Current Mindfulness Director Cohort
Brandon Charles
Statesmen College Preparatory Academy for Boys Charter School; Washington, DC Brandon Charles is originally from New Orleans, Louisiana. Following Hurricane Katrina in 2005, he and his family relocated to Lake Dallas, Texas where he finished middle and high school. Mr. Charles attended Texas Southern University in Houston, Texas where he played football and earned a BA in African American History. Mr. Charles moved back to New Orleans in 2017 where he attended Southern University of New Orleans and earned a Masters in Social Work with a focus on Children, Youth and Families. Mr. Charles was a School Social Worker in between New Orleans and Washington DC for 6 years prior to becoming the Director of Wellness at Statesmen College Preparatory Academy for Boys Charter School in Washington DC.
Fun Fact: Mr. Charles’ mother is a School Social Worker of over 35 years, the apple does not fall far from the tree!
Comeshia Williams
Comeshia Williams (she/her) is the Mindfulness Director and Professional Learning Communities (PLC) Coach at Northaven Elementary School in Memphis, TN.
With 25 years of experience in education, Comeshia has significantly impacted the field through her diverse roles and unwavering dedication. She also serves as a Blended Learning Facilitator with the National Education Association, where she facilitates Social Emotional Learning courses for educators nationwide, promoting emotional intelligence and resilience in classrooms across the country.
Throughout her career, Comeshia has held various roles, including teaching first and fourth grades, mentoring teachers, and serving as a learning coach and master teacher. Her extensive experience and profound expertise have enriched the educational landscape in her school community. She earned her bachelor’s degree from the University of Memphis, a master’s degree from Trevecca Nazarene University, and an ED.S. from the University of Memphis, demonstrating her commitment to continual learning and professional development.
Comeshia’s journey is characterized by an unwavering commitment to service and a profound dedication to fostering personal growth. Realizing the transformative power of authentic connections and genuine understanding, she co-founded SAC3, a consulting company dedicated to providing transformative experiences and strategies that enhance self-awareness and personal development. Through SAC3, Comeshia has developed and implemented innovative approaches to mindfulness and self-improvement, helping individuals achieve greater self-awareness and personal fulfillment.
As an author, Comeshia has also contributed to the field of mindfulness education by writing a mindfulness book for children. Her work in this area underscores her commitment to nurturing the next generation’s emotional and psychological well-being, equipping them with the tools they need to navigate life’s challenges mindfully.
Comeshia finds joy in sharing her learning experiences with others, fostering growth and enlightenment within her community. Her work continues to inspire and transform the lives of those she touches, creating a ripple effect of positive change. With her deep commitment to education, mindfulness, and personal development, Comeshia Williams stands as a beacon of inspiration, dedicated to making a lasting impact on individuals and the broader educational community.
Courtney Jolly
Courtney Jolly (she/her) is the Mindfulness Director at Northaven Elementary Community School, part of Memphis Shelby County Schools in Memphis, TN.
With 24 years of experience in education, she currently serves as the Instructional Coach. Before this role, she was a Special Education Teacher. Throughout her career, Courtney has been instrumental in fostering relationships with families and community partners. She leads the school’s response to intervention programs, supports extracurricular activities, and serves as the primary contact for math teachers.
Courtney graduated from the University of Tennessee at Martin in 2000. In 2020, she began her mindfulness journey, integrating mindfulness practices into the school environment. She has participated in Mindful Schools programs to deepen her understanding of mindfulness. Additionally, she serves as a National Education Association Course Facilitator, sharing mindfulness and social-emotional learning practices with educators nationwide.
Courtney firmly believes that mindfulness is crucial in everyday life and everywhere. She emphasizes the importance of the “power of pause” and creating safe spaces for individuals to simply be.
Diestene Williams
Diestene Williams (she/her) is the Mindfulness Director at The Fugees Academy, a charter school for refugees and new Americans in Georgia, USA.
Born in Jamaica and raised in England, she now resides in Atlanta, GA. Diestene spends her summers in the UK, where she visits her daughter, new grandson, and other close family in London.
With over 20 years of experience in education, Diestene has served as an assistant principal, teacher, mentor, and wellbeing coordinator across Atlanta, South Korea, and New York. She holds a Postgraduate degree in Education from Goldsmiths University, London (2006). Her extensive work spans students from ages 2 to 18, focusing on holistic development.
Passionate about mental health and advocating for marginalized communities, Diestene transitioned from mainstream teaching during the pandemic. In 2021, she founded Yoga Kinship, a wellness company dedicated to equipping schools with tools for balanced and healthy living. She is a 500 hr certified Yoga and Meditation teacher and holds an additional qualification in trauma-informed yoga. Diestene uses her expertise to design and implement mindful movement, meditation, and social-emotional learning programs in schools.
Diestene enjoys traveling, yoga, meditation, great food, and family time. She believes that connection and community are the foundations for a healthy, balanced life and is committed to ensuring everyone has access to the tools to thrive and become their best self.
Dingani Mthethwa
Dingani Mthethwa is the Mindfulness Director at Journey Middle School and a middle school teacher in Albemarle Public School Systems, Charlottesville, Virginia. Outside of his middle school responsibilities Dingani is an adjunct instructor at Virginia Commonwealth University and Virginia Tech. In public schools he teaches US History, Comparative Religion, World History, United States Government and Politics, and Mindfulness and community based experiential learning classes.
Dingani received his MA in history from the University of KwaZulu-Natal, Durban South Africa at the end of apartheid in 2002. He also received his Educational Leadership certificate from the University of Virginia, Curry School of Education in 2007. He is a certified mindfulness instructor focused on how the use of mindfulness in education enhances student learning, self-esteem and self-efficacy. His other area of academic expertise is in the study of comparative global social justice movements, which is the focus of the courses that he teaches in the Department of Sociology at Virginia Commonwealth University. Mthethwa also teaches history and the culture of the Zulu people in the department of African Studies at Virginia Tech.
When he is not teaching, Dingani is a strength trainer, personal trainer and Yin yoga instructor at the ACAC athletic club. Dingani traces his connection to contemplative practices from his family and his community in Zululand, rural South Africa, where a tradition of gratitude, silence and stillness is believed to open up a way to connect with ancestors and appreciate the opportunity that is given to us by life. He traces his reconnection to this tradition in 2013 when he attended a mindfulness workshop. Since then, he has brought these mindfulness meditation practices to his classroom. “My students and I begin our class by taking a few minutes sitting quietly and doing nothing.” He credits mindfulness as a rebuilt ability to trust and relate to people while making a new community. Dingani is excited for the opportunity to promote mindfulness for students, teachers and community in his school district.
Evelin Escobedo
Garfield Elementary; Yakima, Washington Evelin Escobedo (she/they) is a mindfulness facilitator trained through Inward Bound’s teacher training, where she has studied within a community grounded in collective liberation, non-violence, and lifelong learning. A certified Vinyasa, Yin, and Hatha Yoga teacher, her trauma-informed, nature-based approach integrates both formal and informal mindfulness practices. As a behavior specialist at an elementary school, she leads weekly mindfulness-based groups for K–5 students, fostering self-awareness, emotional regulation, and systems thinking. Her facilitation style—deeply influenced by the many inspiring mentors she’s worked with—blends relational mindfulness, criticality, and creativity from cultural roots in Mexico and activist theater techniques to promote curiosity and connection.
Born and raised in Los Angeles and now living and organizing in Yakima, Washington; Evelin remains committed to making mindfulness accessible to youth, educators, and families. She aims to deepen partnerships with justice-centered organizations, bring healing practices into schools, and take students into the wider community. Evelin remains a dedicated learner, always growing in both practice and presence.
Kate Westhaver
Kate Westhaver is a Mindfulness Director and English Teacher at Walnut Hill School for the Arts in Natick, Massachusetts.
Kate works to create connections between mindfulness, academic study, creative practice, and awareness of the natural world. Her teaching is informed by her MFA in Creative Writing, her yoga and stress resilience training, and time spent exploring both wild and suburban environments.
Kate’s first experiences with mindfulness include observing the world carefully and writing about it as a child. Since then, she has been passionate about highlighting the relationship between mindfulness and creative work. She currently focuses on supporting young artists as they explore the ways in which mindfulness impacts their artistic practice, and supporting educators as they create meaningful spaces in which young artists can thrive. Kate is also interested in making space for administrators, parents, and all school staff to access opportunities for practicing mindfulness. Her goal is to create a school community in which all individuals can be present with their work while honoring themselves and one another.
In addition to her mindfulness and creative work, Kate enjoys being in the mountains or by the ocean; gardening; and spending time with friends and family.
Kathryn Lige
John F. Kennedy Middle School; Redwood City, CA Kathryn Lige, LCSW (she/her), is a licensed psychotherapist and certified school social worker who passionately advocates for mental health within communities of color. She leads a mental health program for a middle school in the San Francisco Bay Area, showcasing her dual expertise in psychotherapy and consulting with staff in educational institutions. Beyond her immediate role, Kathryn is committed to empowering students and educators by developing and teaching impactful social-emotional curricula that incorporate holistic principles.
Her extensive journey through California’s largest cities and New York City has provided her with rich experiences in tailoring behavioral health services for children, adolescents, young adults, and parents, navigating settings ranging from K-12 to higher education. Kathryn holds a B.A. in Social Work from California State University, Los Angeles, and earned an M.S. in Social Work from Columbia University, with a focus on multisystem practices and programming. Mindfulness is her most effective approach, impacting everything from individual psychotherapy to organizational change.
In Spring 2026, Kathryn will graduate with a Doctor of Educational Leadership degree from San Francisco State University. She is engaged in transformative research centered on leadership turnover intent and well-being among educational administrators. She studies the intricacies of educator motivation and retention, identifying key elements that foster effective leadership within school communities of color. Kathryn’s commitment overall extends well beyond academia; she engages in political advocacy, has made media appearances, guest lectures and is a leader in various initiatives promoting diversity, equity, and inclusion.
Kevin Hulburt
Kevin is the Mindfulness Director at Penn State University.
With over two decades of experience in education, Kevin Hulburt’s career has been marked by a deep commitment to the growth and flourishing of his students. He holds a Ph.D. in Curriculum & Instruction from Penn State University, studying the intersection of mindfulness and schooling, and has taught a wide range of courses at both the high school and university levels. Currently, Kevin teaches a course titled “Happiness through Mindful Learning,” which explores positive psychology, contemplative practice, and the differences between schooling and education. Additionally, he is developing and will be teaching a course to train undergraduate student peer coaches in a mindfulness-based form of academic life coaching.
Kevin is the inaugural Director of the Journey Success Center at Penn State University. Journey is a dynamic space dedicated to enhancing students’ academic and personal development through peer coaching, mental health services, and mindfulness programming. Journey’s holistic approach to student support fosters an environment where students can achieve clarity, balance, and success.
Kevin also serves as the facilitator and faculty advisor for the Mindfulness and the Science of Happiness (MASH) Student Organization at Penn State. In this role, he leads weekly sessions that combine mindfulness practices and discussions on the latest scientific research related to well-being. MASH is a vibrant and diverse community where students can explore and apply mindfulness to their lives.
In addition to his work at Penn State, Kevin has been a dedicated group leader for the Insight Meditation Society Teen Retreat in Barre, MA, since 2006. There, he helps facilitate a meditation and mindfulness retreat for young people, collaborating with therapists and meditation teachers to support individual practices.
Kevin is also the proud father of two elementary-aged children, Sydney and Ash, and enjoys family adventures into the woods.
Kendra Jackson
Inwood Early College for Health and Information Technology; New York, NY Kenda R. Jackson is the Mindfulness Director at Inwood Early College for Health and Information Technologies, bringing over two decades of experience as an educator in the New York City Public Schools. Her journey began in 2001 as a dance educator, and over time, her passion for holistic well-being led her to specialize in mindfulness, yoga, and Ayurveda.
In 2006, Kendra completed her 200-hour yoga teacher training with YogaWorks and soon after established a comprehensive yoga and mindfulness program for grades 7–12 at The Baccalaureate School for Global Education. This program served the school community for 13 years, integrating mindful movement and awareness into students’ daily lives. She furthered her practice with a 300-hour advanced yoga certification from OM Yoga Center in 2009, where she also began her exploration into mindfulness.
Her formal mindfulness training includes completion of the Mindfulness Foundations program in 2013 and in 2014 the Mindfulness Essentials program through Mindful Schools, culminating in her certification from their Mindful Teacher program in 2021.
Kendra’s work has extended beyond the classroom; in 2019, she was invited to help plan the Yoga and Mindfulness Teacher Preparation Program for NYC Public School employees, aiming to bring these tools to students, educators, administrators, and families citywide.
In addition to her work in education, Kendra became a certified Ayurvedic Health Counselor through the Himalayan Institute in 2017 and is registered with the National Ayurvedic Medical Association (NAMA). Her integrative approach blends the wisdom of ancient traditions with modern educational practices.
Kendra is deeply committed to helping others find balance and well-being through Mindfulness, Yoga, and Ayurveda. Her personal and professional journey continues to be guided by a deep respect for these disciplines and a lifelong commitment to learning and service.
Khai Voung
Monarca Academy; Indianapolis, IN Khai’s 5th year in education will be served as the Mindfulness Director at Monarca Academy in Indianapolis, IN.
He is the founding high school teacher and prior to this, he has taught 9-12th grade mathematics, chemistry, physics, physical education, and social emotional learning. Life in the hallways, Mr. V is another human to the little humans that experience their own life circumstances.
Khai’s unfoldment started when he was fresh out the womb, receiving bruises from his alternative care takers. He is the eldest child of immigrant parents and the third parent to his 4 siblings. The lived experiences of generational trauma, sexual trauma, mental and emotional trauma has allowed Khai to use pain as a vehicle towards his own wellness.
In his development, Khai sought after mission driven work to connect with those who experienced akin and served his community with 7 years of impact since 2014. Passionate about social justice, he educated on the facets of oppression with student anecdotes during university so the voices of those who experienced injustices are seen and heard. Before this, he was a youth advocate to raise youth activism and reduce substance abuse through prevention education in his hometown of Worcester, MA. Within his hometown, he was a factor in change for youth health and wellness. Presenting his own campaign, 21 Is The New 18, Khai’s efforts helped change the legal tobacco purchasing age from 18 to 21 in 2015 with the support of Hope Coalition. He currently lives in Indianapolis, IN where he is also a community organizer for educational equity.
Through Indiana Reiki Center, Khai is a Reiki Master where he supports restorED Centre for Healing and Development with alternative healing modalities as supplemental care for other humans’ wellness and mental health.
Marquin Parks
Thompson K-8 International Academy; Southfield, MI Marquin Parks (He/Him) is the Academic Engagement and Social Emotional Learning Officer at Thompson K-8 International Academy. For over 20 years, he has served as an educator in a variety of roles committed to student well-being and growth.
His diverse background includes work as a SEL Facilitator, Justice Leader, Intervention Specialist, Classroom Teacher, Published Author, National Writing Project Consultant, and Public Speaker. Marquin’s mission to foster mindfulness and emotional wellness began early in his career with the utilization of Unity Circles.
He holds a B.S. in Elementary Education (2002), which supported a decade of classroom teaching, and an M.A. in Social Foundations (2009), earned from his passion for uniting communities and facilitating meaningful dialogue.
Marquin currently uses Mindfulness and SEL to build Beloved Community with a non-violent approach (TEL). His goals are to expand his role within the school district and the Mindfulness ecosystem.
Marquin enjoys writing books and creating Positive Breathing Journeys (PBJs) for Steady Mindfulness. He lives in southeastern Michigan with his wife, their two sons, and Jet, a spirited Green Cheek Conure.
Raul Betancourt
Raul is the Mindfulness Director at ARISE High School in Fruitvale.
Raúl works with teens and educators to integrate practical mindfulness methods into the classroom and their daily lives to build community and resilience. He is a former science teacher who regularly incorporated meditation and social emotional learning into his classroom and found the practices dramatically transformed his classroom culture. They were more present, connected and ready to learn about themselves, each other and the natural world.
Concurrent with teaching, Raul facilitated a teen group at the East Bay Meditation Center and has been a mentor and teacher for retreats with Inward Bound Mindfulness for many years. He loves the privilege to support teens as they meet their life’s challenges and joys with mindfulness. He also is passionate about supporting educators. He facilitated BIPOC support groups for educators which were rooted in mindfulness and community building in order to thrive together, not just survive. He also currently hosts weekly mindfulness groups for educators and writes a blog about applied mindfulness for educators.
Raúl transitioned out of the science classroom after 25 years in order to support the social emotional needs that arose during the pandemic. He taught mindfulness to educators through Mindful Schools, and in middle school classrooms with Niroga and the Mindful Life Project. He recently completed a mindfulness teacher training program with Freedom Together, a BIPOC program centered on collective liberation. He is committed to helping everyone find a practice that works for them, rooted in their own cultures and lives.
Raúl started his meditation journey as a teen in Los Angeles after he attended his first meditation workshop in the social justice summer camp run by the National Conference of Community and Justice(NCCJ). He loved that he could tap into his wisdom within by simply paying attention to the present moment and found meditation helped him navigate the waves that come and go in the teen years. This moment planted the seed that grew into his current path. He was drawn to Zen training and studied in the US and Japan since then. Currently he is a student at Chozen-ji Zen Dojo in O’ahu, which integrates meditation, martial arts and fine arts as forms of zen training. Raúl loves how the training asks him to be fully present for all areas of his life. Raúl has studied martial arts for over 30 years and currently trains in Aikido and Boxing. He studied Kado, flower arranging in Japan as well as Chado, tea ceremony and ceramics in Hawai’i. He loves the challenge of “simply making a cup of tea” and enjoys making a matcha or coffee for friends. He lives in Oakland with his sweetheart and loves walking with their dog Buster, camera in hand to take and share pictures of the beauty around him. He is currently studying for an MS in Counseling at SF State.
Meghan Leborious
Bard High School Early College; New York, NY Meghan LeBorious is an author, artist, mother, mindfulness coach, restorative justice facilitator, and New York City high school teacher who created a thriving mindfulness program at her Brooklyn high school. She is a graduate of the Mindful Schools teacher training program; and holds BA, BFA, and MFA degrees, as well as an MS in Education. She also has deep personal practice experience, including thousands of hours in retreat.
In addition, she is a certified 5Rhythms dance & movement meditation teacher who has authored articles about mindfulness, embodiment, meditation practice, and teaching. Her first book, Teaching Mindfulness to Teens as a Path of Empowerment, was recently published by Rowman & Littlefield. She is passionate about elevating student voice, and working directly with students to help them set up the conditions for their own self-healing and empowerment.
Rabia Meghani
Wayside Schools; Austin, TX Rabia Meghani (she/her) is a Mindfulness Director with WholeSchool Mindfulness and the Social Emotional Learning (SEL) Specialist at Wayside Schools in Austin, TX.
Rabia was raised in a vibrant South Asian immigrant household, where resilience, service, and cultural pride shaped her worldview. As a young student navigating the public school system, she often felt emotionally unsupported—an experience that planted the seeds for her deep commitment to educational equity and emotional wellness.
Rabia holds a Master’s degree in Education and is an AMI-trained Montessori guide. With over two decades of experience in mindfulness and yoga, she has integrated trauma-informed, culturally responsive practices into her work across public, private, and charter schools, nonprofits, and education technology organizations. She has trained hundreds of educators through, developed SEL curriculum for diverse learning environments, and led community-based youth programs.
Rabia is currently a CASEL SEL Fellow and is passionate about creating inclusive, heart-centered learning spaces that nurture self-awareness, belonging, and resilience.
Now based in Austin, TX, she continues to support schools and community spaces with mindfulness-based programming that strengthens internal capacity, promotes healing, and uplifts the whole child.
Sharon Leong
Yu Ming Charter School; Oakland, CA Sharon Leong (she/her) is a teacher of Mindful Movement to elementary students at Yu Ming Charter School in Oakland, CA.
She has enjoyed 20 years+ in the US and across the globe in Beijing, China, in bilingual cross-cultural education. She currently teaches Chinese learners in an immersion school in CA, and taught for many years English learners in an international school in China.
In Oakland and Beijing, Sharon has championed SEL and led sharing and restorative Circles. Her own mindfulness journey took a leap in a new direction during covid. While transitioning her class teaching to zoom, Sharon became a student herself, taking live zoom classes to learn qigong (an ancient form of mindful movement originating from China). She incorporated qigong into online ‘brain breaks’ for her G4 students. After covid, she carried this into weekly in-person Mindful Movement classes for all elementary students at her school.
Then, Sharon had a bout of cancer, and this was truly her most powerful teacher of all. She learned to be more embodied, and practiced qigong to support her through her treatment.
Her learning journey continues: on a recent trip to Beijing, Sharon studied with her qigong teacher’s teacher, and will continue learning from Master Liu in person in July 2025. She earned a yellow sash in Shaolin kungfu, which adds energy and excitement to her practice. Last year, she felt a calling to teach adults through the Women’s Cancer Resource Center in Berkeley, CA.
All of what she has learned– is learning– Sharon is most excited to adapt and share with her littles at Yu Ming, to help imbue them with a foundation of mindfulness as they learn and grow.
Taylor Hickman
The Waldorf School of Philadelphia; Philadelphia, PA Taylor Hickman is the Director of Diversity Equity Inclusion and Justice (DEIJ) at the Waldorf School of Philadelphia, where they provide school counseling and facilitate identity development work. They are excited to fold in mindfulness more deeply, into their evolving role as Mindfulness Director, bringing mindfulness more generatively to their students and colleagues.
With experience as a classroom teacher, ESL educator, and tutor, Taylor enjoys working alongside people of all ages. In addition to their DEIJ work at school, they work as a community doula for PDPH’s Doula Support Program, through the Division of Maternal, Child, and Family Health. Trained as an artist and with a Master’s in Mental Health Counseling, Taylor’s work marries creative inner self work, with social engagement.
Taylor’s work includes writing curriculum, framing policy, counseling students, and facilitating student and adult affinity groups. A Philadelphia native, Taylor loves traveling, hiking, spending time with family, and doing yoga.
Other Partners Have Included
Cambridge, MA
Charlottesville, VA
Tampa Bay, FL
Oakland, CA
Shrewsbury, MA
Richmond, VA
land of the Tulalip Tribes, WA
Cape Elizabeth, ME
Belmont, MA
Washington, D.C.
Hartford, CT
Passaic, NJ
Greenville, SC
Oakland, CA
North Babylon, NY
Los Angeles, CA
New York, NY
Rochester, MN
Asheville, NC
Washington, D.C.
Louisville, KY
Our Team
Argos Gonzalez
Argos Gonzalez is the Director, Community Partnerships and Professional Development
Drawing on over 13 years of experience as a high school English teacher in the Bronx, Argos is an equity-driven educator and thought leader dedicated to fostering positive change through mindfulness and community engagement. His mindfulness journey began as a way to support both high school students and the pre-service and in-service teachers he continues to mentor at Hunter College, CUNY.
Currently, Argos serves as the Director of Community Partnerships and Professional Development at WholeSchool Mindfulness, where he works to integrate mindfulness, social-emotional learning (SEL), and wellbeing practices into school communities. He also lectures in the School of Education’s department of Curriculum and Teaching at Hunter College, and serves on the Greater Good Education Advisory Board, contributing to the advancement of holistic education practices nationwide.
With a deep commitment to empowering children, adolescents, and fellow educators, Argos recognizes love as a radical force for personal and community transformation. He shares mindfulness practices to promote healing, especially for communities most impacted by systemic oppression. Originally from Venezuela, Argos grew up in Queens and now resides north of New York City.
Ben Painter
Ben Painter (he/him) is a Co-Founder and Partner at WholeSchool Mindfulness. Recognized as a “Rising Voice” of mindfulness by Mindful.org, Ben is dedicated to supporting the mindfulness in schools movement. He collaboratively engages with WholeSchool’s community of supporters, including Mindfulness Directors, staff, educators, philanthropists, and the Board, to cultivate this vision.
During his high school years, Ben had the distinct privilege of engaging in mindfulness classes led by Mindfulness Director Doug Worthen. This foundational experience profoundly influenced his personal and professional trajectory, allowing him to harness meditation as a tool for personal growth and community enrichment.
Before his role at WholeSchool Mindfulness, Ben worked as an Investor Relations Associate at New Profit, a pioneering venture philanthropy firm focused on breaking down barriers to opportunity in the U.S.
He graduated from Bowdoin with a B.A. in Government and Legal Studies, where he served as the Vice President of the Student Body and co-founded the Mindfulness Club.
Ben’s journey in mindfulness also includes several meditation retreats, highlighted by his experiences at the Drupa Drong monastery in Northern Nepal.
Charisse Minerva
Charisse Minerva is Consultant at WholeSchool Mindfulness, stewarding Community & Professional Development. She brings to the Mindfulness arena a background in Arts, Science, Youth and Community Development. She earned a bachelor’s degree in Medical Technology from Medical College of VA MCV/ VCU, and a master’s in performance studies with a concentration in Dance Anthropology from NYU Tisch School of the Arts. For 16 Years Charisse served as Director of a multiple award winning Performing Arts Academy which was an integral component of a Community Development Organization. She then spent 7 years designing and implementing a K-12 Mindfulness curriculum at Friends School, VA Beach, VA. Minerva then designed and continues to facilitate a community-based Dance, Drum & Mediation (DDM) program to introduce Mindfulness tools to communities not versed in Mindfulness pedagogy. Charisse has been in schools, corporate offices, detention centers, elite academies, counseling programs, health care facilities and college programs. She served as core faculty for the first two cohorts of the Inward Bound Mindfulness Education (iBme) Yearlong Teacher Training program and is presently a guest presenter. She worked with the Dalai Lama Project of University of VA Contemplative Science Center and does workshops, and conferences throughout the United States and abroad. She considers herself a 21 st century Griot, focusing on community building, using the ancient tools of creativity, culture, and contemplation.
“I believe Contemplative Practices are a human capacity that we have begun to reawaken. Its such a priceless gift to realize in these challenging and fruitful times.”
Jenna Spencer
Jenna Spencer (she/her) is a Partner at WholeSchool Mindfulness. Jenna works in partnership with our diverse community of stakeholders- schools, educators, and investment partners- to re-imagine and co-construct a more equitable and liberatory education system through mindfulness.
Jenna began her career as a high school English teacher with Providence Public Schools, where she had the privilege of working with the most brilliant group of young people. She is a fierce advocate for building systems that are student, educator, and family informed, responsive, and led and that center community power, justice, and healing.
Prior to her work at WholeSchool Mindfulness, Jenna was as an Investor Relations Manager with New Profit on the Education and Inclusive Impact teams. In this role, she worked closely with the investor community, building meaningful partnerships and targeted engagement opportunities, while working to catalyze the flow of dollars and capacity building supports to Black, Latinx, and Indigenous social impact leaders. Prior to her work with New Profit, Jenna was the Development Manager at DC Public Education Fund, a nonprofit organization and the sole philanthropic partner of DC Public Schools.
Jenna is a Teach for America alum, has an Ed.M. in Education Policy and Management from the Harvard Graduate School of Education, and a B.A. in Africana Studies and Performance Studies from Brown University.
Jim Roche
Jim Roche, C.P.A., M.B.A. serves as a part-time CFO for WholeSchool Mindfulness. With over two decades of experience, Jim Roche has consistently demonstrated the importance of aligning operational success with sound financial practices. Serving as the principal of Robust Alternatives, Jim offers a practical approach to helping businesses identify, capture, and monitor their progress through essential metrics, both financial and non-financial. His work predominantly supports companies in growth or transformative stages, ensuring they’re set on a path of sustainable financial management. Beyond consulting, Jim brings depth in tax planning, assisting both businesses and individuals in structuring for optimal outcomes.
He earned his Bachelor of Business Administration in Accounting from the University of Massachusetts at Amherst and an MBA from Babson Graduate School of Business. Jim is an engaged member of the American Institute for Certified Public Accountants and the Massachusetts Society for Certified Public Accountants. His wide range of experiences, from serving as a part-time CFO to advising on business strategies, underscores his valuable contribution to the WholeSchool Mindfulness community.
Jon Luke Tittmann
Bio coming soon!
Marc Waxman
Marc Waxman (he/him) is a Co-Founder and Partner at WholeSchool – meaning, he has the pleasure to work with an amazing group of Mindfulness Directors, board members, WholeSchool staff, and staff of WholeSchool’s Partner Schools to transform school communities through the power of mindfulness. Marc has close to 25 years of professional experience in education, including becoming a National Board-Certified Teacher, and over 20 years of experience in non-profit development and management. He has been practicing mindfulness for many years and has completed a year-long mindfulness teacher training program. Marc co-founded and co-led several progressive urban charter schools in New York City and Denver, where, in addition to his teaching and administrative responsibilities, Marc was accountable for board development, fundraising, business plan development, fiscal oversight, program design, and project management. As a school leader, Marc promoted opportunities for teachers to explore the power of mindfulness for themselves and their students. Additionally, Marc is a Certified ChiRunning Instructor and regularly supports runners in enhancing their running experience through mindfulness.
Selena La'Chelle Collazo
Selena La’Chelle Collazo (she/her) is a Partner at WholeSchool Mindfulness, stewarding Mindfulness Director Recruitment & Selection to identify those with a demonstrated commitment to working at the intersection of education, justice, and mindfulness.
Selena holds degrees from the University of California (B.A., Psychology), Endicott College (M.Ed., International Education), Alliant International University (M.A., Counseling Psychology), and Brown University (A.M. & Ph.D., Theatre Arts & Performance Studies).
Before joining WholeSchool Mindfulness, Selena served as a K-12 educator in international schools, a youth speaker for the National Student Leadership Conference, and a founding member of both the Inward Bound Mindfulness Education (iBme) Communities of Color Leadership Team and the iBme Systems Committee. Through Pramana Wellness, Selena offers bilingual (English & Spanish), BIPOC & LGBTQIA+ affirming liberation and wellness practices including guided journaling sessions, mindfulness meditation training, narrative-based psychotherapy, yoga asana, and yoga nidra.
Siddhant Babla
Siddhant Babla brings his expertise in education, mindfulness, and community building to WholeSchool as the Development Manager. In this role, he is focused on cultivating partnerships to advance our mission, growing sustainable funding to support our programs, and strengthening relationships with donors and supporters while continuing to amplify mindfulness as a tool for wellbeing, community, and justice in education.
Previously, he served as Wellbeing Program Coordinator at Dartmouth College for 3 years, collaborating and leading evidence-based programming for over 1300+ participants annually, embed mindfulness within the classroom, and make student wellbeing an institutional priority.
Sid holds a Master’s degree in Education Studies from KU Leuven in Belgium where he studied the role of contemplative practice & pedagogy in educational settings. He is a MIEA Mindfulness Teacher, iRest Yoga Nidra Level 1 Teacher, and RYT 200 Yoga Instructor through The Yoga Institute.
Sid was drawn to mindfulness from a young age, finding solace and strength in the practice in his hometown of Mumbai where he worked in finance with an Economics degree from the University of London. In 2017, this passion inspired him to transition to teaching mindfulness and meditation, supporting others to live whole, peaceful lives.
Board
Ben Painter
Ben Painter (he/him) is a Co-Founder and Partner at WholeSchool Mindfulness. Recognized as a “Rising Voice” of mindfulness by Mindful.org, Ben is dedicated to supporting the mindfulness in schools movement. He collaboratively engages with WholeSchool’s community of supporters, including Mindfulness Directors, staff, educators, philanthropists, and the Board, to cultivate this vision.
During his high school years, Ben had the distinct privilege of engaging in mindfulness classes led by Mindfulness Director Doug Worthen. This foundational experience profoundly influenced his personal and professional trajectory, allowing him to harness meditation as a tool for personal growth and community enrichment.
Before his role at WholeSchool Mindfulness, Ben worked as an Investor Relations Associate at New Profit, a pioneering venture philanthropy firm focused on breaking down barriers to opportunity in the U.S.
He graduated from Bowdoin with a B.A. in Government and Legal Studies, where he served as the Vice President of the Student Body and co-founded the Mindfulness Club.
Ben’s journey in mindfulness also includes several meditation retreats, highlighted by his experiences at the Drupa Drong monastery in Northern Nepal.
Doug Worthen
Doug Worthen (he/him) is a Co-Founder of WholeSchool and is the Founder and Director of Mindfulness Programs at the Middlesex School in Concord, Massachusetts. Since 2010 he has been supporting and educating the Middlesex School community (students, staff, parents, and alumni) in mindfulness. Doug began practicing mindfulness meditation in 1999 as a member of the University of Virginia national championship lacrosse team and has been a dedicated practitioner ever since. Living through two bouts of lymphoma, including a bone marrow transplant in 2007, Doug has also experienced how supportive mindfulness can be when living with illness. Doug has attended many week- and month-long mindfulness retreats, led and attended a variety of teacher trainings, and is dedicated to supporting other schools in creating full-time staff positions in mindfulness.
Erika Mills
Erika Mills (she/her) serves as a Board Member of WholeSchool. Additionally, she is the Director of Strategic Initiatives at Middlesex School in Concord, Massachusetts, where she also serves as an humanities and social sciences teacher, dorm parent, and varsity rowing coach. She teaches a class on the Origins and Evolution of Mindfulness, developed in collaboration with fellow Board Member, Doug Worthen. Erika has been coaching, teaching, and working with teenagers since she graduated from Connecticut College in 2003. Prior to Middlesex, Erika worked at Choate Rosemary Hall and Harvard Business School, where she co-authored a number of business cases and later earned her M.B.A. She serves on the board of Cirtronics Corporation in Milford, NH and Applewild School in Fitchburg, MA and lives in Concord with her family.
Kara Cosby
Kara Cosby (she/her) is a Mindfulness Director at Englehard Elemtary School, part ofJefferson County Public Schools, in Louisville, KY.
She’s been an educator for 13 years and is currently a teacher with the Compassionate Schools Project at Engelhard Elementary. She graduated in 2008 with a Master’s in Teaching from the University of Louisville. She completed her second Master’s Degree in Educational Leadership in 2015 from Asbury University.
In 2017, Kara began her position teaching and leading mindfulness with K-5 students by integrating compassion and yoga-based practices. The curriculum focuses on mindfulness for stress management and self-control, while educating the whole child for self-awareness and self-understanding. Over the years, being a mindfulness instructor has caused a shift in her own life. Through her practice she has cultivated a passion for deep breathing and meditation, which has led to her becoming a more mindful parent and partner. She believes mindfulness is a way of life. Her mission is to equip children and families with the tools necessary to prevent stress and improve their personal, social, and emotional skills.