Current Mindfulness Director Cohort
Abel Mercado
Seaton Elementary School; Washington, DC Abel Mercado (he/him) currently serves as a Prek3-5th grade bilingual school counselor/ school based mental health coordinator for DC Public Schools (DCPS) in Washington, DC.
Abel has experience working in public schools and in higher education. He has been at DCPS for the past 6 years.
Within DCPS, Abel has been working with his school-based team to shift from responsive to preventative work. When he entered his current school site during the first year back of in-person learning, he realized that most of the SEL work that was being done was responsive. He and his team quickly realized that a shift had to occur to be able to meet the demands of a post-covid world. Over the last couple of years, they have been working to bring things like mindfulness and regulation to their school community.
As he has continued to grow, so has the programming at his current school. Abel has helped bring a new curriculum to his school site and has slowly been rolling it out with the help of his team. He hopes that Mindfulness can become a part of the school culture and language, especially as they embark on a new journey of being in a temporary swing space for the next two years.
Chris Patch
Middle School 50; Brooklyn, NY Chris (they/them) is an educator, organizer, and artist committed to leveraging education as a tool for liberation. Chris works as the Community Wellness Coordinator at a public school in Brooklyn. There, they provide yoga and mindfulness education to students in special education settings, while also running and managing the library. As a teaching artist, Chris facilitates in-school and after-school programming in zine making and other methods of self-publication. Through art-making, they empower young people to share their ideas on their own terms. Affirming that the world needs our stories. In conversation with their work as an educator, Chris is passionate about community-based care. They cross-pollinate with organizers across New York City to build collective political consciousness and organize for community wellness. Chris grounds all they do in the words and work of: pleasure activist Adrienne Maree Brown, revolutionary poet Audrey Lorde, radical world builder Octavia Butler, abolitionist and educator Angela Davis, zen activist reverend angel Kyodo williams and the radical lineage of those who have and continue to fight for our mutual liberation.
Christina Ruggini
Manville High School; Manville, NJ Christina Ruggini, M.A., LAC, NCC (she/her) is a school counselor, Licensed Associate Counselor, and National Certified Counselor dedicated to advancing student well-being through mindfulness, restorative practices, and educational equity. For the past eight years, she has served the diverse student community at Manville High School, a Title I public school in New Jersey, supporting students’ academic, social-emotional, and postsecondary development while partnering with families, educators, and community organizations to foster resilience and belonging.
With more than sixteen years of experience in education, youth development, and community-based mental health, Christina has worked in schools, nonprofit organizations, and residential settings supporting children, adolescents, and families impacted by trauma and systemic inequities. She earned a Master of Arts in Professional Counseling with a concentration in School Counseling from Texas State University–San Marcos and a Bachelor of Science in Criminal Justice from Kutztown University of Pennsylvania. She holds School Counselor Certification, is a Licensed Associate Counselor (LAC), and is a National Certified Counselor (NCC).
Grounded in neuroscience, mindful self-compassion, and restorative justice, Christina integrates mindfulness into counseling, classroom instruction, and school-wide wellness initiatives. She is passionate about creating healing-centered school communities that equip students and educators with practical tools for emotional regulation, resilience, and connection, while fostering lasting systems change through equitable and compassionate educational practices.
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.
Jillian Anthony
Fay School; Southborough, MA Jill is the Director of Equity and Inclusion at Fay School in Southborough, MA. Fay is a K-9 junior boarding school, with students from over 25 countries represented. In her role, Jill centers belonging, treating others with dignity, and making sure all voices are heard. She works strategically with all faculty and staff departments from admissions to facilities to curriculum work with early learning through 9th grade teachers. She also works with students in all grades, has facilitated workshops with parents and caregivers, the Board of Trustees, and serves as part of the residential life team supporting boarding students on campus. Jill is also a member of the Wellness department and has done significant work growing curricula on identity and mindfulness. Jill has extensive experience in equity and inclusion facilitation for both adults and students, and has facilitated and led student affinity spaces on a national level with the National Association of Independent Schools. Jill is eager to grow in her mindfulness practices and bring this work to many spaces throughout Fay.
Jonquille Rice
Capital City Public Charter School High School; Washington, DC Jonquille “Rice” Rice serves as a Social Emotional Learning (SEL) Specialist at an inner-city high school in Washington, DC. Known for her deep self-awareness and thoughtful approach, Rice specializes in honoring student voice and validating emotions. She expertly guides both students and colleagues through complex feelings to reach kind, logical solutions. Beyond her educational career, Rice is a talented musician, artist, emcee, and aspiring yogi. She seamlessly blends her mindfulness practice with her creative passions to bring a unique, grounding energy to her work.
Karina Alvarez
Merritt Trace Elementary; San Jose, CA Karina Alvarez, M.Ed., M.A., is an elementary school principal with 22 years of experience in education and a deep commitment to helping children thrive academically, socially, and emotionally. As a bilingual Latina leader, she believes every child has the potential to become a confident and courageous leader when given the right support, meaningful relationships, and opportunities to grow.
Throughout her career, Karina has worked across the educational continuum, from supporting high school students through the college admissions process to earning an emphasis in middle school education before discovering her true passion in elementary education. Those experiences gave her a unique perspective: while every stage of learning matters, the greatest opportunity to change a child’s trajectory begins by building a strong foundation in the early years.
As an elementary principal, Karina believes educating the whole child is a shared responsibility. She is passionate about partnering with parents, guardians, and educators to create meaningful educational experiences that support students’ academic, social, and emotional growth. She is committed to building a school culture where children are encouraged to work hard, embrace challenges, and discover that effort is the pathway to growth. She believes that when schools and families work together, obstacles become opportunities, and every child has the ability to flourish.
Karina believes leadership begins in childhood. Guided by Corazón Valiente and her father’s words, “No puedo no existe” (“I can’t does not exist”), she inspires children to work hard, persevere, and turn obstacles into opportunities as they grow into confident, courageous leaders.
Karman Mak
Thich Nhat Hanh School of Interbeing; Escondido, CA Karman Mak is the Initiating Director of the Thich Nhat Hanh School of Interbeing. She is an equity-centered educator, transformational coach, and lifelong advocate for student engagement, healing, and systemic transformation. With over 25 years of experience, she brings a dynamic blend of instructional expertise, relational leadership, and contemplative insight to every space she serves.
She began her career teaching middle school history and geography in Boston and is a National Board Certified Teacher with both a California Clear Administrative Credential and Teaching Credential. Her work has spanned classroom teaching, leadership, and professional development—including roles as Principal, Assistant Principal, Instructional Coach, Induction Coordinator, and Teacher Residency Project Lead.
Karman’s mindfulness journey began in 2012 during a stressful leadership year, when she found refuge in Thích Nhất Hạnh’s Peace Is Every Step. Deeply moved by the Plum Village tradition, she began integrating mindfulness into her life and work, eventually sharing its practices with fellow educators and school communities. She was ordained in the Order of Interbeing in 2022 and is certified through the Mindfulness Meditation Teacher Certification Program with Jack Kornfield and Tara Brach.
Karman is dedicated to cultivating inclusive, compassionate, and resilient learning communities. Sowing and nourishing the seeds of transformation in herself, others, and the collective is one of her deepest aspirations.
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.
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.
Linda Noble
Brooklyn College Academy; Brooklyn, NY Dr. Linda M. Noble is a New York City educator, author, speaker, contemplative pedagogue, and member of the inaugural cohort of the Transformative Educational Leadership (TEL) program. Her work explores the intersection of educator well-being, belonging-centered learning, whole-school culture, and human-centered approaches to artificial intelligence in education. She teaches at Brooklyn College Academy and serves as an Adjunct Associate Professor at Brooklyn College, bridging secondary and higher education through her work with students, teachers, and emerging educational leaders.
With more than three decades of experience in education, Linda is committed to creating learning environments grounded in connection, reflection, student voice, and meaningful engagement. Her work integrates contemplative practice, social-emotional learning, and equity-centered approaches to support both educator sustainability and student flourishing.
Linda is the author of Ah! A Heartbook for Teaching | Learning with Love, a contributor to scholarship on educator well-being and contemplative education, and a frequent presenter on teaching, learning, mindfulness, and ethical AI integration. Her work has been recognized through the Big Apple Award for Excellence in Teaching, the Acosta Institute Fellowship, participation in the inaugural cohort of the Transformative Educational Leadership program, and recent invitations to contribute to national conversations on the future of teaching and learning, including serving as a panelist at the Education Writers Association National Seminar alongside American Federation of Teachers President Randi Weingarten and UFT Teacher Center Director John Holleran.
She is particularly interested in how contemplative practices can inform educational leadership, professional learning, curriculum design, and policy conversations in ways that help schools remain deeply human in an age of rapid technological change.
Lois Powell
Dr. Frank Napier School Of Science & Technology; Patterson, NJ Lois A. Powell is an educator, leader, and advocate with over 32 years of experience in Jamaica and the U.S. She is dedicated to empowering students, strengthening communities, and advancing educational excellence, grounded in the belief that education transforms lives and every learner deserves opportunities to succeed.
Currently, Lois teaches English Language Arts and Mathematics to grades 4–6 in an urban school district in New Jersey. She promotes inclusion, critical thinking, and confidence through differentiated instruction and personalized academic support. Lois has two master’s degrees—one in Special Education and another in Educational Leadership—and holds certifications in Elementary Education (K–6), Special Education (K–6), Supervision, and School Principalship.
Beyond her classroom duties, Lois is Chairperson of the Board of Trustees and Camp Director at her church. She actively participates in Delta Sigma Theta Sorority, Inc., Kappa Delta Pi Honor Society, and Phi Delta Kappa, Inc. She mentors students through the Youth Empowerment Stewardship (Y.E.S.) program, helping them develop leadership, self-advocacy, and purpose.
A dedicated advocate for holistic child development, Lois is the Mindfulness Director at her school. She leads initiatives to foster student, staff, and family well-being by incorporating mindfulness practices into school culture, aiming to reduce stress, enhance focus, and support positive social-emotional growth.
In 2026, Lois received the NEA Foundation Student Success Grant, one of only four educators in New Jersey honored in that competitive national cycle. Through her leadership, service, and dedication to educational equity, Lois continues to inspire and positively influence schools and communities.
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.
Maryann Nakhla
Henry Ford Elementary School; Redwood City, CA Mary Ann Nakhla is a dedicated educator, social worker, and mindfulness practitioner with over a decade of experience supporting children, families, and school communities. She holds a Master of Social Work from California State University, Long Beach, along with master’s degrees in Counseling and Early Childhood Education from California State University, Fresno. She has worked in preschool, after-school, counseling, and school-based programs, serving students from diverse backgrounds.
Mary Ann is passionate about fostering resilience, emotional well-being, and lifelong success through mindfulness, social-emotional learning, and trauma-informed practices. She is committed to creating safe, inclusive environments where children and families feel supported, empowered, and equipped with the tools to thrive.
Megan O’Toole
Joseph H Wade Academies; Bronx, NY Megan O’Toole, MA a lifelong learner and NYC educator, she brings over 21 years of experience in special education, school leadership and building a strong and trusting climate among our diverse school cultures. A certified Laughter Yoga instructor and passionate advocate for trauma-informed and restorative practices, she believes healing, growth, and learning flourish through connection, dignity, humor, and love.
Megan currently coaches middle school communities in the Bronx to cultivate wellness, belonging, compassion, and joyful learning environments, where both young people and adults can thrive.
N’Keya Peters-Camille
Margaret S. Douglas JHS 292; Brooklyn NY N’Keya Peters-Camille (She/Her) is a Clinical Social Worker, Grief Educator and Grief Yoga Teacher. She has over 10 years of experience providing clinical support to children, families, and adults in various settings including community clinics, state hospitals, and public schools in Brooklyn, NY. Born and raised in Brooklyn with Grenadian heritage, she brings empathy, kindness, authenticity, and a compassionate smile to her professional work. A graduate of NYC Public Schools’ Yoga & Mindfulness Teacher Training Program, She currently serves as a School Social Worker at JHS 292 in Brooklyn, NY where she has introduced yoga and mindfulness to students and staff alongside her efforts to create safe spaces for all students as a faculty advisor for the school’s Gender Sexuality Alliance (GSA) Club, Shades of Love.
N’Keya holds a Bachelor of Social Work (BSW) from Temple University and a Master of Social Work (MSW) from New York University. She began practicing mindfulness earlier in her career after the birth of her son to cope with challenges of working motherhood. She served as a Calm at Work Ambassador where she supported efforts to bring mindfulness into the workplace. She first started integrating mindfulness into her clinical work at New York City Children’s Center, where she facilitated Dialectical Behavior Therapy (DBT) Skills groups for youth facing intensive mental health challenges and then with individuals as a psychotherapist with Interborough Developmental & Consultation Center Clinic. In addition to her current role as School Social Worker, she is a Social Emotional Learning (SEL) Lead, Restorative Justice Facilitator, and CREW Guide, where she serves as a partner in bringing enriched, high-impact advisory classes into her school community at JHS 292 in collaboration with NYC Outward Bound Schools.
N’Keya’s personal and professional journey deepened profoundly following the loss of her beloved mother, Hope, who was also a social worker, in 2021. Recognizing a critical shortage of spaces to process loss, she became a certified Grief Educator and Grief Yoga Teacher. Today, she provides targeted grief support to students and staff across her school district, blending movement, breath, and sound to bridge the gap between mind and body.
A published author of two books, including Hope: A One Line Journal for the Bereaved, N’Keya was a featured guest on the Dougy Center’s Grief Out Loud podcast. Alongside her professional roles, N’keya is a member of Alpha Kappa Alpha Sorority, Inc. She also volunteers as a facilitator for E-Motion’s 8-week grief movement groups in Brooklyn and leads free community bodyweight circuit training classes for NYC Parks ShapeUp. A married mother of three—including one angel baby—N’Keya personally finds solace in meditation, running, and yoga. She firmly believes that movement is medicine and is dedicated to bringing these transformative, healing tools to all children and adults within her community so they can feel empowered as they live and navigate life’s griefs and joys.
Rashiem O’Connor
Dist. 18 Office of the Superintendent; Brooklyn, NY Rashiem O’Connor, also known affectionately as Mr. O currently serves as the Dist. 18 Family Leadership & My Brother’s Keeper Coordinator. He has worked in the field of Youth Development for 19 years, specifically operating and supervising after-school & summer camp programs for 13 years and as a Community School Director within District 18 for 6 years. Mr. O builds and maintains critical relationships with various stakeholders, including students, parents, administration, faculty, and community partners.
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.
Shawana Ward
Yellowhab, Norfolk, VA Shawana Ward is an Author, Holistic Wellness Practitioner, Yoga Instructor (RYT 200), and Reiki Certified practitioner based in the Hampton Roads region of Virginia. Since 2020, she has designed and facilitated mindfulness and wellness programs for schools, nonprofits, community organizations, and workplaces across the seven cities of Hampton Roads. As a Mindfulness Director with WholeSchool Mindfulness and a community partner with YELLOWHab Wellness Initiative, Shawana is dedicated to helping young people and families cultivate self-awareness, emotional well-being, and meaningful connection.
Known as a bridge-builder in the Hampton Roads community, Shawana weaves together wellness, artistry, creativity, and music to create transformative experiences that inspire healing, self-expression, and collective growth. Her work includes supporting K–12 schools, facilitating mindfulness initiatives in educational and community spaces, and creating programs that empower individuals to thrive from the inside out.
When she’s not leading workshops or community events, Shawana enjoys traveling with her son, spending time with family, being a proud dog mom, and practicing yoga in nature.
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.
Tracyavon Ford
Brooklyn Technical High School; Brooklyn, NY Tracyavon Ford, LCSW-R is a school social worker, mindfulness educator, and mental health advocate whose career has been dedicated to helping young people, families, and school communities thrive. With more than 27 years of service in New York City Public Schools, she has worked tirelessly to create environments where students feel seen, supported, and empowered. Since 2016, she has served at Brooklyn Technical High School and is proud to be the longest-serving school social worker in the school’s history.
Tracyavon’s journey with mindfulness began more than 15 years ago when she attended a professional development workshop that introduced her to mindfulness and meditation practices. What started as a professional learning experience quickly became a personal calling. Drawn to the powerful connection between mindfulness, emotional well-being, and resilience, she developed a daily mindfulness practice that transformed the way she approached both her personal life and professional work. Inspired by the impact these practices had on her own well-being, she pursued extensive training to bring mindfulness-based approaches to students, educators, and families.
Her commitment to lifelong learning has led her to earn numerous advanced credentials, including completion of the NYC Public Schools Yoga and Mindfulness Teacher Preparation Program. She is an E-RYT 500 (Experienced Registered Yoga Teacher), Registered Children’s Yoga Teacher (RCYT), Certified Workplace Mindfulness Facilitator, and Certified Mindfulness and Meditation Teacher. In addition, she holds advanced training in trauma-informed care, grief counseling, ADHD and anxiety treatment, dialectical behavior therapy (DBT), breathwork, somatic interventions, movement-based practices, and Hakomi-informed approaches. Her work reflects a deep belief that healing and growth occur when individuals are supported through both mind and body-centered practices.
As a National Certified Mental Health First Aid Instructor in Adult, Youth, and Teen Mental Health First Aid, Tracyavon has trained hundreds of students, educators, and families in recognizing and responding to mental health challenges. She has also helped bring Teen Mental Health First Aid to Brooklyn Technical High School’s advisory program, ensuring students develop practical skills to support themselves and others during times of emotional distress.
Beyond her clinical and educational work, Tracyavon is the founder of Brooklyn Tech’s My Sister’s Keeper chapter, serves as advisor to the Young Women’s Empowerment Program, and was recently appointed as an NYC Public Schools Wellness Ambassador, where she works to align wellness initiatives that support students, staff, and families across the school community.
Most recently, Tracyavon was selected as the Mindfulness Director for Brooklyn Technical High School through a partnership with WholeSchool Mindfulness. This opportunity represents a meaningful milestone in a journey that began with a single mindfulness workshop many years ago. She is excited to build upon the strong foundation of wellness initiatives already established at Brooklyn Tech and looks forward to partnering with WholeSchool Mindfulness to expand mindfulness education, strengthen student and staff well-being, and help cultivate a school culture rooted in presence, compassion, resilience, and connection.
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
Washington, DC
Memphis, TN
Charlottesville, VA
Natick, MA
State College, PA
Oakland, CA
New York, NY
Austin, TX
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.
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.
Dr. Sará Yafah King
Dr. Sará Yafah King is a neuroscientist, medical anthropologist, artist, political and learning scientist, education philosopher, social impact entrepreneur, and life-long student of dance, yoga, and the dharma. She has completed 200 and 300 hr. YTT’s, as well as a year-long mindfulness meditation teacher training from Spirit Rock in Marin, CA. She is also the CEO and Co-Founder of MindHeart, a liberatory technology company dedicated to advancing collective well-being, intergenerational and planetary healing by bridging the embodiment of beloved community and collective-healing with AI.
Dr. King is the author of “The Science of Social Justice” framework for research and facilitation exploring a biopsychosocial framing of the ways in which social justice and well-being are the same phenomena, and the inventor of the “Systems Based Awareness Map” (SBAM) – the world’s first theoretical map of human awareness – which she developed to explore our capacity to heal intergenerational trauma and promote the well-being of “collective nervous systems”.
Sarah Montante Garcia
Sarah Montante Garcia is a marketing and product development professional with a passion for helping organizations grow through authentic connection and community impact. She cares deeply about education and believes mindfulness can play a transformative role in improving both student wellbeing and academic achievement. Sarah is honored to support WholeSchool Mindfulness in its mission to create healthier, more supportive, and more just learning environments for students and educators alike.