The New Wellness Summit: 5 Years Post-COVID

Imagine walking into a school where teachers feel confident, supported, and deeply connected to their purpose—and where every decision is grounded in meaningful data that tells the real story of student growth. Our keynote speaker, Kelly Bornmann, has spent more than three decades helping schools turn that vision into reality.

Kelly is a nationally recognized leader in helping educators transform complex data into meaningful action, while championing the essential role well-being plays in both student success and educator efficacy. As Senior Director of Educational Services at the Educational Records Bureau (ERB), Kelly leads national and regional professional development experiences, guiding educators in using data to inform decisions. Her belief that well-being is the engine of student growth, rather than a 'nice-to-have,' informs every aspect of her work and has led her to work with educators worldwide to bring complex data into actionable strategies that support both academic and social-emotional growth.

With teaching credentials in New Jersey and California, Kelly has taught in independent, faith-based, and public schools across multiple states, accumulating over 2,500 hours of advanced professional development along the way. Her work includes leading innovative science curricula, advisory programs, and technology integration initiatives, while also contributing to professional organizations such as ISTE, NSTA, and many independent school associations, including CAIS and NYSAIS. Whether through conference presentations, mentoring, or facilitating educator networks, Kelly has helped thousands of educators connect instructional strategies with school culture, creating spaces where both students and teachers can thrive.

Kelly is excited to bring her deep expertise, infectious energy, and practical insight to the ADVIS Wellness Summit.

The college application process is anxiety inducing for many students, and college counselors are often the first points of contact sought out in times of crisis. However, college counselors are most often not training mental health professionals. In this presentation four members of PACCIS (Philadelphia Area College Counselors in Independent Schools ) - three of whom are also professional mental health counselors - will present data on how college counselors are addressing mental health challenges in their offices while introducing participants to Solution-Focused Brief Therapy (SFBT). SFBT is an empirically supported counseling approach utilized by many professional school counselors. SFBT relies on open-ended questioning and a solution-focused mindset; it can be used alongside active listening resources to directly address stress and anxiety in students.

About the Speakers

Mary Green Maier is Senior Associate Director of College Counseling at The Episcopal Academy in Newtown Square, PA. Before moving to college counseling, Mary served as Director of Admission at Haverford College. She holds an M.S.Ed in higher education from the University of Pennsylvania.

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Alison Abrams is currently a Senior Associate Director of College Counseling at Rutgers Preparatory School in Somerset. Prior to RPS, she spent six years in College Counseling at Germantown Friends School in Philadelphia and five years as a School Counselor at Livingston High School in New Jersey. She holds school counseling certification in Pennsylvania and New Jersey, an M.S.Ed. in School and Mental Health Counseling, and a certificate in College Counseling.

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Nicolas Dillman has over 20 years of experience working in education. He is currently Associate Director of College Counseling at George School in Newtown, PA. Previously, Nick held the same role at Germantown Friends School in Philadelphia and spent eight years as a School Counselor in public schools in New Jersey and Massachusetts. Nick has also worked in financial assistance and student services at Boston University and the Massachusetts Institute of Technology. He holds a B.S. in Film from Boston University and an M.A. in Counseling Psychology from Boston College.

How do we build relationships that sustain emotional health and foster authentic community—especially after years of disconnection and change? In this interactive session, participants will engage with Courage in Connection, Episcopal Academy’s adaptation of Narrative 4’s Story Exchange method. Through first-person storytelling and active listening, this method cultivates empathy, dignity, and trust in ways that support both personal wellness and collective care.

Used with students and faculty alike, the story exchange fosters psychological safety, strengthens relationships, and affirms identity—without requiring performance or perfection. It’s a non-confrontational, inclusive way to foster connection across differences while helping communities reflect, regulate, and relate more deeply.

This session will model the exchange process, explore facilitation strategies, and share how Episcopal schools can sustain emotionally intelligent communities—rooted in reflection, resilience, and belonging.

About the Speakers

Erica Snowden is the Executive Director of Diversity, Equity, and Inclusion at The Episcopal Academy in Newtown Square, PA, with over 20 years of experience in education. A recipient of the 2019 DiversityIS Leadership in Diversity Award, she has co-authored works in The Guide for White Women Who Teach Black Boys and Teaching Beautiful Brilliant Black Girls. Erica contributed to the Journal of Ethical Educational Leadership, presents globally on DEI, and serves as a Race Institute for K-12 Educators facilitator and Resilience Literacy Trainer for The Lion’s Story. She is also the board chair of Horizons at Greene Street Friends School and is an advisory committee member for the Multicultural Resource Center at Advancing Independent Schools.

Ayinde Tate, LPC, has been the Director of Diversity, Equity, and Inclusion at the Episcopal Academy since 2018. Ayinde has over fourteen years of experience working with youth in an educational and mental wellness setting. Upon graduating with his BA in Psychology from La Salle University in 2007, he returned to the San Francisco Bay Area to work for San Mateo County as a shelter counselor for adolescents. Ayinde returned to Philadelphia to work with the Netter Center for Community Partnerships as an Out of School Time Program Director. He went on to obtain his MS Ed. in School and Mental Health Counseling from the University of Pennsylvania in 2014. He later worked as a college counselor at Freire Charter School and therapist at the Attic Youth Center located in Philadelphia. In his career, Ayinde has been trained as a National SEED Leader, Narrative 4 Story Exchange Facilitator and received his License in Professional Counseling (LPC). Lending an ear and providing a voice for youth is his passion. He is motivated daily by this passion as well as by his wife and two children.

Jeff Laughead, Director of Student Life
Taylor Hicks, Social-Emotional Learning Specialist
Woodlynde School

As the conversation around students’ SEL needs becomes increasingly murky and more demanding, finding settings where students can experience the emotion of awe offers a possible antidote to anxiety, depression, and cynicism. Using the framework of the “Eight Wonders of Life” outlined by psychology professor Dacher Keltner in his book Awe: The New Science of Everyday Wonder and How It Can Transform Your Life, which include moral beauty, collective effervescence, nature, music, visual design/art/architecture, spirituality/mysticism/religion, life and death, and epiphany, schools should explore ways to create experiences that foster awe among students to promote wellness. Awe, it is also argued, can be used as a compass towards finding meaning in one’s life.

This workshop will identify various settings in which awe can be experienced and discuss strategies for schools to integrate these opportunities into their academic and extracurricular programs. We will also share personal experiences of providing students with 'awe moments’ at Woodlynde School, highlight success stories from students, and share insights gained regarding student wellness throughout the process.

Patricia Pollack, National Senior Director Professional Learning Partnerships, Schoolwide Inc.

In a post-Covid era, today’s students are entering classrooms with less experiences withconversational language and less exposure to the instructional vocabulary they encounter in their learning. Educators have also observed that the areas of speaking, listening, and language structures are impacted as well, all leading to a decline in student engagement when it comes to developing writers. Faced with these challenges, teachers sometimes revert to traditional approaches to ‘writing assignments’ rather than encouraging the possibilities associated with voice, choice, and authentic expression.

We know that being a teacher of writers can be empowering and daunting at the same time. This workshop will unpack the why, what, how, and when to develop and teach writers. It will also reinspire teachers and give them the content knowledge and confidence they need to plan with purpose, to meet and support the language demands that students are coming to school with. Educators will leave this session with renewed excitement towards the teaching of writers, as well as practical tips for embedding conversation, using mentor text models, and embracing the many uses of writer’s notebooks. This session will also inspire a renewed lens about language structures (grammar), and reinforce the important roles of “talk.”

About the Speaker

Pat Pollack is currently Schoolwide’s National Senior Director of Professional Learning Partnerships and works with building and district administrators, coaches, teachers, and specialists to develop best practices in literacy instruction. Pat has been in education for over 35 years as a classroom teacher, Principal, and Director of Curriculum in New York and New Jersey.

Throughout her career, Pat has presented regularly at regional and national conferences. Pat holds degrees in Elementary Education and Psychology as well as a Master’s in Reading and Literacy and a Certificate of Advanced Study in School Administration and Supervision. Pat is constantly inspired by the growth and development of both the adult learners and student learners she encounters through her partnerships across the United States. Pat’s work is also her passion: ensuring that all learners have the chance to live an enriched, literate life—and experience opportunities to celebrate their growth and development daily.

Andrea Yu, Upper School Library & Student Wellbeing Project Manager
Josh Berberian, Director of Institutional Research
The Episcopal Academy

Worskshop description coming soon!

About the Speakers

Andrea Yu is the Upper School Librarian at The Episcopal Academy in Newtown Square, PA, where she has served in multiple capacities since 2018. As the advisor to EA’s Upper School Student Council, she manages school-wide events to foster community wellbeing and school spirit while developing student leadership. Andrea also served as the Student Wellbeing Inquiry Project Manager, co-chairing a cross-divisional committee with the Assistant Head of School that conducted research into health and wellness best practices at 28+ independent schools. She additionally holds positions as the coordinator for the 9th Grade Outward Bound Experience, an advisor to the Asian American Student Union, and an instructor for the Freshman Seminar program. Andrea received an M.L.I.S. from Catholic University of America and a B.A. from UCLA. She lives in Philadelphia where she enjoys discovering new places to dine out, the best cycling routes, and hidden grassy patches for her two dogs. 

Josh Berberian is the Director of Institutional Research at The Episcopal Academy in Newtown Square, PA. With over 30 years in education, Josh has held roles including mathematics department chair, faculty mentor, and professional development facilitator at institutions including St. Thomas Choir School, Poly Prep, and The Shipley School. He is a co-author of the CIRIS Guide to Institutional Research in Independent Schools and was the inaugural recipient of the CIRIS Award for outstanding contributions to the institutional research community in 2023. Josh received a BA in Mathematics from Brown University and an ALM in Mathematics for Teaching from Harvard Extension School.

Erin O'Connell, Director of Professional Growth and Mentoring, The Pennington School

Rebecca Zug, Leadership Consultant, Former Head of Upper School, Wilmington Friends School

How do you nurture your mid-career faculty? 

There are many talented teachers who have 15+ years of experience. They want to stay in the classroom, not join the ranks of administration. They have been department chairs and they love your school. They have more years and wisdom to give and they are searching for inspiration and recognition. There are not enough ways to harness their expertise to help your school. Foster support, acknowledge, purpose and spark joy among mid-career faculty. Help faculty remain committed to the classroom while continuing to grow professionally with a sense of fulfillment and purpose. Develop ideas to pilot so that you can start saying “yes” to those who want to grow and support your institution in this critical segment of the teaching population.

About the Speakers

Erin O’Connell is the Director of Professional Growth and Mentoring at The Pennington School. For over 10 years, Erin has been a faculty mentor, working with her team to onboard and orient new faculty, intentionally focusing on School culture, building community, and well-being alongside pedagogical and reflective practices. More recently, she has been expanding the mentoring program, adding professional development, feedback, and reflection, and consultation for all faculty. Erin has been teaching English for over 30 years. She draws on the work of the Institute for Writing and Thinking at Bard to center her reflective, student-centered, and exploratory practice in the classroom and extends these practices to adult learners. She has directed a successful peer-to-peer leadership program where seniors orient, welcome, and mentor ninth graders. Erin has led workshops on building relationships, fostering strong learning communities, and deepening reflective practices– all at the heart of her own professional practice. She believes remaining a classroom teacher is integral to her work. Erin draws on her training and experience to create programming for adults that supports professional and personal growth, for she knows that teachers who are engaged in their own learning, growth, and reflection are more poised to positively impact the students they serve and the professional communities in which they find themselves.

Rebecca Zug utilizes her experience to support schools and school leaders deepen their mission alignment and mission-centered practice. As an experienced division director, workshop facilitator and consultant for independent schools, Rebecca helps individuals and teams improve culture and decision-making. She designs customized leadership searches and executive coaching. Prior to working at Wilmington Friends School in Wilmington, DE, Rebecca served as Assistant Principal of the upper school at Sidwell Friends in Washington, DC. She taught history at Hackley School in Tarrytown, New York, Taft School in Watertown, Connecticut, George School in Newtown, Pennsylvania and Colegio Internacional de Carabobo in Valencia, Venezuela. Rebecca is an adjunct faculty member with Independent School Management (ISM) teaching leadership skills to new division directors. She sits on the board of Sidwell Friends School, and is a former board member of Friends Council on Education and Oakwood Friends School in Poughkeepsie, New York. Rebecca has bachelor’s and master’s degrees from Harvard University and a doctorate in Educational Leadership from the University of Pennsylvania.

Bridget Johnson, Founder, Deans' Roundtable

In today’s independent schools, belonging isn’t a “nice-to-have”—it’s a strategic driver of student success, community strength, and long-term retention. Research continues to affirm what we’ve experienced first-hand: when students feel connected, they are more resilient, more motivated, and more likely to thrive academically and socially. This session explores how schools can move beyond surface-level programming to intentionally cultivate belonging as a measurable outcome. We’ll examine tools for assessing student connection across divisions, identify small but powerful shifts in advisory and student life that strengthen relationships, and consider how faculty and families serve as “culture carriers.” Participants will leave with a framework for auditing belonging at their own schools and strategies for embedding it into daily practice, ensuring that wellness and learning are inseparable.

About the Speaker

Bridget Johnson is the founder of the Deans' Roundtable, a professional development community for student life professionals created in 2012 to address a significant void in professional support for those in student life roles. She also founded Bridget Johnson Coaching and Consulting, where she specializes in conflict resolution, difficult conversations, and strategic change management. Her educational leadership experience includes serving as Dean of Students at Milton Academy, where she implemented innovative discipline procedures and comprehensive residential programming, and as Associate Executive Director at Prep for Prep, supporting high-achieving students of color in New York City's transition to independent schools. Since transitioning to consulting in 2018, Bridget has worked with public and private schools and nonprofit organizations to navigate challenging conversations and implement sustainable change. The Deans' Roundtable continues to thrive with an annual conference that attracts student life professionals nationwide and a podcast of the same name. Currently pursuing her Master's in Restorative Practices at the International Institute for Restorative Practices (IIRP), Bridget remains committed to fostering growth, collaboration, and positive change within educational institutions and the broader student life profession.

Bridget Londay, Head of Health and Student Services, Packer Collegiate Institute	Ash Petillo, MPH, Health Education Department Head, Packer Collegiate Institute

What does a healthy boundary look like between a student and a school professional? And how does that boundary shift when working with kindergarteners versus high school seniors?

Five years ago, Packer Collegiate decided to answer these questions. We spent a year deeply engaged in conversations with students, teachers, coaches, administrators, and staff to explore the nuances of boundaries in schools. The result was a set of Healthy Adult/Student Relationship Guidelines now used in annual trainings across divisions.

In this session, we’ll revisit the "why" behind these guidelines and examine the "how" of applying them in real-world, age-specific contexts. Participants will engage in reflective dialogue, explore edge cases, and leave with concrete tools to maintain relationships that are both caring and professionally sound.

About the Speakers

With 25 years of experience in the health and wellness sector, Bridget Londay has built a diverse career spanning continents and disciplines. Beginning as an Emergency Room Nurse on the South Side of Chicago, Bridget quickly recognized the importance of prevention and early intervention, which led to a Master’s in Public Health and a lifelong commitment to health education.

Internationally, Bridget has volunteered in emergency rooms in Quito, worked on HIV health education initiatives in rural Kenya, studied in Cape Town, and spent five years living and working in the United Arab Emirates. For the past ten years, she has been based in New York City, where she has grown one of the nation’s most comprehensive PreK–12 health and wellness programs, making student wellbeing a central part of school culture while retaining academic rigor. This innovative model has been showcased at national conferences and has attracted visits from peer schools across the country.

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Ash Petillo is an experienced health educator with over a decade of work in the field. She currently serves as the Head of the Health Education Department at The Packer Collegiate Institute in Brooklyn. Ash holds a Bachelor of Science in K-12 Health Education and a Master’s Degree in Public Health. She has expertise in developing comprehensive health education curricula for all age groups and has co-created and implemented boundary programming and training for the school community.

Richard Marchini, Upper School Director, The Quaker School at Horsham 

This workshop equips independent school leaders with the tools to craft and deliver compelling stories in their presentations. By leveraging storytelling techniques, participants will learn to forge emotional connections with audiences—parents, donors, students, and communities—to more effectively communicate their school’s mission, values, and vision.

About the Speaker

Dr. Richard Marchini is a dedicated educational leader with over 30 years of experience in K-12 administration and higher education. Currently, he serves as Upper School Director at The Quaker School at Horsham, leading curriculum development, faculty training, and operations to foster academic excellence and inclusivity. He also teaches at St. Joseph’s University (Leadership Theory), and the University of Pennsylvania (Inquiry Coach).

Previously, as Director of Pupil Service, he advanced student special needs initiatives and directed professional development. As High School Principal he introduced the IB Diploma Program, expanded AP offerings  and designed a STEAM program. Earlier roles include Assistant Principal positions and English teaching at Upper Darby High School.

Dr. Marchini holds an Ed.D. from the University of Pennsylvania, an M.S. from St. Joseph’s University, and a B.S. from Kutztown University, with Principal and Superintendent certifications. He contributes to national education reform and enjoys family time, reading, and outdoor pursuits.

Robert Gibson, Managing Director - Philadelphia, World Investment Advisors

Faculty and staff dedicate themselves to nurturing students, but many face stress and uncertainty when it comes to their own financial well-being. This session will highlight the growing importance of financial wellness in today’s workplace and why schools that offer resources in this area see stronger engagement, reduced stress, and greater retention. A financial wellness program is provided to all participants in the ADVIS MEP.

About the Speaker

Robert Gibson leads World Investment Advisors Philadelphia office and is responsible for the development and oversight of its institutional consulting business for corporate, not-for-profit, educational and governmental retirement plans. Bob has earned the Certified Plan Fiduciary Advisor (CPFA®) designation, has extensive experience in finance, including over 20 years in the retirement plan industry. He incorporates retirement plan fiduciary investment advisory and consulting services with employee financial wellness to promote improved financial outcomes for plan sponsors and their employees. Bob has worked with plans of all sizes and complexities, including 401(k), 403(b), defined benefit and non-qualified deferred compensation plans. In total, Bob has worked with retirement plan sponsors maintaining over $3 billion in retirement plan assets. Bob graduated with a Finance Degree from St. Joseph’s University, in Philadelphia, in 1988. He resides in Phoenixville, PA with his wife, Eileen, where they raised three children.

Bridget Johnson, Founder, Deans' Roundtable

Five years post-Covid, well-being has emerged as more than a student support service—it’s a competitive differentiator. Families and faculty alike are evaluating schools not only on academics but on how well they cultivate balance, connection, and resilience. In this session, we’ll explore how schools can integrate wellness into their strategic planning, positioning it as both a cultural imperative and a market advantage. Through case examples and interactive reflection, participants will consider how to align mission, enrollment strategy, and daily practices to create communities where well-being is embedded, not added on. You’ll leave with a clear sense of how to leverage wellness as a strategic asset to attract families, retain talent, and sustain institutional health in an uncertain future.

About the Speaker

Bridget Johnson is the founder of the Deans' Roundtable, a professional development community for student life professionals created in 2012 to address a significant void in professional support for those in student life roles. She also founded Bridget Johnson Coaching and Consulting, where she specializes in conflict resolution, difficult conversations, and strategic change management. Her educational leadership experience includes serving as Dean of Students at Milton Academy, where she implemented innovative discipline procedures and comprehensive residential programming, and as Associate Executive Director at Prep for Prep, supporting high-achieving students of color in New York City's transition to independent schools. Since transitioning to consulting in 2018, Bridget has worked with public and private schools and nonprofit organizations to navigate challenging conversations and implement sustainable change. The Deans' Roundtable continues to thrive with an annual conference that attracts student life professionals nationwide and a podcast of the same name. Currently pursuing her Master's in Restorative Practices at the International Institute for Restorative Practices (IIRP), Bridget remains committed to fostering growth, collaboration, and positive change within educational institutions and the broader student life profession.

Ana De León, DEIB Director, The Agnes Irwin School	Dr. Tara Blackshear, Founder,  BLinG-Health

BLinG-Health has partnered with The Agnes Irwin School to introduce a pioneering program in physical activity leadership and junior group fitness certification for high school girls. This initiative fosters confidence, leadership, and health literacy by equipping students with the tools to lead safe, inclusive, and engaging physical activity sessions. Through a blended curriculum that combines fitness principles and practical application, participants earn a junior group fitness certification while developing transferable leadership skills. This model addresses gender and racial disparities in youth fitness leadership and physical activity and offers a scalable framework for implementation across schools nationwide.

About the Speakers

Ana De León joined The Agnes Irwin School in August 2023 as the Director of Diversity, Equity, Inclusion and Belonging (DEIB) where she facilitates initiatives focused on authentic inclusivity for students and colleagues.  She has proactively engaged in DEIB work since she was an undergraduate at Vassar College (Poughkeepsie, NY) where she earned her Bachelor’s in Latin American Studies. 

Prior to joining Agnes Irwin, Ana completed her certification in Diversity, Equity and Inclusion from Rutgers University and in 2024, she completed her certification as a Leader for the National SEED Project. The 2025-2026 school year marks the beginning of her second year facilitating multiple SEED cohorts at Agnes Irwin. Ana’s roles throughout her career include student advisor and advocate, teacher, international program director, and DEIB facilitator and trainer for faculty, staff and students. Ana also has led several student groups to México and the Galapagos Islands.

Ana earned her Master’s in Educational Leadership from The George Washington University in Washington, DC and her Master’s of Business Administration in Organizational Management from Lamar University in Beaumont, Texas.

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Dr. Tara Blackshear is living her dream as an educator and researcher. A native of Detroit, Michigan, Dr. Blackshear established a love for health and physical activity at an early age by participating in quality health and physical education programs during her elementary years - a trend that continued throughout her secondary educational experiences. 

Passionate about helping young people excel in health, physical activity, and education, the quest for 'equity for all' is a mantra that guides Dr. Blackshear in making her mark to address current health, physical activity, and educational inequities.

Dr. Blackshear has made a global impact by working worldwide to improve the quality of life for others. Recognizing the discouraging health statistics in the United States, particularly among Black women, girls, and people of color, Dr. Blackshear focuses on research that confronts health and physical activity disparities, racism, and other inequities in education disproportionately affecting these groups.

Rachel Williams, Director of Diversity, Equity, and Inclusion, George School

As educators, we give so much of ourselves to our students and communities. But we can’t fully show up for them unless we first care for ourselves. This session is about reclaiming that balance with tools rarely, if ever, taught in schools—yet proven to transform how we live, teach, and lead.

Drawing from neuroscience, yoga, Ayurveda, and trauma-informed healing, I’ll share practices that sustained me as a DEI director, single parent, and mother of a transgender child, as well as a woman of color navigating the challenges of COVID and beyond. These are the same tools that helped me maintain my peace when it mattered most—and they can transform your life too.

Participants will explore practices tailored to their own needs, informed by the wisdom and science of Ayurveda, yoga, and neuroscience. Self-care is not one-size-fits-all; you’ll learn tools that fit you, and when practiced over 40–60 days, create lasting change across the physical, mental, emotional, energetic, and spiritual layers of the body.

This interactive, reflective session provides actionable strategies educators can use immediately—for their own well-being and for the students and communities they serve.

About the Speaker

Rachel Williams is a seasoned educational leader and wellness practitioner with over 25 years of experience in independent schools. She currently serves as the Director of Diversity, Equity, and Inclusion at George School, where she provides strategic leadership and develops initiatives that advance equity, community well-being, and inclusive excellence. Her career spans admissions, residential life, athletics, and DEI leadership, including roles as Co-Director of Admission, Director of Financial Aid, Dorm Supervisor, and Basketball Coach at George School; Associate Director of Admission & Director of Multicultural Affairs at The Peddie School; and Pre-K teacher at Greenwich Country Day School. Rachel has built systems that expand access for historically underrepresented students, developed financial aid policies, and led national and international recruitment efforts. She is deeply committed to creating inclusive structures that foster belonging—from supporting affinity groups to helping launch gender-inclusive housing and wellness initiatives.

Rachel is also the founder of Rachel’s Peace and a Certified Inner Alignment Healer, Ayurvedic Practitioner, Trauma-Informed 200-hour Yoga Teacher (RYT), Yoga Nidra Meditation Teacher, and Somatic Practitioner. She works with individuals, organizations, and communities, offering workshops, retreats, and community circles that blend the healing wisdom of indigenous practices with neuroscience-based, body-focused trauma healing.

Grounded in values of equity, integrity, and care for the whole person, Rachel brings a consistent commitment to fostering inclusion, belonging, spiritual growth, and wellness. She is an Amherst College graduate with honors in Black Studies, where she played on the women’s basketball team, and a proud alumna of Moorestown Friends School. She lives in Newtown, PA, and is a mother of two.

Liz Koster, Middle and Upper School Counselor, The Baldwin School

This course explores how anti-fatness impacts both individual and public health. Participants will challenge common health standards and learn about body neutrality as a way to create more inclusive practices in their personal and professional lives. The goal is to foster a broader understanding of wellness that focuses on health beyond appearance.

About the Speaker

Liz Koster is the Middle School Counselor at The Baldwin School in Bryn Mawr, PA, with sixteen years of experience in both public and independent schools. She takes a relational approach to counseling, fostering an environment where students feel empowered to explore challenges. Liz values vulnerability, connection, and play as essential to her work, and partners closely with teachers, coaches, and community organizations to support students’ needs. She earned her B.A. in Psychology from Haverford College and her M.S. in Social Work from the University of Pennsylvania. Outside of work, Liz enjoys yoga, puzzling, and origami—a passion recently highlighted on Hulu’s Only Murders in the Building.

Elyse Wilson, Upper School Learning Specialist, Friends Select School

This interactive professional development session explores how we, as educators, can better understand, support, and empower neurodiverse learners in the middle and upper school classrooms. Through discussion, simulations, and practical strategies, we’ll deepen our understanding of common neurodivergent conditions, including autism, ADHD, and dyslexia, and examine how these differences impact learning, behavior, and classroom engagement.

Participants will engage in scenario-based warm-ups and explore evidence-based approaches to fostering inclusive environments where all students can thrive. We’ll highlight connections between neurodiversity and equity, emphasizing the role teachers play in shaping accessible learning spaces. Attendees will leave with actionable strategies — from structuring lessons and breaking down assignments to integrating sensory supports and leveraging technology — designed to meet the needs of diverse learners while maintaining high expectations for all.

By shifting our perspective from “fixing” students to adjusting environments, this session empowers educators to build classrooms that celebrate differences, reduce barriers, and help every student reach their potential.

About the Speaker

Elyse Wilson is an educator and learning specialist with over a decade of experience championing neurodiverse learners. Currently at Friends Select School in Philadelphia, she supports upper school students through individualized instruction while collaborating with teachers and families to encourage inclusive learning environments. Drawing on neuroscience and a strengths-based approach, Elyse focuses on executive functioning, multisensory strategies, and empowering students to take ownership of their learning. She has led professional development workshops on neurodiversity, social-emotional learning, and differentiated instruction for educators and families. Passionate about equity and student success, Elyse works to create an environment where every student feels seen, supported, and capable of success in the classroom.