George Lucas Educational Foundation

Lori Desautels

Assistant Professor in the College of Education at Butler University

Dr. Lori Desautels has been an Assistant Professor at Butler University since 2016 where she teaches both undergraduate and graduate programs in the College of Education. Lori was also an Assistant Professor at Marian University in Indianapolis for eight years where she founded the Educational Neuroscience Symposium. Currently, the Symposium is in its eighth year and is now sponsored by Butler University College of Education. Through these conferences and symposiums, educators, parents, and the community learn to implement the tools to help our students be successful and feel a sense of purpose and connection as they walk into their classrooms. Because of her work, Lori has been able to attract the foremost experts in the fields of educational neuroscience, trauma, and adversity, which significantly grow the conference each year.

Lori has created a nine-hour graduate certification at Butler University in Applied Educational Neuroscience/Brain and Trauma. This certification has grown from 6 graduates in its pilot year in 2016 to 70 graduate students in its third cohort. The certification is open to students around the world as it has transformed into a distance learning, hybrid format. The Applied Educational Neuroscience Certificate, created by Lori in 2016, is specifically designed to meet the needs of educators, counselors, and administrators who work beside children and adolescents who have, and are, experiencing adversity and trauma.

Lori’s passion is engaging students through the application of neuroscience as it applies to attachment, regulation, and educator brain state, and teaching students and staff about their neuroanatomy, thus integrating Mind-Brain Teaching and Learning principles and strategies into her coursework at Butler. Lori has conducted brain institutes and workshops throughout the United States, Canada, Costa Rica, and Dubai on Mind-Brain Teaching and Learning. She has created webinars for educators, clinicians, and administrators illustrating how educators and students alike must understand their neuroanatomy to regulate behavior and calm the brain.

Lori is co-author of the social and emotional competencies for the state of Indiana published in January 2018. She also has authored a series of articles for “Inside the School,” an online publication providing strategies to administrators and educators alike. Lori’s articles are published in Edutopia, Brain Bulletin, and Mind Body Spirit international magazine. She also was published in the Brain Research Journal for her work in the fifth-grade classrooms during a course release partnering with the Washington Township Schools in Indiana. Lori continues her work in the Pre-K classrooms and is currently co-teaching in fifth grade and working with St. Mary’s Early Childhood Center in Indianapolis for the second consecutive year. Lori has met with hundreds of school districts across the country, equating to more than 60,000 educators, with much more work to be done!

Lori taught emotionally troubled students in the upper elementary grades, worked as a school counselor in Indianapolis, was a private practice counselor and was co-owner of the Indianapolis Counseling Center. Lori was also a behavioral consultant for Methodist Hospital in Indianapolis on the adolescent psychiatric unit where she learned that emotional and mental illness can be so challenging for youth, but the brain can repair and heal, and resilience rests at the core of human nature and our well-being.

You can find Lori’s work, presentation videos, and latest research on her website www.revelationsineducation.com. Her first book, “How May I Serve You, Revelations in Education,” was published in March of 2012. Her second book, co-authored with educator Michael McKnight, entitled “Unwritten, The Story of a Living System,” has been shared and used as a foundation to create curriculum across the country. Lori’s third book, “Eyes Are Never Quiet,” was published in January of 2018, and a new book, “Rewiring Our Perception of Discipline,” will be coming in January of 2021.

Lori graduated with a BS in Special Education from Butler University, an MS in Counseling Education from Indiana University, and earned her Ph.D. in Philosophy with an emphasis in early adolescence/thought formation from Indiana University and American Institute of Holistic Theology.

Lori resides in Indianapolis, Indiana, with her husband, Michael. She has three grown children, Andrew, Sarah, and Regan, and four rescue fur babies. 

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Website: http://www.revelationsineducation.com
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Posts

  • Mental Health

    Supporting Students Affected by Trauma

    Just as students with learning challenges need academic accommodations, students who have adverse childhood experiences may benefit from social and emotional accommodations.
  • Classroom Management

    The Role of Emotion Co-Regulation in Discipline

    Helping students regain their calm after misbehavior doesn’t mean there are no consequences—it ensures that the right lesson is learned.
  • Social and Emotional Learning

    Starting the Day With a Calming Routine

    Exercises that help young students who’ve experienced trauma transition into the school day in a relaxed and ready state.
  • Mental Health

    Reaching Students With Emotional Disturbances

    A seasoned educator shares four ideas for supporting students who have suffered emotional trauma.
  • Classroom Management

    Energy and Calm: Brain Breaks and Focused-Attention Practices

    Brain breaks and focused-attention practices positively impact our emotional state, refocusing our neural circuitry to generate increased activity in the prefrontal cortex, where problem solving and emotional regulation occur.
  • Brain-Based Learning

    Activities That Prime the Brain for Learning

    Brain breaks and focused attention practices help students feel relaxed and alert and ready to learn.
  • Brain-Based Learning

    Brains in Pain Cannot Learn!

    Young people experiencing anxiety or depression are unable to learn. We can overcome this through physical movement, focused attention practices, and teaching them about how brains work.
  • Classroom Management

    Aiming for Discipline Instead of Punishment

    Brain-aligned discipline isn’t compliance-driven or punitive—it’s about supporting students in creating sustainable changes in behavior.
  • Brain-Based Learning

    7 Ways to Calm a Young Brain in Trauma

    How can we help elementary students who have been scarred by tragedy become more receptive to learning?
  • Mental Health

    Emotional Regulation for Kids With ADHD

    Six brain-based strategies to help kids with attention-deficit/hyperactivity disorder build confidence, engagement, and focus.
  • Brain-Based Learning

    Teaching Self-Regulation in the Early Grades

    Activating young students’ natural bodily rhythms helps them regulate their nervous systems and prepare for learning.
  • Brain-Based Learning

    Quick Classroom Exercises to Combat Stress

    These brain breaks and focused-attention practices can help students cope with stress and trauma and focus on their learning.
  • Brain-Based Learning

    Ring Their Bells: A New Way to Deliver Bell Work

    Because students bring a broad variety of needs and emotions, start class with bell work that engages their working memory and sets the tone for positive, productive learning.
  • Social and Emotional Learning

    How Emotions Affect Learning, Behaviors, and Relationships

    <p>In the first of five posts about the film "Inside Out," Lori Desautels offers strategies to help explore how joy, sadness, fear, anger, and disgust can help students.</p> <br> &nbsp;
  • Social and Emotional Learning

    3 Things Students Desire to Hear From Teachers

    Students deeply desire to hear that their teachers believe in them, recognize and can explain their purpose, and want to know who they really are.