Welcoming Visiting Research Scientist Michele Myers to the Education Collaboratory

This fall, the Education Collaboratory at Yale Child Study Center (YCSC) welcomes Michele Myers, PhD, assistant professor in the Department of Education at Wake Forest University, as a visiting research scientist. “Dr. Myers appointment marks an exceptional opportunity to advance the science of learning and social emotional development at the intersection of trauma-informed teaching practices and literacy instruction,” says Education Collaboratory Director, Christina Cipriano, PhD, who also serves as an associate professor at YCSC.

A Scholar Grounded in Practice

At Wake Forest, Myers has cultivated a distinctive approach to preparing preservice teachers. She teaches literacy methods courses not just in the classroom but within a partner elementary school, immersing her students in real-world practice.

“One of the most meaningful aspects of my work is supporting aspiring preservice teachers through immersive, practice-based learning,” Myers explains. “This school-based approach fosters a dynamic learning environment where preservice teachers can make immediate connections between theory and practice, receive timely feedback, and develop a deeper understanding of effective literacy instruction. The collaborative nature of this model not only enhances the professional growth of my students but also strengthens our partnership with the local school community.”

Research at the Intersection of Trauma and Literacy

Myers’s research is fueled by what she describes as an urgent question, how does trauma shape students' experiences in and beyond the classroom? She focuses on how trauma affects students’ cognitive, emotional, and academic development, and how evidence-based teaching practices can help.

“The central questions guiding my research are deeply rooted in the urgent and growing need to address the impact of trauma on children's lives and learning,” she shares. “My research explores how educators can respond to these challenges through equitable, trauma-sensitive teaching practices, particularly within the context of literacy instruction.”

By embedding social-emotional learning (SEL) within literacy instruction, Myers seeks to foster a more compassionate and fair approach to education.

Collaboration at Yale

Myers views her time at the Education Collaboratory as a continuation of her journey into trauma-informed education. She is especially enthusiastic about joining the team’s evidence synthesis work in SEL.

“What excites me most is the opportunity to engage deeply with the innovative SEL work already underway,” Myers shared. “The chance to work alongside leading experts in the field is both inspiring and intellectually energizing, and I look forward to the rich collaboration and shared learning that this experience will foster.”

Building Bridges Between Universities and Schools

For Myers, partnerships between universities and schools are most powerful when grounded in trust, mutual respect, and shared goals. She advocates for long-term, mutually beneficial collaborations where universities learn from local expertise while contributing their own.

“Universities and research institutions must honor and value the local knowledge and expertise that already exists [in schools and communities],” she says. “[We] need to work as co-learners, co-collaborators, and co-designers...to build better partnerships with schools is to forge relationships that have long term engagement.”

Her own literacy methods course, hosted for years at a local elementary school, illustrates this approach in practice. The school gains support in literacy instruction, while her students gain invaluable hands-on experience.

Looking Ahead

Myers shares that her appointment at Yale is also deeply personal. Her recent co-authorship of An Educator’s Guide to Child and Family Resilience with YCSC Chair Linda Mayes, MD, opened the door to new collaborations and sparked her interest in the work of the Education Collaboratory.

“This appointment represents a unique opportunity to deepen my understanding, expand the impact of my own work, and contribute to a vibrant community dedicated to fostering resilience and equity in education,” she reflects.

As she joins YCSC this fall, Myers brings with her a deep commitment to fair practices, resilience, and the belief that schools can be transformative spaces of healing and growth. Her presence promises to strengthen ongoing work and open new pathways for collaboration at the intersection of research, practice, and community.