Team

Nelson Brunsting, Ph.D.

University of Florida, PI

Nelson Brunsting is an Assistant Professor in the School of Special Education, School Psychology, and Early Childhood Studies (SESPECS) at the University of Florida. His research work is designed to understand and enhance the wellbeing of special education teachers, with a focus on ameliorating burnout by improving working conditions and supports for teaching. Nelson previously taught students with significant behavioral needs in Virginia.

Elizabeth Bettini, Ph.D.

Boston University, Co-PI

Dr. Elizabeth Bettini is an associate professor in the Special Education program at BU Wheelock College of Education & Human Development. Dr. Bettini’s research examines factors shaping the special education teacher workforce, particularly how working conditions contribute to the shortage of special education teachers and to inequities in access to skilled, committed special education teachers, based on students’ disability, race/ethnicity, or socioeconomic status. Her current work is focused on identifying potential interventions to improve working conditions to eliminate these inequities. She previously taught students with emotional and behavioral disorders (EBD) in self-contained and inclusive settings in Arizona and Connecticut.

Michelle Cumming, Ph.D.

St. Francis Xavier University, Co-PI

Dr. Cumming is an Assistant Professor of Inclusive Education at St. Francis Xavier University. Her interdisciplinary research has primarily focused on students with or at risk for emotional/behavioral disorders and their teachers through three interrelated research strands: (1) understanding the underlying neurocognitive variables that contribute to students’ academic and behavioral functioning; (2) developing prevention/intervention programs to improve students’ self-regulation and executive functioning; and (3) gaining insight into how to leverage working conditions to support teachers’ instruction and attrition.

Corinne Huggins-Manley, Ph.D.

University of Florida, Co-PI

Dr. Corinne Huggins-Manley’s research is focused on educational measurement, particularly issues of validity and fairness. She has published research on developments in fairness as a lack of statistical bias (e.g., differential item functioning; population invariance of equating) as well as on broader issues of fair measurement and construct validity, with a recent focus on AI- and technologically-enhanced assessments. She is the Principal Investigator and Co-Principal Investigator on three large measurement grants from the Institute of Education Sciences and the National Science Foundation. Dr. Huggins-Manley teaches multiple graduate level courses including Theory of Measurement and Item Response Theory, and also developed and manages two undergraduate research courses. In addition, she provides methodological consultation on various research grants and projects.

Danielle Jeannite, M.Ed.

University of Florida, Project Manager

Danielle is a doctoral candidate studying Special Education at the University of Florida. Her research encompasses three interrelated lines of work: (1) focusing on the role of school administrators in supporting educators working with diverse students in the PreK-12 education system, (2) examining ways to create and sustain positive working conditions for special education teachers, and (3) critically analyzing the structures and broader systems in which students and school personnel operate. She has taught students of varying abilities across multiple settings and has experience in district leadership and teacher development.

Jennifer Lillis, Ph.D.

Boston University, Research Scientist

Dr. Jenn Lillis is a Research Scientist at Boston University and a research team member of Project SUSTAIN. Her experience includes teaching special education in New York City and Costa Rica, as well as leading educational initiatives in Boston. She investigates the roles and working conditions of special educators, aiming to improve support systems and instructional quality. Her research also focuses on enhancing college and career readiness, and improving transition outcomes, for students with disabilities.

Roxana Torres

Florida International University, Research Assistant

Roxana Torres is a doctoral student in the Teaching and Learning department at Florida International University. She studies teacher retention and teacher preparation, with a focus on improving supports and working conditions for special educators. Roxana previously taught students with autism and intellectual disabilities in varied settings and she currently provides professional development, coaching, and mentoring to educators in South Florida.

D'Annette Mullen, Ph.D.

Boston University, Lead Facilitator

Dr. D’Annette Mullen is a lecturer in the Special Education program at Boston University Wheelock College of Education and Human Development. Her research is dedicated to the preparation of special educators, addressing discipline disproportionality, and integrating restorative practices in schools. Dr. Dee previously taught high school students with disabilities in New York City, where she also served as a liaison between district and city-level special education services. She also has experience serving as a restorative practices facilitator.

Megan McMillan, Ed.D.

University of Florida, Research Team Member

Megan McMillan is a Clinical Assistant Professor of Special Education at the University of Florida. Dr. McMillan specializes in building the capacity of teachers and school leaders to meaningfully include students with disabilities in general education classrooms. Before joining UF, Dr. McMillan spent 14 years teaching inclusive special education in Florida and Georgia public schools. She has served students across the spectrum of the special education professional as a classroom teacher, district specialist, and university faculty member. Her research and professional interests focus on developing and sustaining inclusive school systems, fostering effective co-teaching and collaboration, advancing inclusive leadership practices, and promoting access and belonging for students with significant disabilities. Dr. McMillan is especially passionate about professional learning that empowers educators to create equitable, inclusive, and high-quality learning experiences for all students.

Helen Flores, Ph.D.

Broward College, Research Team Member

Dr. Helen Flores is an Assistant Professor at Broward College in the Teacher Education Pathway and a member of Project SUSTAIN. She was a special educator in Miami, working in self-contained settings with students with emotional behavioral disabilities and autism. She now works as a professor educating pre-service teachers in the field of special education. Her research interests are high quality education for students with emotional and behavioral disabilities and preparing pre- and in-service teachers for working with students with behavioral challenges.

Javi Cresera, M.Ed.

University of Florida, Research Assistant

Javier (Javi) Cresera is a doctoral student in Special Education at the University of Florida. He is broadly interested in the special education teacher workforce, with particular attention to recruitment, preparation, and retention of special educators. Javi was previously a special education teacher for students with autism and students with multiple, complex disabilities in Massachusetts and Connecticut.

Tess Mahon Kuzin

Boston University, Research Assistant

Tess Mahon Kuzin (they/them) is a graduate student at Boston University studying Special Education. Through completing the EdM in Special Education program, they will gain a moderate disabilities PreK- 8 license and an autism endorsement. With previous experience working in Boston Public Schools (BPS) as an ABA paraprofessional, they are working to return to BPS as a Special Education Teacher in an early childhood classroom.