PhD. Caterina Arcidiacono is a professor at the Universidad Federico II de Nápoles, Italy, recognized for her work in the field of community psychology, gender equity, and social transformation. Throughout her career, she has researched processes of empowerment and civic participation, focusing on how communities can be strengthened and promote the well-being of their members.
Her contributions have driven intervention strategies that address both coexistence in local contexts and the prevention of social exclusion, emphasizing the importance of social justice and collaboration among community stakeholders. Dr. Arcidiacono has also led initiatives focused on gender equality, exploring power dynamics and cultural practices that affect the lives of women and other vulnerable groups.
As the author of numerous articles and book chapters, as well as a speaker at international conferences, her work combines theoretical research with practical action. This has contributed to the development of academic and community-based collaborative networks, establishing her as a leading figure in the articulation of policies and projects that promote a more inclusive, democratic, and sustainable society.
PhD. Jonathan Cohen is an internationally renowned figure for his work in the fields of school climate, social and emotional education, and mental health. With over three decades of experience as a clinical psychologist and educator, he has focused his efforts on understanding the factors that support or hinder the healthy development and learning of children and adolescents. He was the founder and president of the National School Climate Center (1999–2017), a pioneering organization dedicated to promoting safe and emotionally supportive school environments, as well as to developing innovative tools for the continuous improvement of schools.
Throughout his career, he has led research projects, advised public policy, and collaborated with ministries of education in various countries, including Japan, Colombia, France, and Morocco, as well as with international organizations such as UNICEF and the World Bank. Notably, he played a key role in the development of the National School Climate Standards and has participated in the Aspen Institute and the International Observatory on School Climate and Violence Prevention (IOSCVP).
He is currently an adjunct professor at Teachers College, Columbia University and remains active as a clinical psychologist, academic supervisor, and author. He has published over 100 scientific articles and seven books, two of which were recognized by the American Library Association as Outstanding Academic Titles of the Year. His work is widely cited in leading international journals in the fields of education and psychology.
PhD. Rosario del Rey is a professor and researcher at the Sevilla University, Spain, recognized for her research on cyberbullying, violence and bullying prevention, and the safe use of technology in educational settings. Her work focuses on understanding how interpersonal dynamics and digital tools can influence the well-being of children and adolescents, proposing strategies to improve school coexistence and promote digital citizenship education.
Her research has resulted in numerous scientific articles and collaborations with national and international institutions, highlighting her commitment to the development of prevention guides and programs that are currently being implemented in various regions of Spain. In addition, she leads intervention projects in schools, promoting the development of socio-emotional skills and providing support to both teachers and families.
As co-president of the International Observatory for School Climate and Violence Prevention, Dr. del Rey strengthens the link between academia and educational practice. Her contributions have significantly helped shape public policies and advise educational communities in the pursuit of inclusive, safe, and healthy environments for all students.
PhD. Cecilia Fierro is a renowned researcher in the field of school coexistence, teacher education, and school culture, whose contributions focus on the study of how human relationships, collaboration, and collective reflection transform educational practices. She currently serves as a professor and researcher at the National School of Higher Studies (ENES León), UNAM, Mexico, where she leads projects focused on pedagogical innovation and the strengthening of inclusive and equitable learning environments.
Throughout her career, Dr. Fierro Evans has promoted continuing education programs for teachers and school leaders, driving sustainable change strategies in educational management and pedagogical support. Her research on school climate highlights the importance of collaborative teaching practices in building democratic and inclusive coexistence, as well as the role of ethical leadership and educational innovation within collaborative networks.
From her previous position as a senior professor and researcher at the Ibero-American University of León, she has collaborated with other universities and specialized educational organizations, contributing to the academic discussion on teacher professional development and the rethinking of traditional educational models. Her publications in high-impact books and journals further establish her as an international reference in the continuous improvement of educational practice.
PhD. Terri Mannarini She is a professor of Social Psychology at the University of Salento, Italy, internationally recognized for her research in the fields of civic participation, community psychology, and social transformation. Throughout her career, she has focused on studying how communities can strengthen their ties and develop collaborative processes to address local and global challenges, promoting empowerment and innovation in diverse settings.
Her research projects and publications have shed light on the importance of collaboration and a sense of belonging as drivers of sustainable change. Dr. Mannarini has contributed to the training of community leaders and the design of public policies that promote inclusion, equity, and the strengthening of social fabric in both urban and rural contexts.
As a speaker at international conferences and author of numerous scientific articles, Terri Mannarini is regarded as a leading figure in the study of resilience and social transformation. Her multidisciplinary approach and commitment to active citizen participation have influenced the way institutions and communities address social cohesion and conflict resolution.
PhD. Claire Monks is a distinguished researcher and professor of Psychology at the University of Greenwich, United Kingdom, recognized for her studies on peer relationships and the dynamics of aggression and school bullying in childhood and adolescence. Throughout her career, she has explored how bullying behaviors originate, are maintained, and can be prevented in educational settings, with a particular focus on early childhood and primary education. Her research and intervention proposals emphasize the key role of friendship and the development of positive peer relationships as protective factors against school bullying.Â
Her research work has had a significant impact on the development of public policies and guidelines that promote healthy coexistence in schools, both in the United Kingdom and internationally.
Dr. Monks collaborates with academic and professional networks dedicated to the promotion of mental health and child protection, aiming to foster inclusive practices and learning environments free from violence. Additionally, her publications in high-impact journals reinforce her status as a global reference in the field of developmental psychology and bullying prevention.
PhD. Azucena Ochoa is a professor and researcher at the Autonomous University of Querétaro (UAQ), Mexico, with postdoctoral studies at the University of Alicante. She is the founder of the School Coexistence Observatory at UAQ, President of the Latin American Network for School Coexistence, and a member of the Chair on UNESCO on Youth, Education, and Society.
Her contributions focus on the study of interactions among students, teachers, and school leaders, promoting approaches that strengthen collaborative learning and the building of inclusive educational communities through the use of Service-Learning as an action-research strategy.Â
Throughout her career, Dr. Ochoa has participated in national and international projects focused on the continuous improvement of pedagogical practice and school management through the use of Service-Learning in secondary and higher education. Her studies on school culture and student participation have contributed to the development of practical tools to drive educational transformation.
PhD. James O’Higgins-Norman He is a professor at the Dublin City University (DCU), Ireland, where he directs th DCU Anti-Bullying Centre. He directs the Chair UNESCO on Tackling Bullying in Schools and Cyberspace. Internationally recognized for his work in bullying prevention and the promotion of school coexistence, Dr. O’Higgins has led research projects focused on creating safe and respectful learning environments, both in the classroom and in digital settings.
Throughout his career, he has collaborated with governmental bodies and civil society organizations to design policies and programs that promote student inclusion and well-being. His contributions encompass teacher training, the analysis of power dynamics, and the implementation of strategies to combat cyberbullying, earning widespread recognition in academic and educational spheres worldwide.
Dr. O’Higgins-Norman coordinates research and development networks at the international level, sharing knowledge and practical tools to address the challenges associated with bullying. His commitment to improving school coexistence is reflected in numerous scientific publications and active participation in global forums, making his work an international reference in the fields of education and social psychology.
PhD. Telma Vinha is a professor and researcher at the Universidad Estatal de Campinas (Unicamp), Brazil, recognized for her work in the fields of moral education, school coexistence, and teacher training. Throughout her career, she has studied how interpersonal relationships and conflict management influence classroom climate, contributing to the creation of more respectful and inclusive environments.
Her research focuses on promoting practices of dialogue and cooperation, addressing topics such as ethical decision-making, peaceful conflict resolution, and the socio-emotional development of students. In addition, Dr. Vinha has led training programs for teachers and school leaders aimed at building learning communities that emphasize equal opportunities and educational justice.
An active speaker at national and international forums, Telma Vinha has published numerous articles and book chapters that reflect her commitment to improving the quality of education. Her comprehensive approach, which integrates theory and practice, has established her as a leading figure in the implementation of coexistence and moral education strategies in Latin America. In recent years, she has actively collaborated with state governments in Brazil in the design and implementation of educational interventions in emergency and crisis situations.Â
