Dr. Zadina: Make It Realistic
Invite Dr. Zadina to speak at your event:
Copyright 2021 Janet Zadina, Ph.D. All rights reserved
Dr. Zadina can also address specialized aspects of the brain, such as emotion, frontal lobe executive functions, or motivation.  
Janet N. Zadina, Ph.D
Brain Research and Instruction

Science and Strategies
Janet N. Zadina, Ph.D
Brain Research and Instruction
Bridging Neuroscience and Education​

"Science and Strategies"
"As I listened to Janet Zadina speak about trauma and its effects on learning, I felt as if she were speaking directly to me about my son. He was the victim of several years of bullying. The years since have been a challenge to say the least but listening to Janet describe the whys and wherefores of his struggles in the classroom and at home brought a hope my family that we feared lost forever. She recommends a variety of exercises to prepare students to learn which will work for those suffering from trauma or not. I know this “testimonial” may sound a little too passionate but this is something that offers to change our family in the most positive way we have found. Janet, you and your research are a true answer to prayer!"

Sharon Luczak
Staff Assistant
Police Department
Lone Star College System - University Park
Learning Under Anxiety, Stress, & Trauma
KEYNOTE OR WORKSHOP FOR ADDRESSING STUDENT STRESSTeaching and Learning in the Presence of Anxiety, Stress, or Trauma: Science and Strategies

Did you know that faculty stress is contagious to students (and the reverse, as well). Your faculty will leave this presentation with reduced stress and many tools for increasing their performance and reducing burnout and armed with over 2 dozen strategies for a trauma-sensitive, reduced-stress classroom. It includes numerous activities and interaction and will be an energizing morning for your faculty. READ MORE
Multiple Pathways to the Student Brain: Using Brain Research to Orchestrate Learning

In this exciting presentation, loaded with real brain images and scattered with interactive experiences, attendees will actually see how learning takes place in the brain through powerful images. Learn the difference between thinking and learning and discover what is required for that to happen. READ MORE
The Hidden Learning Disabilities of Language Learners: Science and Strategies

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What is True About Brain-Based Learning?

Are you perpetuating neuromyths in your practices? Teachers can’t afford to waste valuable learning time engaging in practices based on old myths about learning. See for yourself how the brain actually learns. READ MORE
Do What Works: Five Strategies Based on Neuroscience

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Changing Brains, Changing Lives:
What Neuroscience Says about Teaching Young Children

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Creativity and the Brain

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Interventions to Eliminate the Poverty Achievement Gap

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Six Essential Findings From Brain Research Every Teacher and Learner Must Know 

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More Essential Findings From Brain Research

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Motivate and Engage: The Brain's Reward Pathway

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​K-12 Leadership - Using Brain Research to Raise Achievement

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KEYNOTE OR WORKSHOP FOR ADMIN:  Using Research to Design Schools That Address Mind/Body/Spirit for Higher Achievement: Science and Strategies
I would work with you to ascertain which aspects of the following would be most valuable for you. This outline is based on multiple visits but can be adjusted to your needs. Depending upon time allotment, this presentation can cover the following:
  • What does neuroscience say about curriculum? (6 subheadings can be included)
  • Using Research to Design an Optimal Learning Environment, including structural design, social design, scheduling and environmental aspects
  • Creating a trauma-sensitive school
  • Using neuroscience to address the mind/body/brain/community of the child (6 subheadings)
A Semester (or Year) of Wellness

Four 75-minute sessions over a semester or school year. *
Faculty have undergone enormous stress as they and their families have struggled with a global pandemic while redesigning lessons to teach online. But are you aware that the effects continue for years after a natural disaster is over? And this pandemic is not even over. In fact, faculty are finding as they return to in-person classes that student behavior has become an issue and it is getting harder for them to teach.

As a result of vaccinations many are looking toward the future. However, to have a successful future, faculty and staff must recover from the effects of stress so that they can think more clearly, be more productive, and inspire students. It is not whether you have stress that harms you. The issue is whether you recover from these stressful episodes. Sometimes we experience traumatic situations that could, if not addressed, cause a lifetime of problems. Research indicates that it is important to engage in recovery strategies as soon as possible after the trauma, but it is never too late to recover, renew, reduce, and rewire!

This series is designed to support faculty throughout the semester as they recover from the stress of the past year and a half and face new challenges. Throughout the series attendees will acquire valuable information, learn and practice many strategies, interact with each other, and develop a wellness plan that will serve them for years to come. It ends with positive science and strategies for resilience, happiness, and joy!


"We want to thank you - THANK YOU for bringing all of the poverty research, strategies and curriculum together into such a lively and informative presentation! We sincerely appreciate your expertise and willingness to partner with us in our efforts to address the teaching and learning needs of children of poverty."

Markey Bee Associate Director
Center of Excellence
Franklin Marion University
Florence, South Carolina
Testimonials from the 11/21 debut for TESOL Italy

“Insightful, amazing, innovative food for thought, inspiring, lots of positive feedback”
Maria Grazia Maglione, TESOL Italy President

“Thoroughly engaging and enjoyable from beginning to end, impeccable, impressive and touching. You have this gift of entering the teachers’ mind and heart, illuminating and inspiring presence.” 
Marina Morbiducci, Ph.D, Associate Professor in English Language, Linguistics and Translation Studies, Sapienza University, Rome

“Wonderful plenary! The stuff that dreams are made of…and such a perfect ending of the convention to give us all a new way forward.” 
Sarah M. Howell, 2nd Vice President at TESOL Italy

“Brilliant presentation, I’ve just ordered your latest book from Amazon.” 
Caitlin Davis, Senior Teacher and Cambridge English Assessment Specialist

“You were great!! Thanks for such an uplifting Plenary. A great closing to a great convention.” 
Grazzia Maria Mendoza, Education Specialist and Teacher Trainer, Honduras

 From Engaging the Cognitive Brain, the Emotional Brain, and the Heart of Learners
Engaging The Cognitive Brain, The Emotional Brain, and the Heart of Learners: Science and Strategies

Are your students different than they were before the pandemic? Are you seeing more behavior problems? Less motivation? Trouble focusing and paying attention? These behaviors are typical responses to trauma which our students have been experiencing for some time.  

Learn how stress, anxiety, and trauma affect learning and increase behavioral problems. Acquire a quick strategy for addressing that emotional state.

Now let’s take it a step further. Let’s move forward with hope and positive emotion. In fact, positive emotion can raise achievement just as negative emotion can decrease it. What can we learn from the science of positive emotion and the new field of positive education that can help us help our students? READ MORE.

This presentation can also be geared to second language faculty.  Read more.

KEYNOTE OR WORKSHOP FOR FACULTY: Addressing Faculty Anxiety, Stress, and Trauma: Recover, Renew, and Rewire

This presentation for faculty, staff, and administrators provides both the science and the strategies of the effects of high stress and strategies for reducing anxiety, stress, and trauma effects. We can’t avoid stress. It is always going to affect us at times. The important thing is that there must be periodic recovery from stress. The allostatic load, the burden of stress, cannot continue at a high level without negative effects on mental and physical health. We must build in strategies for reducing the load. 

Learn how stress affects your ability to think and to control your emotions. Discover your two nervous systems (fight/flight and calm rest/digest) and how to switch into the calming system. Acquire strategies for calming anxiety and stress immediately. Learn what activities appear to be relaxing but increase your allostatic load and what activities create recovery. Discover what lifestyle practices can be built into your life for increased resilience. Participate in many activities that allow you to try out research-based practices to reduce anxiety, stress, and trauma. Many of these can be used to help your family and your students as we go through stressful times. Learn to recover from bouts of stress, renew your mind and spirit, and rewire your brain for reduced stress and greater happiness. READ MORE
The Synergy Zone: Connecting the Mind, Brain, and Heart for the Ideal Classroom Learning Environment

Get your students and faculty into "the zone"!  Invite your faculty to attend this refreshing presentation on The Synergy Zone: Connecting the Mind, Brain, and Heart for the Ideal Classroom Learning Environment.

Based on over 200 references and synthesizing new research, this model introduces a new perspective to your faculty that takes us post-pandemic to an ideal learning environment. Help faculty help the students move past the negative brain wiring from the pandemic to a new positive place of engagement, attention, connection, and enjoyment – brain states that enhance achievement. 

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What is True About Brain-Based Learning? 

Are you perpetuating neuromyths in your practices? Faculty can’t afford to waste valuable learning time engaging in practices based on old myths about learning. See for yourself how the brain actually learns and the essential difference between thinking and real learning. Discover the most important factor in learning. Find out which part of the brain is still developing and how you can help students create a better brain for better learning and better life. Leave with credible strategies based on current neuroscience. Come prepared to laugh, engage, and participate in experiential activities. READ MORE