Scientific Research Advisory Board

The Scientific Advisory Board was established for the purpose of sharing information and ideas, conducting joint research projects when viable, fostering the efficacy of MindUP™ and other mindful educational practices. The group also promotes rigorous analysis of data strengthening and advancing research in the field.  Membership in the Science Research Advisory Board is by invitation only and consists of organizations and individuals.


Kimberly A. Schonert-Reichl, PhD., Chairman

Professor | Director, Human Early Learning Partnership,
School of Population and Public Health, Faculty of Medicine
Department of Educational & Counseling Psychology, and Special Education | Faculty of Education

Dr. Kimberly Schonert-Reichl is an Applied Developmental Psychologist and a Professor at the University of British Columbia. She received her B.Sc. in Education from Illinois State University, her MA in Educational Psychology from the University of Chicago, her Ph.D. in Educational Psychology from the University of Iowa, and completed her postdoctoral work as a National Institute of Mental Health (NIMH) Fellow in the Clinical Research Training Program in Adolescence at the University of Chicago and the Department of Psychiatry at Northwestern University Medical School. Prior to her graduate work, Dr. Schonert-Reichl worked as middle school teacher and then as a teacher at an alternative high school for “at risk” adolescents.

Known as a renowned expert in the area of social and emotional learning (SEL), Dr. Schonert-Reichl’s research focuses on identification of the processes and mechanisms that foster positive human qualities such as empathy, compassion, altruism, and resiliency in children and adolescents. Dr. Schonert-Reichl serves as an advisor to the British Columbia Ministry Education on the development and implementation of the redesign of the Curriculum and Assessment Framework that will include a focus on the promotion of students’ personal and social competencies; an Expert Advisor to the Organization for Economic Co-Operation and Development’s (OECD) longitudinal study of social and emotional skills, an Advisory Member of the Collaborative for Academic, Social, and Emotional Learning (CASEL) Research Group, and an advisor to the Dalai Lama Center for Peace and Education.

Over the past several years Dr. Schonert-Reichl has received several awards for her work and has authored over 100 publications in scholarly journals, book chapters, and reports and has edited two books on mindfulness-based education. She has presented her research at over 200 scholarly conferences. She is the author of a recent co-edited book (with Dr. Robert W. Roeser) and published by Springer Press titled “Handbook of Mindfulness in Education: Integrating Theory and Research Into Practice.”



Robert W. Roeser, PhD, MSW

Bennett Pierce Professor in Caring and Compassion and
Professor of Human Development and Family Studies
College of Health and Human Development
Pennsylvania State University

Robert W. Roeser is a Professor of Human Development and Family Studies at the College of Health and Human Development at Pennsylvania State University. He received his Ph.D. from the Combined Program in Education and Psychology at the University of Michigan (1996) and holds master’s degrees in religion and psychology, developmental psychology and clinical social work. In 2005 he was a United States Fulbright Scholar in India, from 1999-2004 he was a William T. Grant Faculty Scholar, and from 2006 to 2010 served as the Senior Program Coordinator for the Mind and Life Institute (Boulder, CO).

Dr. Roeser’s research focuses on the developmental effects of schooling on student identity development, well-being, and motivation and learning across childhood, adolescence, and emerging ad

His current research and writing is in the area of contemplative education – how practices associated with mindfulness and compassion can be skillfully integrated into school settings in order to reduce stress, enhance well-being, and cultivate qualities such as self-control, calmness, mental clarity and empathy and among educators, staff, and students alike.


Joshua L Brown,  PhD.

Associate Professor of Psychology
Department of Psychology
Fordham University

Josh’s primary research focuses on understanding and promoting the social-emotional and academic development of children from diverse backgrounds in urban communities through the rigorous design and evaluation of preventive interventions targeting schools, teachers, students and classroom settings.  Current research studies include: a follow-up of an elementary school social-emotional learning intervention on youth mental health outcomes across middle and high school transitions; an RCT of a mindfulness-based intervention with NYC public school teachers; and the development, quasi-experimental, and RCT studies of a school-based social-emotional learning intervention integrated with an intensive video-based teacher coaching model.

Josh is currently focussing on the contextual influences on the social, emotional and academic development of diverse, urban youth during middle childhood and adolescence; the Influence of continuity/discontinuity in quality of instructional and non-instructional settings on youth development and School-based interventions to promote positive teacher/classroom and youth development. His recently published articles include:

  • Committee on the Science of Children Birth to Age 8: Deepening and Broadening the Foundation for Success, Board on Children, Youth and Families, L. Allen and B.B. Kelly (Eds.) (2015).  Transforming the workforce for children birth through age 8:  A unifying foundation.  Institute of Medicine and National Research Council of the National Academies.
  • Horan, J.M., Brown, J.L., Jones, S.M., & Aber, J.L. (2015).  The influence of conduct problems and callous-unemotional traits on academic development among youth. Journal of Youth and Adolescence. DOI 10.1007/s10964-015-0349-2.