A unique gathering of researchers, practitioners and legislators known as the
UC|CSU Collaborative for Neuroscience, Diversity, and Learning is working to transform educational experiences for diverse learners through the combined power of cutting-edge research, practice and policy.
The group's 2024-25 senior fellows—a cohort of 24 legislative and educational leaders from across the University of California and California State University systems—met last month at UCLA to discuss the latest research and strategies for helping California's students.
While the group represents a diverse set of backgrounds and experiences, they share a common agreement on the need to translate the latest research on neurodiverse learners into policy and practice.
“The idea is to bring influential researchers and policy makers in the same space to examine and find solutions to pressing issues that impact neurodiverse learners in our school systems, to have research and practice inform policy, and to conduct research to evaluate current policy," says Shireen Pavri, the CSU's assistant vice chancellor for Educator and Leadership Programs, who serves on the collaborative's stewardship team. “The ultimate goal of the UC|CSU Collaborative is to equip both aspiring and current educators with the resources, skills and strategies needed to meet the diverse needs of students, enabling them to thrive academically, emotionally and socially."
UCLA's Patrick Brennan, who directs the Senior Fellows Program on behalf of the UC|CSU Collaborative, adds: “Our theme for our inaugural cohort was 'The Call to Conversation,' because by convening senior policymakers and researchers from across the UC and CSU, we are leveraging the very best of what California researchers are finding to inform and enhance policy and practice, fostering collaboration across sectors to improve educational outcomes for diverse learners."
A Growing Population with Diverse Needs
Students with diverse learning needs represent a large—and growing—population in California. An estimated 1.2 million of California's eight million youth have been identified as having some diverse learning needs including learning differences in reading or math, ADHD, autism or other problems with learning and attention.
That population is increasing, despite enrollment decreasing overall in California. And in at least one survey,
only 30% of teachers report that they feel confident in supporting students with disabilities, according to a 2019 joint report by the National Center for Learning Disabilities and Understood.org.
Furthermore, students' post-pandemic social-emotional needs continue to weigh on schools as anxiety, depression and trauma can impact learning. Approximately 80% of schools reported changes in student behavior and socio-emotional development in 2022.
For all those reasons, it is more important than ever to prepare teachers and educational leaders who understand and know how to support diverse learners.
“As we strive to create inclusive communities where all learners can reach their full potential, we must prepare our educational professionals and systems for a wide variety of learners who bring different assets and skills to the educational context," says the CSU's Pavri.
Collaborative Includes Researchers, Practitioners, Lawmakers
The collaborative was originally established in 2019 with $6 million in funding from the California Legislature to improve literacy for students with dyslexia.
In 2022, the state allocated an additional $10 million in funding with a broadened mission to improve educational experiences for all diverse learners in PK-12.
The collaborative aims to connect research and practice to improve training for all those preparing to become teachers and educators in PK-12 across California; to enhance collaborations among the entities that support diverse learners; and to strengthen relationships between policymakers and education experts to ensure equity and accessibility for every learner.
The Senior Fellows Program brings together a bipartisan group of participants, including legislators serving on PK-16 education-related committees, philanthropic leaders, and top education and neuroscience researchers from the CSU and the UC.
“The UC|CSU Collaborative for Neuroscience, Diversity, and Learning believes in recognizing and nurturing the unique strengths of each student and developing educator agency to cultivate these strengths," says Kate Esposito, professor and chair of Special Education at CSU Dominguez Hills, and the lead CSU faculty member for the collaborative.
Esposito notes that the collaborative's work is significant because although there has been some progress in increasing the percentage of students being educated in general education classrooms for most of the school day, there remains a substantial number of students who are excluded from high-quality, academically focused classrooms and curricula. This is particularly true for students identified with disabilities requiring extensive support, she says.
“While it has always been important to address the needs of all P-12 learners, research has provided more insight into how to support student learning and development," adds Jennie Grammer, a UCLA professor in the College of Education and the lead UC faculty member. “We now view learning through the lens of human development and whole child education, offering a clearer picture of what effective instructional practices should entail. Teacher preparation—and sharing this information with future educators—is crucial to the success and achievement of P-12 students."
Learning Hub Aims to Help Current and Future Teachers
One of the projects of the collaborative is the creation of a statewide learning hub, Arraya (pronounced
uh-RAY-uh) Learning, according to Alison Yoshimoto-Towery, executive director of the UC|CSU Collaborative. Arraya Learning, designed for both preservice and in-service educators, reflects current knowledge on how children learn and develop, drawing from neuroscience, human development and educational research.
Currently in beta, Array serves as a comprehensive online resource hub where faculty in teacher education programs and any educational-related fields can access valuable course materials. The official launch is slated for later this fall but interested participants can sign up for early access now at
arrayalearning.org.
“Teacher quality is the most significant in-school determinant of student achievement, making it critical that future educators are equipped to deliver high-quality, socially engaging and meaningful instruction for all learners," says Esposito. “Research consistently shows that better preparation leads to more effective teaching and higher retention rates in the education field."
That points to another goal of the collaborative, which is for future educators to understand the science of teaching and learning, feel empowered to apply their knowledge, and foster inclusive environments where every student is valued and held to high standards.
And that in turn leads to a critical benefit for teachers, says Esposito: It can help them feel happier and more fulfilled in their work. “It is important that this new generation of teachers experiences a sense of joy in recognizing the potential of all students and their unique role in each student's success," she says.