Caring and inclusivity

Educational psychologist with training in systemic family therapy and extensive experience supporting children and adolescents in their emotional, academic, and social development. She holds diplomas in early stimulation and multisensory stimulation. She has collaborated on projects focused on character education, school violence prevention, and strengthening family bonds. Currently, she is part of the Thomas Jefferson School preschool team, working closely with families, teachers, and students to create safe, empathetic, and motivating school environments.

Psychologist with a Master’s in Neuropsychology and Education. Since the beginning of her professional career, she has worked in the educational field, collaborating with both public and private schools, which has allowed her to support children and adolescents at different stages of their development. Her work focuses on promoting the socio-emotional growth of her students, creating a safe and trusting environment where each student can recognize and strengthen their abilities. She is also passionate about fostering overall well-being and a love for learning through play and engaging activities.

Psychologist with over 10 years of experience in both educational and clinical settings, with a Cognitive-Behavioral approach. Her work focuses on promoting the integral development of each student, fostering an environment of trust and empathy that allows for building strong connections to provide the support they need most. She is always willing to accompany students in their growth and is deeply committed to teamwork, with the goal of creating a positive and meaningful impact in their lives.

Licensed Psychologist specialized in Systemic Therapy for Children and Adolescents, currently completing her fourth year in Brief Therapy. She has over 14 years of experience as a school psychologist and 15 years in private practice working with adolescents and their families.
She has supported middle and high school students through one of the most significant and exciting stages of their lives. Her work focuses on providing emotional guidance and building bridges of trust, creating safe spaces where young people can express themselves, discover who they are, and become who they want to be. With a comprehensive vision of adolescent development, she helps students recognize their strengths, face challenges, and fosters a school environment of emotional support that is close, professional, and deeply human.

Bachelor in Psychology with experience in the educational field. Her greatest passion has always been working in educational institutions, where she has developed a deep commitment to the well-being and education of students. Her professional focus is centered on contributing to the integral development of each student, fostering inclusive, safe, and high-quality environments that enhance learning and personal growth.

Valeria Luquin holds a degree in Psychology and a Master’s in Behavioral Sciences with a specialization in Neurosciences. Throughout her academic journey, she has complemented her studies with various courses in neuroscience and participation in specialized psychology conferences, which has allowed her to stay updated on the scientific advances within her field. Her career combines both clinical practice and the educational setting, building a solid profile committed to promoting comprehensive well-being across different stages of human development.
With more than seven years of experience working with children, Valeria has taken on roles as a monitor for students with neurodivergences, preschool teacher, and currently serves as a Case Manager in the Support Services department at Instituto Thomas Jefferson (ITJ). In this role, she designs academic and socio-emotional support strategies tailored to the specific needs of each student. Additionally, her clinical psychology background, with a cognitive-behavioral focus and third-wave therapies, has enabled her to provide guidance to children and adolescents in managing processes related to neurodivergences and emotional development, always from an inclusive and person-centered perspective.
Her professional interests focus on social well-being and justice, with particular emphasis on child development and welfare. She considers it essential that every child feels fulfilled and happy within the different contexts they engage in. Currently, she is furthering her training through a diploma in Early Stimulation, reflecting her ongoing commitment to expanding her professional tools. Valeria is distinguished by her ability to integrate scientific knowledge with a humanistic vision, fostering educational and therapeutic environments that promote equity, inclusion, and holistic development.

He holds a degree in Psychology and a Master’s in Behavioral Sciences with a specialization in Neuroscience. He has experience in the application and interpretation of neuropsychological assessments, in scientific dissemination and collaborates in a Spanish-language neuroscience research journal.
He maintains a strong interest and ongoing commitment to educational inclusion, particularly in supporting students with learning barriers, neurodivergent profiles, and multicultural backgrounds.
His work as a learning psychologist and educator has focused on guiding adolescents through their educational processes, standing out for his respectful, sensitive, and comprehensive approach.
He is a contributing author of a book published by the University of Guadalajara Press and is involved in two upcoming publications focused on supporting vulnerable individuals living with Alzheimer’s disease. He continues to pursue both personal and professional growth, reinforcing his commitment to the individuals and families he works with.

Ms Sarahí holds a Degree in Psychology, a Master’s in Behavioral Sciences with a specialization in Neuroscience, and a Master’s in Family Sciences. Her academic background is complemented by diplomas in Neuropsychology of Neurodevelopmental Disorders, Thanatology, and Mindfulness.
With more than eight years of experience in educational inclusion, she has worked with institutions ranging from preschool to high school, focusing especially on lower elementary, where she promotes strategies to reduce barriers to learning and participation. Her work seeks to ensure that every student can develop their potential in a more equitable and human school environment.
Her professional journey also includes having been a university professor and collaborating in a civil association dedicated to the social reintegration of young people in conflict with the law, experiences that enriched her vision of a more just and inclusive society.
For her, recognizing individual abilities is the first step toward true inclusion, and education is the space where those differences can be transformed into strengths.

Holds a Bachelor's degree in Educational Sciences, a Master's in Neuropsychology, and a Diploma in Learning Difficulties. With over 20 years of teaching experience, she has dedicated her career to the comprehensive development of children and adolescents, as well as supporting parents and fellow educators.
Currently working as a specialized therapist, she is also involved in the field of inclusive education, promoting accessible, empathetic, and student-centered learning environments.
Her commitment to education and emotional well-being has made her a trusted figure in both pedagogical and neuropsychological support.

She holds a Bachelor’s degree in Psychology and a Master’s degree in Educational Psychology from the University of Guadalajara, with training in Cognitive-Behavioral Therapy.
Her career combines clinical practice, research, and the educational field. 
She has teaching experience and has worked as a primary school homeroom teacher, which has strengthened her skills in working with children, families, and multidisciplinary teams.
She has enriched her academic and professional profile through participation in national and international conferences, as well as a research stay at the Universitat de València, Spain. In addition, she has served as a speaker and workshop facilitator in various forums related to psychology and education.
Convinced of the transformative power of education and mental health, Ms. Marisol promotes inclusive, empathetic, and evidence-based practices that recognize and enhance each individual’s unique abilities.

Mar Alvarado holds a degree in Psychology and a master's degree in Behavioral Science with a focus on Neuroscience. Throughout her professional career, she has gained experience in research related to the psychophysiology of cognitive and emotional processes, with a particular focus on children and adolescents, including those with Attention Deficit Hyperactivity Disorder (ADHD).
In addition to her research work, she has been actively involved in academia, serving as a university-level lecturer. She currently specializes in pediatric neuropsychological assessment, combining her scientific background with a strong ethical and social commitment. Her main professional interest lies in promoting the inclusion of neurodivergent individuals in society, contributing to the creation of more understanding, equitable, and respectful environments for all children.

Lorenza holds a Bachelor’s degree in Psychology from Universidad del Valle de México. She is currently pursuing a Master’s degree in Personalized Teaching Methods at Universidad de La Rioja and is accredited by PBL Works as a Project-Based Learning (PBL) teacher. She has also completed several courses on didactics for gifted children, which have deepened her understanding of the importance of raising awareness about this neurodivergence.
She has eight years of teaching experience in both lower and upper elementary education and firmly believes in childhood as well as in the diverse ways children learn.
In addition to her work in education, Ms. Lorenza has specialized in systemic child and family therapy, which has equipped her with tools and knowledge to support gifted children and their families in the socio-emotional domain.
Her empathy, solidarity, and strong sense of justice are reflected in the holistic academic support she provides to students enrolled in the Gifted and Talented program, while also assisting teachers with strategies and materials that foster meaningful student learning, extending beyond her role as a transversal projects teacher.

Ms. Michelle holds a degree in Psychology from the Universidad Autónoma de Guadalajara and a diploma in Neuropsychology from the Universidad de Guadalajara. She is currently preparing to begin a specialization in Intervention and Child Psychodiagnostics.
Her professional experience includes collaborating with civil organizations to promote humanitarian causes. She has also worked in specialized neurodevelopment centers, supporting therapeutic processes aimed at strengthening children’s cognitive, emotional, and social skills. Currently, she is part of ITJ’s Gifted & Talented program, where she helps children with high abilities discover and develop their talents.
Ms. Michelle is recognized for her approach focused on each child’s potential, offering a respectful, empathetic, and motivating perspective. Her commitment is to create environments that foster authentic expression and confidence, helping children grow with security, creativity, and enthusiasm.