International SEL Fellows Academy

Tabbasum Amina | Dhaka, Bangladesh

Tabassum Amina is an Associate Professor and the Lead of the Mental Health Team at BRAC Institute of Educational Development, BRAC University in Bangladesh. She leads the team to be changemakers by developing psychosocial support service providers in the community and integrating SEL and mental health care in projects and initiatives focused on early childhood development, adolescent well-being, climate change, and youth empowerment. She also co-leads a nationwide one shot, one-on-one telecounseling service. Tabassum teaches graduate courses and is interested to integrate SEL with technology and AI use into the graduate programs’ curriculum. She completed her Ph.D. from the University of Illinois at Urbana-Champaign and master’s from Columbia University.

Dr. Gina Cherkowski | Calgary, Alberta (Canada)

Dr. Cherkowski holds a doble-cognate Ph.D. in Mathematics Education and Culture Studies, a Master’s in Teaching with a focus on At-Risk Youth, and a Bachelor of Education in Sciences with a minor in Special Education. Her scholarship and thought leadership have been showcased at international peer-reviewed research conferences, education summits, and policy forums. A globally recognized education leader, mental health researcher, and award-winning social entrepreneur, her work sits at the intersection of mental health, equity, and educational innovation. As the SEL Implementation Lead at the Werklund School of Education, University of Calgary, Dr. Cherkowski drives system-wide initiatives that strengthen teacher effectiveness, student well-being, and academic success through social-emotional learning (SEL). In 2023, she received a multi-year Mental health in Schools research grant from the Government of Alberta to lead a groundbreaking pilot project cultivating emotionally healthy school communities. Findings from this work have been presented at top-tier international conferences, including the International Congress for School Effectiveness and Improvement (ICSEI) in Dublin (2023) and Australia (2025), and the CASEL SEL Exchange in Atlanta (2023). She has since been invited to scale this work nationally. A passionate advocate for collaborative leadership in mental health, Dr. Cherkowski is the founder of the Mental Health Summit and the International Research Forum on School Mental Health, both of which convene educators, researchers, and policymakers to advance innovation and evidence-based practice in school mental health. Gina is the Editor in Chief of Wellness Education Magazine, a free digital resource featuring contributions from leading global experts in SEL, mental health, and wellbeing. Dr. Cherkowski is a distinguished thought leader, accomplished social innovator, and trusted collaborator whose work continues to drive transformative impact on both national and international stages.

Paula Davidson | El Segundo, California (USA)

Paula Davidson brings a unique perspective to social-emotional learning, shaped by her journey as a first-generation college graduate raised by her grandparents. She worked as a waitress to put herself through college, then earned her Series 7 license to become a stockbroker before transitioning to compliance and later earning her law degree. Recognizing the intersection of technology and education, she pivoted to serve as Chief Operating Officer for an augmented reality company that created AR content for children’s books. Her passion for education deepened through active involvement in her children’s schools, including serving as PTA President, where she witnessed firsthand the critical need for comprehensive social-emotional learning programs. Her background – from overcoming economic challenges to leading educational technology initiatives – informs her belief that SEL is essential for developing resilient, empathetic individuals. Through the CASEL International Fellowship, she is committed to advancing evidence-based SEL practices that serve all students, particularly those from underrepresented backgrounds.

Sarah Farris | Singapore

A dedicated educational leader with over 20 years of experience in international schools, I currently serve as Dean of Students at Singapore American School. I am passionate about fostering student well-being, cultivating leadership, and driving academic excellence. I bring deep expertise in Social and Emotional Learning (SEL), restorative practices, and instructional coaching, and have successfully led the implementation and scaling of SEL across an elementary school serving more than 1,800 students. Before beginning my international school career, I served as a Peace Corps Volunteer in Namibia—an experience that shaped my commitment to equity, inclusion, and global citizenship. I’ve also taught in a master’s program for aspiring school counselors and regularly lead SEL-focused workshops for faculty, staff, parents, and students. With a doctorate in Educational Leadership and a background as a counselor, teacher, and dean, I am committed to advancing holistic student growth and building inclusive school communities.

Linyun Fu | Chicago, IL (USA); Chinese national

I consider myself both a researcher and practitioner in the field of Social and Emotional Learning (SEL), with a focus on supporting students in resource-constrained settings, particularly children in rural China. My research explores the extent to which, how, and for whom culturally sensitive, school-based SEL programs can promote the well-being and resilience of these students. I am also interested in adult SEL, including the development and evaluation of SEL programs for teachers and caregivers. In my practice work, I am part of the SEL program development team at the RICI Foundation, a NGO based in China. I also serve as an external advisor to their program evaluation department. Additionally, I am actively involved in efforts to scale up SEL programs to reach more schools across China by leveraging rigorous research evidence and collaborating closely with local education bureaus and school districts.

Kelli Gray | Valparaíso, Chile

Kelli is the founder and President of Fundación BiTEC Academy, a foundation dedicated to advancing equity, justice, and inclusion in educational spaces. She also started and is the current instructional leader of BiTEC Academy, a small, independent, bilingual, and inclusive school in Chile, South America. In addition, Kelli teaches part-time at a public university in Valparaíso. She holds a PhD in Language, Reading, and Culture from the University of Arizona, a Master’s of Education in Curriculum and Instruction in TESOL from the University of Maryland, and Master’s degree in Applied Linguistics from the Pontificia Universidad Católica de Valparaíso. She has lived in Chile for almost 30 years, is married, and has three children.

Büşra Gündeş Orman | Istanbul, Türkiye

Büşra Gündeş Orman is a researcher in Early Childhood Education at İstanbul Aydın University and a Ph.D. candidate at Marmara University. Her work focuses on social and emotional learning (SEL), children’s well-being, and inclusive education, particularly in under-resourced communities in Türkiye. Currently, she is working on contextual adaptation of evidence-based SEL strategies for early childhood settings. Büşra is actively involved in teacher training and educational research, and she is passionate about creating emotionally supportive, culturally responsive learning environments for all children.

Maria Natalia Marin Suarez | Milano, Colombia

Maria Natalia is a PhD student in Education at the Universidad de los Andes, Colombia, where she conducts research on the impact of gratitude on learning processes. She holds a BA in History from the Universidad de los Andes and a Master’s degree in Education with an emphasis on Children’s Literature from the University of Cambridge, UK. She is certified as a leader in reading and writing by the University of Exeter and the National Literacy Trust UK . She has over 20 years of teaching experience. Her research interests focus on gratitude, agency, children’s and young adult literature in bilingual contexts, dialogic teaching, and the reconstruction of learning narratives.

Joyce Orillosa | Manila, Philippines

Dr. Joyce Orillosa is a highly respected educator, consultant, and leadership specialist with extensive expertise in educational leadership, policy development, and teacher training—particularly in early childhood education, K–12 curriculum reform, and Social and Emotional Learning (SEL). She holds a Ph.D. in Educational Leadership and Management from De La Salle University, Manila. Dr. Orillosa has served as a key adviser to the Philippines’ Department of Education (DepEd), supporting education system strengthening through partnerships with major international development agencies, including USAID and the Australian Government’s Department of Foreign Affairs and Trade (DFAT). She is a certified UNESCO Master Trainer in Social and Emotional Learning and a leading advocate for the contextualization of SEL frameworks across the Asia-Pacific region. Dr. Orillosa is the lead adviser for the Institutionalization of Social and Emotional Learning in the K-12 curriculum of the Philippine Department of Education. She recently conducted SEL training programs in Sri Lanka, Fiji and Cambodia. She also conducted the SEL ARNEC pre-conference workshops in Manila and Penang. She brings a systems-thinking approach to SEL, promoting its integration not only into curriculum and teacher preparation, but also across school leadership, community engagement, and assessment practices. Her work champions the whole-school approach, recognizing that sustainable SEL implementation requires alignment across school culture, adult modeling, and educational policy.

Jenna Santyr | Toronto, Ontario (Canada)

Jenna Santyr is the Director of Education at Peekapak, an award-winning wellbeing curriculum designed to foster social-emotional learning and student engagement. She holds a PhD in Early Childhood Studies, with a research focus on how children play and learn in online spaces.

Rameez Ahmad Sudhan | Baramulla, Jamma and Kashmir (India)

Rameez Ahmad is Fulbright Fellow 2023, who graduated from University of Massachusetts US.passionate Education specialist, Teacher educator who works with children & schools. He has been working in some of the challenging positions to improve the understanding of SEL of the community in the border town of Uri along Line of control (LoC) in India. His work has been showcased in many national and international Conferences. He regularly writes in the issues like Education, School safety & SEL. He has been contributing towards social causes with his association with International Red Cross society, UNICEF etc. He is serving as Resource Person for many organizations like National Council for Educational Research & Trainings (NCERT), National Institute of Disaster Management (NIDM) . He seeks continuous professional development, growth and contribute his time, energy and expertise in core areas like Education, SEL & Safety.

Marissa Yi-Hsuan Wu | New Taipei City, Taiwan

I am an Assistant Professor in the Department of Child and Family Science at National Taiwan Normal University. My work focuses on teacher well-being and SEL, designing culturally responsive professional development and integrating SEL into early childhood and teacher education. I also collaborate internationally to promote culturally meaningful SEL approaches.

Tianjiao “Teddy” Xing | Hangzhou, Zhejiang (China)

Teddy Xing is the Founder of TeachFuture, a Member of the OECD Global Forum Focus Group Member, Official Partner of PBLWorks, International Fellow of CASEL, and Board Member of the Zhejiang Family Education Association. As the Translator of Social and Emotional Learning and Associate Editor of The Science of Learning Series, she has led the introduction and curation of publications including Project-Based Learning Guidebook and Project-Based Learning, empowering over 150,000 educators. In the field of lifestyle medicine and health, she serves as a Member of the Examination Committee of the International Board of Lifestyle Medicine (IBLM), Board Member of the Asian Lifestyle Medicine Alliance, and Partner of Wellcoaches Health Coaching, with prior experience in roles such as at the Medical Information Department of Pfizer, North American Market of BGI Fund, and Asia-Pacific Director at ExcelPharma, and holds certification as an American College of Sports Medicine Certified Fitness and Health Coach. Her academic background includes a Bachelor of Life Sciences from the University of British Columbia, studies at Harvard University, and a Master of Educational Administration from Hangzhou Normal University and the University of Canberra (Australia). Beyond her professional endeavors, she is also a proud first-time mom to a 2-year-old baby.

Sze Ngai “Raymond” Yang | Hong Kong, China

Raymond is a passionate advocate for education and social impact, with a diverse range of experiences in the field. He began his journey in education as a Teach For Hong Kong teaching fellow in 2017 and later served as Alumni Manager of the Incorporated Management Committee of a local secondary school. In 2018, he co-founded JUST FEEL, a nonprofit dedicated to transforming the communication culture in schools and families to enhance children’s emotional well-being. Through innovative programs and systemic initiatives, he has worked to create safe and nurturing environments that foster children’s development in Social-Emotional Learning (SEL) and Compassionate Communication. Raymond’s leadership and impact have been recognized globally. He was named to the Forbes 30 Under 30 Asia (Social Impact) list in 2023 and was selected as part of the Asia 21 Young Leaders Class of 2025. His lived experience as a Complex PTSD survivor from adverse childhood experiences continues to inform his commitment to building compassionate, equitable, and emotionally safe communities for children and adults alike.

Shuang Zhao | Shenyang, Liaoning (China)

Whole group sessions

• Eight full-group workshops (April – November, with a break in July).

• Year One: Sessions will focus on building a shared understanding of systemic SEL, deeply exploring the CASEL framework within participants’ contexts, leveraging SEL for personal and professional growth, and establishing implementation benchmarks for Year Two.

• Year Two: The focus will shift toward SEL leadership, systemic implementation, and culturally aligned expert sessions based on learnings from Year One, culminating in a capstone project.

Peer Inquiry Circles

• Small-group coaching consultancies and community-building sessions held each year.
• Participants will engage with fellow SEL leaders and a CASEL Facilitator to discuss challenges within their contexts and identify opportunities to leverage SEL to drive meaningful change.

Journey Partner

• Fellows will have the opportunity to collaborate within a personalized community of International Fellows who share common goals and aligned contexts. This supportive network will enhance learning and connection throughout the International Fellows Academy, fostering deeper relationships and shared growth.

CASEL Staff & Partners Mentorship

• Fellows can participate in optional “mentorship office hours” hosted by select CASEL Staff, Board Members, and Partners. These sessions provide an additional layer of shared expertise, offering valuable insights into current SEL research, practice, and policy to support Fellows’ ongoing development and implementation efforts.

Learning HUB Platform

• Fellows will have access to an exclusive digital community platform designed to enhance connection and collaboration within the cohort and with CASEL. The platform includes curated resources, discussion boards, and recordings of live sessions, all regularly updated to address questions and discussions among Fellows.

Supervisor Engagement

• Fellows’ heads of school or school leaders will have opportunities to participate in leadership roundtables and attend Capstone project presentations during the culminating Fellowship celebration, promoting alignment and support for systemic SEL implementation.

Alumni Network

• Upon completing the Fellowship, all International SEL Fellows will join the CASEL alumni community, offering ongoing opportunities to connect through quarterly speaker series, themed discussion groups, and an online HUB to share progress, exchange ideas, and seek support.

The cost is $10,000 U.S. Dollars annually per participant. 

The cost of the two year program is $20,000 at $10,000 U.S. Dollars annually.

After the in-person session at the SEL Exchange on November 4th, 2025, we will begin programming in January 2026 with one-on-one calls and individual work. Beginning March 2026, we will begin monthly 3-hour full group sessions with the expectation that Fellows complete all other Academy assignments outside of those sessions.

Note, the leadership academy requires active participation. Fellows will engage in workshops, mentorship, coaching consultancies, and related projects. This will add up to three dedicated hours per month for community gatherings and up to four hours of additional work monthly to reinforce and apply these learnings.

A maximum of 40 applicants will be accepted.

CASEL staff will be hosting a Drop-In Informational Session on the 2025 International SEL Fellows Application on Friday, April 11, 2025 from 12pm-1pm CT. More information on this session will be sent via email.

If you have any questions, please contact international@casel.org.