Matt is broadly interested in whether (and how) contemplative practice supports healthy development in children and adolescents, and well-being in adults. More specifically, Matt is interested in the specific social, cognitive and affective processes impacted through contemplative practice, and how cultivating these competencies supports achievement in school-based and real-world domains.
As a graduate student, Matt primarily investigated these questions through intervention studies involving college freshmen, fifth grade teachers and their students and undergraduate preservice teachers. In addition to continuing this work, Matt is part of the Center team developing and implementing new scientific measures to be deployed within a novel, app-based training program.
Ph.D., Educational Psychology, University of Wisconsin–Madison
M.Ed., Lesley University
What does well-being mean to me?
"A permeating sense of okayness accompanied by the subtle joy of simply being able to experience (e.g., thoughts, emotions, sensations and the like)."
In collaboration with Healthy Minds Innovations, this project strives to learn how to teach and measure well-being to scale
Understanding how the COVID-19 pandemic is affecting educators’ lives and whether a mindfulness-based program buffers against the negative effects of stress.
Center researchers are investigating possible ways to prevent teacher burnout in the classroom.
Determining whether there are protective effects of learning well-being skills on stress during crises.
Center for Healthy Minds researchers, along with partners at Pennsylvania State University and the University of Virginia, are creating and studying the impact of a well-being curriculum for college freshman.