I am a fifth-year PhD candidate in the Developmental and Psychological Sciences program at Stanford University’s Graduate School of Education (GSE), where I study how students with learning differences experience and navigate educational environments. I received my B.S. in Neuroscience and Education from Bates College, where I developed an interdisciplinary foundation in neuroscience, psychology, and education. Before Stanford, I conducted research with the Harvard Division of Sleep examining the relationships among sleep, cognition, and health, which sparked my broader interest in how individual differences and internal processes shape learning and development.

At Stanford, my research brings together neural, behavioral, and educational perspectives to understand how learning differences and educational environments jointly shape students’ development. Further, I am interested in understanding how educational systems, policies, and practices shape students’ experiences and opportunities, particularly for students with diverse learning needs. My broader research agenda seeks to connect developmental and psychological processes at the individual level with the systems in which students learn, asking how schools identify and respond to learning differences, and how students and families navigate educational support. Further, I look at how policy and practice can create more inclusive learning environments. I have contributed to public scholarship and policy-oriented work through the GSE Public Scholarship Collaborative and the National Center on Educational Outcomes, including developing research briefs that translate evidence for broader audiences. I have also participated in interdisciplinary fellowships and initiatives including the Stanford Impact Labs PhD Fellowship  and the Haas Center Graduate Public Service Program, which have strengthened my interest in connecting research with communities, practitioners, and policymakers. Across these experiences, I aim to develop research that is both theoretically grounded and useful for improving educational practice and policy.

Teaching and mentorship are also central to my work as an educator. I have experience teaching and supporting students across educational levels, from working with English Language Learners in elementary and high school classrooms to mentoring undergraduate students, and supporting graduate instruction. These experiences have shaped my commitment to creating learning environments that center students’ backgrounds, ways of thinking, and developing sense of belonging. Across my research, teaching, mentorship, and public scholarship, I am interested in education as a context for development and as an agent of change and look forward to furthering this mission in my future work