Helen Immordino‑Yang, Na’ilah Nasir, and Hiro Yoshikawa). Her leadership in translating learning science into educational systems emphasizes how relationships, trauma‑informed design, and context support equity and thriving.

Richard M. Lerner: Richard M. Lerner is Bergstrom Chair in Applied Developmental Science and Director of the Institute for Applied Research in Youth Development at Tufts University. A member of the National Academy of Education, he is a leading figure in developmental science, best known for his pioneering work on positive youth development. Lerner co-authored

Whole-Child Development, Learning, and Thriving (with Pamela Cantor and Karen Pittman) and Weaving a Colorful Cloth (with Mary Helen Immordino-Yang, Na’ilah Nasir, Pamela Cantor, and Hirokazu Yoshikawa). His scholarship demonstrates how relational and ecological perspectives can inform educational systems that cultivate thriving, robust equity, and transformative learning.

Session 18: Relationally Rich Approaches

Description: This podcast will explore how relationally rich approaches both create the conditions for learning, thriving, and equity and serve as an approach to doing the work itself. Listeners will understand why relational factors are foundational to engagement and development, learn and be able to think about practices that emphasize trust, belonging, and connection, and explore principles of applying relational approaches in schools and communities. Organizations, tools, materials, and research will be identified that can support implementation and adaptation.
Panelists: Michael J. Feuer, Mary Helen Immordino-Yang.
Commentators: Rob Jagers, Stephanie Jones.
Bios:
- Michael J. Feuer, Ph.D.: Michael J. Feuer, Ph.D., is Dean of the Graduate School of Education and Human Development and Professor of Education Policy at George Washington University, where he also holds appointments in public policy and international affairs. He is President of the National Academy of Education, a past President of the Society for Educational Evaluation and Policy Analysis, and a Fellow of the American Association for the Advancement of Science and the American Educational Research Association. Feuer has served on numerous National Academies committees and on the Board of International Comparative Studies at the U.S. Department of Education. His scholarship addresses education policy, methodology, and the science of learning and development, with a strong focus on equity. He has authored multiple books and more than.
- Mary Helen Immordino-Yang: Mary Helen Immordino-Yang is Professor of Education, Psychology, and Neuroscience at the University of Southern California, where she directs the USC Center for Affective Neuroscience, Development, Learning, and Education (CANDLE). A Fellow of the American Academy of Arts and Sciences and member of the National Academy of Education, she is internationally recognized for her research on the emotional and social dimensions of learning. She co-authored

Weaving a Colorful Cloth with Hirokazu Yoshikawa, Na’ilah Nasir, Pamela Cantor, and Richard Lerner. Her widely cited work, including

Stephanie M. Jones: Stephanie M. Jones is the Gerald S. Lesser Professor in Early Childhood Development at the Harvard Graduate School of Education and directs the EASEL Lab (Ecological Approaches to Social Emotional Learning). She is a member of the National Academy of Education and a leading researcher on social-emotional learning (SEL), executive function, and early childhood education. Jones has been widely cited for her work on SEL Kernels, a framework for breaking SEL down into fundamental, teachable strategies that can be embedded flexibly into classroom practice (Jones, Bailey, Brush, & Kahn, 2017). She also co-authored the influential article 'Bringing Developmental Science Back into Education: The Science of Learning and Development' (Cantor, Berg, Steyer, & Rose, 2018), which connects developmental science with educational practice and policy. Her broader portfolio includes large-scale evaluations of SEL interventions and policy briefs. Her work highlights how classroom and school conditions—relationships, climate, and teacher well-being—directly shape children’s thriving and learning. By integrating developmental science with practice, Jones’ scholarship exemplifies SoLD by showing how to create equitable, thriving learning environments.

Session 19: Creating Inclusive Learning Environments and Communities

Description: This podcast will explore how to create inclusive learning environments and settings that foster belonging, equity, and thriving. Listeners will understand why inclusivity depends on strong, caring, and respectful relationships, learn and be able to think about practices such as shared visioning, and explore principles of application across classrooms, schools, and communities. Organizations, tools, materials, and research will be identified that can support implementation and adaptation.
Panelists: Tara Yosso, Kris D. Gutierrez, Na'ilah Nasir.
Commentators: Bob Wise, Shawn Ginwright.
Bios:
- Tara J. Yosso: Tara J. Yosso is Professor in the Graduate School of Education at the University of California, Riverside, and a leading voice in critical race theory in education. She is nationally known for her development of the concept of Community Cultural Wealth, which reframes how the strengths of marginalized communities are understood and leveraged in schools. Yosso’s scholarship, widely cited in the fields of critical pedagogy and equity studies, highlights how families and communities of color cultivate resilience, knowledge, and thriving across generations. Her work aligns with SoLD by emphasizing identity, culture, and community as central to robust learning and transformative educational practices.
- Kris D. Gutiérrez: Kris D. Gutiérrez is the Carol Liu Professor at the Berkeley School of Education, University of California, Berkeley, and a member of the National Academy of Education. A past President of AERA and Fellow of the American Academy of Arts and Sciences, she is a leading scholar of the learning sciences and literacy. Her research focuses on sociocultural approaches to learning, expansive learning, and social design experiments as ways to reimagine learning ecologies. Gutiérrez has contributed extensively to the study of equity in learning environments and is currently co-editor of the 2025 Review of Research in Education volume on equitable systems that promote thriving (with Alfredo Artiles and Megan Bang). Her work demonstrates how SoLD principles, applied through design-based and collaborative methodologies, create opportunities for transformative learning and robust equity.
- Na’ilah Suad Nasir: Na’ilah Suad Nasir is President of the Spencer Foundation, former AERA President, and a member of the National Academy of Education. She co-edited the

Session 20: How to engage with Community and Context

Description: This podcast will explore how to engage with community and context to foster well-being, equity, and thriving. Listeners will learn and be able to think about how to build community partnerships, understand why community context matters for learning, and explore principles of application in schools and communities. Organizations, tools, materials, and research will be identified that can support implementation and adaptation.
Panelists: Stephen T. Russell, Michael Ungar, Eugene Roehlkepartain.
Commentators: Franchesca Lopez, Ananda Marin, UCLA Community Sch St.
Bios:
- Stephen T. Russell: Stephen T. Russell is the Priscilla Pond Flawn Regents Professor in Child Development at the University of Texas at Austin, where he chairs the Department of Human Development and Family Sciences. A Fellow of the American Psychological Association and a member of the National Academy of Education, he is internationally recognized for his research on adolescent development, LGBTQ youth, and equity in education. Russell has authored numerous studies and edited volumes, including 'Contexts for Young Adult Success,' and his work focuses on how social contexts influence adolescent health, well-being, and learning. His scholarship demonstrates how SoLD principles can inform systems that support thriving and robust equity for all youth.
- Michael Ungar: Michael Ungar is a Professor of Social Work at Dalhousie University in Canada, where he founded and directs the Resilience Research Centre. An internationally recognized expert on resilience across cultures and contexts, he has authored more than 250 peer-reviewed articles and 17 books, including 'Change Your World: The Science of Resilience and the True Path to Success'. Ungar’s research focuses on how families, schools, and communities can create enabling environments that nurture resilience and well-being among children and youth facing adversity. His work aligns with SoLD by demonstrating how systemic supports and relationships contribute to thriving and robust learning.
- Eugene C. Roehlkepartain: Eugene C. Roehlkepartain is Vice President of Research and Development at Search Institute, a leading organization focused on strengthening youth development through developmental relationships and assets. He has co-authored numerous reports and resources used internationally to support families, schools, and communities. Roehlkepartain’s work emphasizes how relational approaches and community assets create conditions for learning and thriving. His contributions align with SoLD principles by showing how strengths-based strategies promote equity and holistic youth development.

Session 21: Building and Sustaining School and Classroom Communities Through Restorative Approaches that are Trauma-and Healing-Centered

Description: This podcast will explore how to build and sustain school and classroom communities through restorative approaches that are trauma- and healing-centered. Listeners will learn and be able to think about restorative practices that are trauma- and healing-centered, understand why these approaches are critical for creating safe and equitable learning environments, and explore principles of application across schools and communities. Organizations, tools, materials, and research will be identified that can support implementation and adaptation.
Panelists: Shawn Ginwright, Jeffrey Duncan-Andrade.
Commentators: Tyrone Howard, Howard Stevenson.
Bio for Shawn Ginwright: Shawn Ginwright, Ph.D., is a Professor of Education in the Africana Studies Department at San Francisco State University and a Senior Research Fellow at the University of California, Berkeley, where he founded the Equity and Inclusion Institute. He is a leading scholar and advocate for youth development and is widely known for his work on culturally responsive and healing-centered engagement with youth of color. Ginwright is the author of several influential books, including

The Four Pivots: Reimagining Justice, Reimagining Ourselves (2022) and Black Youth Rising: Activism and Radical Healing in Urban America (2009). His work highlights how trauma-informed, culturally sustaining, and healing-centered practices can be embedded into educational systems to cultivate belonging, equity, and transformative learning.

Session 22: Intervening to promote Safety, Healing, and Belonging

Description: This podcast will explore what it means to intervene to promote safety, healing, and belonging for students, especially in challenging contexts and moments. Listeners will learn and be able to think about multi-tiered approaches to support students, understand why a focus on safety, healing, and belonging is critical for learning and thriving, and explore principles of application in schools and communities. Organizations, tools, materials, and research will be identified that can support implementation and adaptation.
Panelists: Jill Cook, Patricia Jennings, Cory Keyes.
Commentators: Greg Walton.
Bios:
- Jill Cook: Jill Cook is the Executive Director of the American School Counselor Association (ASCA), where she leads national efforts to strengthen school counseling programs and policies. She has authored and co-authored numerous ASCA resources, including the ASCA National Model, which has become the standard framework for school counseling practice in the U.S. Cook has been recognized for advancing equity, mental health supports, and social-emotional development in schools. She helped develop the National School Counselor of the Year Program and the Recognized ASCA Model Program, and has partnered with K–12, nonprofit, and for-profit organizations to improve student well-being. Cook has chaired the Learning First Alliance and contributed to national initiatives on foster care, equity in STEM, grieving students, suicide prevention, and special education services. Her leadership connects directly to SoLD by showing how school counselors can shape conditions that promote belonging, well-being, and thriving for students.
- Patricia A. Jennings: Patricia A. Jennings is Professor of Education at the University of Virginia and a leading scholar on mindfulness, stress, and social-emotional learning for educators.

Session 23: Whole Person Approaches

Description: This podcast will explore how whole-person approaches build on students’ strengths and are sensitive to their needs, goals, and contexts. Listeners will learn and be able to think about a variety of whole-person approaches, understand why these practices are essential for equity and thriving, and explore principles of application in schools and communities. Organizations, tools, materials, and research will be identified that can support implementation and adaptation.
Panelists: Margaret Beale Spencer, Velma Murry.
Commentators: Mary Helen Immordino-Yang.
Bios:
- Margaret Beale Spencer: Margaret Beale Spencer is the Marshall Field IV Professor of Urban Education and Professor of Comparative Human Development at the University of Chicago. A member of the National Academy of Education and an AERA Fellow, she is internationally recognized for her research on the development of African American youth and minority populations in high-risk contexts. Spencer developed the Phenomenological Variant of Ecological Systems Theory (PVEST), a framework for understanding how identity, context, and resilience intersect in child and adolescent development. Her scholarship has profoundly shaped how educators and policymakers address equity and thriving, aligning with SoLD principles by emphasizing resilience, identity development, and supportive ecosystems for robust learning.
- Velma M. Murry: Velma M. Murry is the Lois Autrey Betts Chair in Education and Human Development at Vanderbilt University’s Peabody College and Co-Director of the Vanderbilt Center for Research on Rural Families and Communities. A member of the National Academy of Education, her research focuses on the design and implementation of family-based preventive interventions to promote resilience and well-being among African American youth and families in rural, under-resourced communities. Murry’s scholarship demonstrates how family, community, and school systems can collaborate to promote thriving and robust equity, directly aligning with SoLD principles in creating enabling ecosystems for learning and development.
- Mary Helen Immordino-Yang: Mary Helen Immordino-Yang is Professor of Education, Psychology, and Neuroscience at the University of Southern California, where she directs the USC Center for Affective Neuroscience, Development, Learning, and Education (CANDLE). A Fellow of the American Academy of Arts and Sciences and member of the National Academy of Education, she is internationally recognized for her research on the emotional and social dimensions of learning. She co-authored

Weaving a Colorful Cloth with Hirokazu Yoshikawa, Na’ilah Nasir, Pamela Cantor, and Richard Lerner. Her widely cited work, including

Session 24: Continuous Improvement with strategic and problem-solving Mindsets

Description: This podcast will explore how continuous improvement with strategic and problem-solving mindsets can build conditions for learning, well-being, and thriving. Listeners will learn and be able to think about cycles of inquiry, understand why continuous improvement advances equity and effectiveness, and explore principles of application at the individual, team, and system levels. Organizations, tools, materials, and research will be identified that can support implementation and adaptation.
Panelists: Eric Gordon, Queena Kim.
Commentators: UCLA Community Sch St, Louis Gomez.

Session 25: Strengths-based and Asset-based Approaches

Description: This podcast will explore how strengths-based and asset-based approaches build on students’ assets, strengths, and goals to support well-being, equity, and thriving. Listeners will learn and be able to think about a variety of strengths-based and asset-based approaches, understand why these practices are essential for promoting equity and thriving, and explore principles of application across schools and communities. Organizations, tools, materials, and research will be identified that can support implementation and adaptation.
Panelists: Michael Ungar, Allison Lourash, Cormac Russell, Rich Lerner.
Commentators: N/A.
Bios:
- Michael Ungar: Michael Ungar is a Professor of Social Work at Dalhousie University in Canada, where he founded and directs the Resilience Research Centre. An internationally recognized expert on resilience across cultures and contexts, he has authored more than 250 peer-reviewed articles and 17 books, including 'Change Your World: The Science of Resilience and the True Path to Success'. Ungar’s research focuses on how families, schools, and communities can create enabling environments that nurture resilience and well-being among children and youth facing adversity. His work aligns with SoLD by demonstrating how systemic supports and relationships contribute to thriving and robust learning.
- Barbara Lourash (referred to as Allison Lourash in one document): Barbara Lourash is a senior program director at the Search Institute, where she leads initiatives focused on advancing developmental assets and relationships in diverse communities. She has worked extensively in designing professional development and tools that support educators and youth practitioners. Her work emphasizes how fostering strong, supportive relationships creates equitable opportunities for children’s learning and thriving. Lourash’s leadership reflects SoLD by demonstrating how everyday practices can cultivate robust equity and developmental supports.
- Richard M. Lerner: Richard M. Lerner is Bergstrom Chair in Applied Developmental Science and Director of the Institute for Applied Research in Youth Development at Tufts University. A member of the National Academy of Education, he is a leading figure in developmental science, best known for his pioneering work on positive youth development. Lerner co-authored

Session 26: Multi-tiered Approaches, Interventions, and Service Arrays

Description: This podcast will explore how multi-tiered approaches, interventions, and service arrays can build conditions for learning, well-being, and thriving. Listeners will learn and be able to think about a variety of approaches, understand why these practices are essential for promoting equity and effectiveness, and explore principles of application across schools and communities. Organizations, tools, materials, and research will be identified that can support implementation and adaptation.
Panelists: Catherine Bradshaw, Mark Greenberg.
Commentators: Jane Quinn, Hedy Chang.

Session 27: A Conversation on Student Well-Being

Description: This podcast will explore why student well-being matters and how to support it in and out of schools. Listeners will learn and be able to think about a variety of approaches to support student well-being, understand why a focus on well-being is critical for learning and thriving, and explore principles of application in schools and communities. Organizations, tools, materials, and research will be identified that can support implementation and adaptation.
Panelists: Dorothy Espelage, Jal Mehta.
Commentators: Pedro Noguera, Ezekiel Dixon-Roman.
Bio for Pedro A. Noguera: Pedro A. Noguera is the Distinguished Professor of Education at the Graduate School of Education and Information Studies and Faculty Director for the Center for the Transformation of Schools at UCLA. He is a sociologist whose scholarship and research focuses on the ways in which schools are influenced by social and economic conditions as well as by demographic trends in local, regional, and global contexts. Prior to joining the faculty at UCLA, he served as the Peter L. Agnew Professor of Education at New York University and the Executive Director of the Metropolitan Center for Research on Equity and the Transformation of Schools (2003–2015), the Judith K. Dimon Professor of Communities and Schools at the Harvard Graduate School of Education (2000–2003), and a professor at the University of California, Berkeley where he was also the Director of the Institute for the Study of Social Change (1990–2000). He served as a Trustee for the State University of New York (SUNY) as an appointee of the Governor and is a National Academy of Education Fellow. Noguera recently received awards from the Center for the Advanced Study of the Behavioral Sciences, the National Association of Secondary Principals, and the McSilver Institute at NYU for his research and advocacy efforts aimed at fighting poverty.

Session 28: The Science of Learning and Development and its implications for learning and teaching

Description: This podcast will examine the science of learning and development and its implications for learning and teaching. Listeners will learn and be able to think about the key concepts and principles of SoLD, understand why it matters for equity, thriving, and robust learning, and explore principles of application across schools and communities. Organizations, tools, materials, and research will be identified that can support implementation and adaptation.
Panelists: Linda Darling Hammond.
Commentators: Carol Lee, Na'ilah Nasir, Vivian Gadsden.
Bios:
- Linda Darling-Hammond: Linda Darling‑Hammond is Charles E. Ducommun Professor of Education Emeritus at Stanford University and President and CEO of the Learning Policy Institute (LPI). She chairs the California State Board of Education, is a member of the National Academy of Education, and a past President of AERA. Her recent work includes the 2025 report

Na’ilah Suad Nasir: Na’ilah Suad Nasir is President of the Spencer Foundation, former AERA President, and a member of the National Academy of Education. She co-edited the

Session 29: It’s a marathon where every moment matters, and everyone can play a role

Description: This podcast will explore how to build and sustain a culture of continuous improvement in schools and learning ecosystems, where every moment matters and everyone can play a role. Listeners will learn and be able to think about how to engage in cycles of inquiry, understand why a focus on continuous improvement advances equity and effectiveness, and explore principles of application at the individual, team, and system levels. Organizations, tools, materials, and research will be identified that can support implementation and adaptation.
Panelists: David Osher, Alfredo Artiles.
Commentators: Karen Pittman, Shawn Ginwright.
Bios:
- David Osher: David Osher’s scholarship and practice focus on equity, conditions for deeper learning and engagement, supporting social and emotional well-being and thriving, safety, connectedness, and disparity reduction. He has authored or co-authored over 350 books, monographs, chapters, articles, and reports including

Creating Safe, Equitable, Engaging Schools; Keeping Students Safe and Helping Them Thrive; The Science of Learning and Development;

and Thriving, Robust Equity, and Transformative Learning. With Vivian Gadsden, he is co-lead editor of the 2023 and 2025 volumes of

Review of Research in Education, which focus on the science of learning and development and Equitable Educational Systems that Cultivate Thriving. Osher recently concluded 32 years of work at the American Institutes for Research where he was an Institute Fellow and Vice President and divided his work between U.S. and global research and practice, including leading six national centers that supported implementation for the U.S. Department of Education and the U.S. Department of Health and Human Services. His work exemplifies SoLD by promoting research and practice that addresses the structural and systemic factors that affect learning and well-being.

Alfredo J. Artiles: Alfredo J. Artiles is Lee L. Jacks Professor of Education at Stanford University and Director of the Research Institute at the Center for Comparative Studies in Race & Ethnicity. He is President‑Elect of the National Academy of Education and an AERA Fellow. Artiles co-edited the 2025 volume

Karen Pittman: Karen Pittman is co-founder of the Forum for Youth Investment, where she co-directs the Building Capacity for Positive Youth Development Center for Innovation. A member of the National Academy of Education, her work focuses on the intersection of youth development, education, and social policy. She is best known for her pioneering work in the youth development field, including seminal articles like "A New Vision for Youth Development" and "The Future of Youth: The Role of Communities in Promoting Thriving". Pittman’s scholarship and leadership reflect a lifelong commitment to ensuring all young people have access to high-quality learning environments and opportunities to thrive.
Shawn Ginwright: Shawn Ginwright, Ph.D., is a Professor of Education in the Africana Studies Department at San Francisco State University and a Senior Research Fellow at the University of California, Berkeley, where he founded the Equity and Inclusion Institute. He is a leading scholar and advocate for youth development and is widely known for his work on culturally responsive and healing-centered engagement with youth of color. Ginwright is the author of several influential books, including

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