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We are paving the way to help students, educators, leaders and first responders navigate mental and emotional exhaustion, and bridge health and well-being practices to those in need. 

The critical fact is that our own social and emotional confidence and well-being lay the foundation for the abilities to develop healthy relationships.


We are finding new ways to support teacher – student relationships, where teachers can effectively manage classroom behavior, and effectively implement social emotional learning practices to their students. 

It's a win/win.

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Data on Teacher/Student

  • Adigun, & Mngomezulu, T. P. (2022). Occupational stress among teachers of learners with special needs. Journal of Community Psychology, 50(2), 1185–1197.

  • Alzueta, Perrin, P., Baker, F. C., Caffarra, S., Ramos‐Usuga, D., Yuksel, D., & Arango‐Lasprilla, J. C. (2021). How the COVID‐19 pandemic has changed our lives: A study of psychological correlates across 59 countries. Journal of Clinical Psychology, 77(3), 556–570.

  •  Bartholomay. (2022). A Time to Adapt, Not “Return to Normal”: Lessons in Compassion and Accessibility from Teaching During COVID-19. Teaching Sociology, 50(1), 62–72.

  • Clifton, Boden, L., & Milton, L. E. (2022). Toxic stress in children and youth: Exploring the role of community‐based programming to support health and well‐being in the United States. Children & Society, 36(1), 137–148. 

  •  Cokley, Krueger, N., Cunningham, S. R., Burlew, K., Hall, S., Harris, K., Castelin, S., & Coleman, C. (2021). The COVID-19/racial injustice syndemic and mental health among Black Americans: The roles of general and race-related COVID worry, cultural mistrust, and perceived discrimination. Journal of Community Psychology. 

  • Cormier, McGrew, J., Ruble, L., & Fischer, M. (2022). Socially distanced teaching: The mental health impact of the COVID‐19 pandemic on special education teachers. Journal of Community Psychology, 50(3), 1768–1772. 

  • Desai, Gupta, P., Parikh, P., & Desai, A. (2021). Impact of Virtual Heartfulness Meditation Program on Stress, Quality of Sleep, and Psychological Wellbeing during the COVID-19 Pandemic: A Mixed-Method Study. International Journal of Environmental Research and Public Health, 18(21), 11114–.

  • Espinoza, & Hernandez, H. L. (2022). Adolescent loneliness, stress and depressive symptoms during the COVID-19 pandemic: The protective role of friends. Infant and Child Development. 

  • Farley, & Chamberlain, L. M. (2021). The Teachers are Not Alright: A Call for Research and Policy on Teacher Stress and Well-Being. The New Educator, 17(3), 305–323. 

  • Feinberg, Mogle, J., Lee, J., Tornello, S. L., Hostetler, M. L., Cifelli, J. A., Bai, S., & Hotez, E. (2022). Impact of the COVID‐19 Pandemic on Parent, Child, and Family Functioning. Family Process, 61(1), 361–374. 

  •  Kaye, Pejic, V., Moffa, K., Jordan, M., Dennery, K. M., & DeMaso, D. R. (2022). Using professional development workshops to support school professionals’ capacities to promote students’ social, emotional, and behavioral health. Psychology in the Schools, 59(4), 866–880. 

  • Kerr, Rasmussen, H. F., Fanning, K. A., & Braaten, S. M. (2021). Parenting During COVID‐19: A Study of Parents’ Experiences Across Gender and Income Levels. Family Relations, 70(5), 1327–1342.

  • Kim, Oxley, L., & Asbury, K. (2022). “My brain feels like a browser with 100 tabs open”: A longitudinal study of teachers’ mental health and well‐being during the COVID‐19 pandemic. British Journal of Educational Psychology, 92(1), 299–318. 

  • Kostorz, Polechonski, J., & Zwierzchowska, A. (2022). Coping Strategies for Stress Used by People Working in Managerial Positions in Schools and Educational Establishments during the COVID-19 Pandemic. Sustainability (Basel, Switzerland), 14(5), 2984–.

  • Linda Washington-Brown, Bridget McKinney, T Willard Fair, Sherry L White, & Larechia Washington. (2021). PSYCHOLOGICAL IMPACT OF COVID-19 ON INNER- CITY CHILDREN. Journal of Cultural Diversity, 28(4), 83–87.

  • Lyons, & Jiang, X. (2022). School-Related Social Support as a Buffer to Stressors in the Development of Adolescent Life Satisfaction. Journal of Applied School Psychology, 38(1), 21–38. 

  • Martinez Arriaga, Gonzalez Ramirez, L. P., de la Roca-Chiapas, J. M., & Hernandez-Gonzalez, M. (2021). Psychological distress of COVID‐19 pandemic and associated psychosocial factors among Mexican students: An exploratory study. Psychology in the Schools, 58(9), 1844–1857.

  • Palma-Vasquez, Carrasco, D., & Hernando-Rodriguez, J. C. (2021). Mental Health of Teachers Who Have Teleworked Due to COVID-19. European Journal of Investigation in Health, Psychology and Education, 11(2), 515–528. 

  • Pressley, & Ha, C. (2022). Teacher Exhaustion during COVID-19: Exploring the Role of Administrators, Self-Efficacy, and Anxiety. The Teacher Educator, 57(1), 61–78. 

  • Reid. (2022). Suppressing and sharing: how school principals manage stress and anxiety during COVID-19. School Leadership & Management, 42(1), 62–78. 

  • Saleem, Legette, K. B., & Byrd, C. M. (2022). Examining school ethnic-racial socialization in the link between race-related stress and academic well-being among African American and Latinx adolescents. Journal of School Psychology, 91, 97–111. 

  • Samji, We, J., Ladak, A., Vossen, C., Stewart, E., Dove, N., Long, D., & Snell, G. (2021). Review: Mental health impacts of the COVID-19 pandemic on children and youth - a systematic review. Child and Adolescent Mental Health. 

  • Schwartz, Exner-Cortens, D., McMorris, C. A., Makarenko, E., Arnold, P., Van Bavel, M., Williams, S., & Canfield, R. (2021). COVID-19 and Student Well-Being: Stress and Mental Health during Return-to-School. Canadian Journal of School Psychology, 36(2), 166–185. 

  • Tekin, Sager, M., Bushey, A., Deng, Y., & Uluğ, Ö. M. (2021). How do people support each other in emergencies? A qualitative exploration of altruistic and prosocial behaviours during the COVID‐19 pandemic. Analyses of Social Issues and Public Policy, 21(1), 1113–1140. 

  • Tsukawaki, & Imura, T. (2022). Students’ Perception of Teachers’ Humor Predicts Their Mental Health. Psychological Reports, 125(1), 98–109. 

  • Turner, Thielking, M., & Prochazka, N. (2022). Teacher wellbeing and social support: a phenomenological study. Educational Research (Windsor), 64(1), 77–94. 

  • Wilson, Rodrigues de Oliveira, D., Palace-Berl, F., de Mello Ponteciano, B., Fungaro Rissatti, L., Piassa Pollizi, V., Sardela de Miranda, F., D’Almeida, V., & Demarzo, M. (2022). Fostering emotional self-regulation in female teachers at the public teaching network: A mindfulness-based intervention improving psychological measures and inflammatory biomarkers. Brain, Behavior, & Immunity. Health, 21, 100427–100427. 

Data On Neurofeedback

  • Alkoby, Abu-Rmileh, A., Shriki, O., & Todder, D. (2017). Can we predict who will respond to neurofeedback? A review of the inefficacy problem and existing predictors for successful EEG neurofeedback learning. Neuroscience, 378, 155–164. 

  • Arns, Clark, C. R., Trullinger, M., deBeus, R., Mack, M., & Aniftos, M. (2020). Neurofeedback and Attention-Deficit/Hyperactivity-Disorder (ADHD) in Children: Rating the Evidence and Proposed Guidelines. Applied Psychophysiology and Biofeedback, 45(2), 39–48. 

  • Baumeister, Wolf, I., Holz, N., Boecker-Schlier, R., Adamo, N., Holtmann, M., Ruf, M., Banaschewski, T., Hohmann, S., & Brandeis, D. (2016). Neurofeedback training effects on inhibitory brain activation in ADHD: A matter of learning? Neuroscience, 378, 89–99. 

  • Cannon, Baldwin, D. R., Shaw, T. L., Diloreto, D. J., Phillips, S. M., Scruggs, A. M., & Riehl, T. C. (2012). Reliability of quantitative EEG (qEEG) measures and LORETA current source density at 30 days. Neuroscience Letters, 518(1), 27–31. 

  • Davelaar. (2017). Mechanisms of neurofeedback: a computation-theoretic approach. Neuroscience, 378, 175–188. 

  • Harris, Hundley, G., & Lambie, G. (2021). The Effects of Neurofeedback on Depression, Anxiety, and Academic Self-Efficacy. Journal of College Student Psychotherapy, 35(1), 15–29.

  • Keizer. (2021). Standardization and Personalized Medicine Using Quantitative EEG in Clinical Settings. Clinical EEG and Neuroscience, 52(2), 82–89. 

  • Krell, Todd, A., & Dolecki, P. K. (2019). Bridging the Gap Between Theory and Practice in Neurofeedback Training for Attention. Mind, Brain and Education, 13(4), 246–260. 

  • Navarro Gil, Escolano Marco, C., Montero-Marín, J., Minguez Zafra, J., Shonin, E., & García Campayo, J. (2017). Efficacy of Neurofeedback on the Increase of Mindfulness-Related Capacities in Healthy Individuals: a Controlled Trial. Mindfulness, 9(1), 303–311. 

  • Quevedo, Teoh, J. Y., Engstrom, M., Wedan, R., Santana-Gonzalez, C., Zewde, B., Porter, D., & Kadosh, K. C. (2020). Amygdala Circuitry During Neurofeedback Training and Symptoms’ Change in Adolescents With Varying Depression. Frontiers in Behavioral Neuroscience, 14, 110–110. 


  • Van Doren, Arns, M., Heinrich, H., Vollebregt, M. A., Strehl, U., & Loo, S. K. (2019). Sustained effects of neurofeedback in ADHD: a systematic review and meta-analysis. European Child & Adolescent Psychiatry, 28(3), 293–305. 

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