MENTAL HEALTH AWARENESS
Mental Health Awareness does not solely demand our attention in May - the designated month for awareness - but requires mindfulness and intentionality all 12 months of the year. As educators and educational leaders, we must create spaces for students (and ourselves) to reflect and tell our stories. All educational personnel - from academic advisors to social workers, from deans of students to human resource directors - must strive to establish safe and brave spaces where conversations about mental health can occur.
In this feature, we showcase important doctoral research, featuring achievements of a few of the 91直播 doctoral program scholars. These individuals are driven by their passion for empowering change and transforming lives. Join us as we celebrate their academic achievements, professional successes, and the meaningful work that they do each and every day.
Mental Health Awareness highlights the importance of the well being for all people. Research has shown that stress, anxiety, and depression are barriers in one’s academic journey. 91直播 doctoral scholar-practitioners have conducted research to further understand the [at times disproportional] effects of mental health on learning, behavior, and organizational culture.
At the heart of our monthly themed celebrations is the importance of reflecting on the needs of our students. Let us not forget about ourselves and our needs as educators, partners, mentors, parents, leaders, and doctoral students. Our work is crucial and we must take care of ourselves as well as taking care of our communities.
Dr. Andrew J. Ecker
Andrew J. Ecker (EdD 2017) is director of the Lower Hudson Regional Partnership Center at Putnam/Northern Westchester BOCES in Yorktown Heights, NY. Dr. Ecker serves as co-president of the New York Council of Administrators of Special Education (NYCASE). Nationally, he serves on the Policy and Legislative Committee for the Council of Administrators of Special Education (CASE) and on the review board of the Journal of Special Education Leadership. Dr. Ecker is currently on special education advisory boards for 91直播 and Fordham Universities. Previously, he’s served as the Hudson Valley Schools’ region leader for the Suicide Prevention Center of New York, and on numerous school and community mental health networks.
Andrew’s dissertation “INITIAL PRINCIPAL READINESS TO INTERCONNECT POSITIVE BEHAVIORAL INTERVENTIONS AND SUPPORTS AND SCHOOL MENTAL HEALTH: A SEQUENTIAL MULTIVARIATE EXPLORATORY ANALYSIS” explored the rapidly increasing rates of mental health issues in teenagers. Making the connection between this increase and the fact that schools are the largest provider of mental health supports was crucial in Andrew’s research.
Dr. Ecker’s prior work includes special education school improvement roles; teacher and director at a therapeutic residential high school; adjunct graduate professor; and professional basketball player. He has authored multiple peer-reviewed journal articles on Positive Behavior Interventions and Supports (PBIS) and implementing evidence-based practices, contributed to national guidance and resources, and presented nationally on PBIS, school mental health, and special education topics.
Dr. Tenisha Neil-Robinson
Tenisha Neil-Robinson’s (EdD 2025) dissertation “A QUALITATIVE STUDY OF BURNOUT EXPERIENCES AMONG SCHOOL SOCIAL WORKERS" brought further understanding on the challenges faced by school social workers. Drawing on Maslach’s theory of burnout, her qualitative study sought to understand the stressors that contribute to school social workers’ feelings of burnout and their perspectives on effective strategies for the reduction of those stressors. Tenisha interviewed with 17 participants from states along the east coast. Analysis of interview data revealed six themes: (a) “Running on Empty”: Physical and Exhaustion; (b) “Leaving Work at Work”: Work–Life Balance; (c) “I’m Alone, Working in a Silo”: Isolation; (d) As Long As I’m Moving, I’m Good”: Self-Care; (e) “Leveling Voices”: Therapy, Supervision, and Peer Debriefing; and (f) “They Don’t Understand”: Role Confusion. By understanding specific stressors—such as inadequate professional development and limited workplace resources—the research illuminated critical areas for intervention, including systemic support.
Dr. Patrick I. Sullivan
Patrick Sullivan (EdD 2019) has served as superintendent at Liberty Central School District since July 2021. He began his time at Liberty in 2016 as assistant director of student services, and in 2018 became assistant principal of Liberty Middle School. He was named assistant superintendent in July 2019. During his time at Liberty, Dr. Sullivan implemented several initiatives to improve educational and emotional supports as well as safety and security.
Dr. Sullivan’s qualitative dissertation, “THE RELATIONSHIP BETWEEN TEACHER ATTITUDES TOWARDS SOCIAL AND EMOTIONAL LEARNING AND ACADEMIC ACHIEVEMENT: A PATH ANALYSIS MODEL” investigated whether teacher’s attitude towards SEL practices influences student academic achievement.
Dr. Jessica B. Maricevic
Jessica Maricevic (EdD 2022), from 2005 to the present, has taught and created curriculum infused with opportunities for secondary students to cultivate empathy, advocacy, and social responsibility. Always mindful of the social-emotional needs of adolescent learners, Jessica advocates for the integration of therapy dogs in secondary settings. Jessica’s love for dogs inspired her qualitative study, “THERAPY DOGS IN SECONDARY SCHOOLS: IMPLEMENTATION PROCESSES & RELATIONSHIPS TO STUDENTS' SOCIAL-EMOTIONAL COMPETENCIES,” the findings from which inform the programmatic integration of animal-assisted therapies, like the inclusion of therapy dogs, in public and private settings.
Dr. Brandon Beck (EdD 2017), who served as a member of Jessica’s dissertation committee, has collaborated with Jessica through his work with Muttigrees and their shared passion for implementing therapy dog programs in schools.
Dr. Keith Sullivan
With over a decade of experience in special education, Keith has served in various roles including paraeducator, special education teacher, assistant principal, and principal. He has served as the Assistant Director of Special Education at Orange-Ulster BOCES. In this capacity, he leads initiatives such as the development of SEL curricula and is responsible for overseeing the Division of Special Education's daily operations. Beyond his professional endeavors, Keith finds joy in coaching his children's sports teams, running, attending New York Giants football games and spending quality time with his wife and two children in Westtown, NY.
Dr. Maksim Vasilevsky
Maksim Vasilevsky (EdD 2018) currently serves as the District Wide Transition Coordinator at Greenburgh North Castle Union Free School District. As the Transition Coordinator for the Kenneth B Clark Academy, he is a strategic leader and dedicated professional committed to ensuring all students, particularly those with diverse learning needs and disabilities, receive comprehensive and equitable support. His primary goal is to guide them successfully through critical transitions, whether it's advancing between educational levels or preparing for post-secondary education, employment, and independent living.
Marksim’s dissertation, “THE BENEFITS OF THERAPY, EMOTIONAL SUPPORT, AND SERVICE (TESS) ANIMALS IN SECONDARY EDUCATION” sought to provide findings and recommendations of the impact of therapy, emotional support, and service (TESS) animals on an educational setting.
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