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Source: https://www.drkevinbrown.com/feed/

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<title>Mental Health After Traumatic Accident </title>
<link>https://www.drkevinbrown.com/2025/04/09/mental-health-after-traumatic-accident/</link>
<comments>https://www.drkevinbrown.com/2025/04/09/mental-health-after-traumatic-accident/#respond</comments>
<dc:creator><![CDATA[kevinbrown]]></dc:creator>
<pubDate>Wed, 09 Apr 2025 03:33:35 +0000</pubDate>
<category><![CDATA[Blog]]></category>
<category><![CDATA[Education]]></category>
<category><![CDATA[News]]></category>
<guid isPermaLink="false">https://www.drkevinbrown.com/?p=949</guid>
<description><![CDATA[I appreciate this very informative article for sure. I have read this article and support the literature and the findings. Please see the valuable research around the impact of trauma after car accidents. After a traumatic accident, addressing mental health is crucial, as the event can impact an individual’s mental well-being. Traumatic accidents often lead … <a href="https://www.drkevinbrown.com/2025/04/09/mental-health-after-traumatic-accident/" class="more-link">Continue reading "Mental Health After Traumatic Accident "</a>]]></description>
<content:encoded><![CDATA[
I appreciate this very informative article for sure. I have read this article and support the literature and the findings. Please see the valuable research around the impact of trauma after car accidents. 
After a traumatic accident, addressing mental health is crucial, as the event can impact an individual’s mental well-being. Traumatic accidents often lead to various challenges such as PTSD, anxiety, and other mental health conditions. That’s why we made a new resource about mental health after a traumatic accident. Check it out below:
<a href="https://farahandfarah.com/traumatic-accidents-mental-health/" target="_blank" rel="noreferrer noopener">farahandfarah.com/traumatic-accidents-mental-health/</a>
Mental trauma after an accident can severely limit your ability to resume regular activities. It is normal to experience distress after a car accident, but treatment may be necessary if it is prolonged and interferes with daily functioning. The right support makes recovery from emotional trauma after a car accident attainable.
During a car accident, a series of events can unfold that can cause lasting emotional trauma, including life-altering injuries, the threat of death, and the death of someone else. Emotional trauma is a natural response to such a dramatic chain of events. It is a function of the brain’s complex survival mechanisms. 
Emotional trauma from a car accident should not be viewed as a weakness, but as a type of injury that may require treatment for the best possible outcome, much like any physical injury.
<a href="https://farahandfarah.com/traumatic-accidents-mental-health/" target="_blank" rel="noreferrer noopener">farahandfarah.com/traumatic-accidents-mental-health/</a>
<a href="https://farahandfarah.com/jacksonville/car-accident-lawyer/">The Hidden Repercussions</a>
]]></content:encoded>
<wfw:commentRss>https://www.drkevinbrown.com/2025/04/09/mental-health-after-traumatic-accident/feed/</wfw:commentRss>
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</item>
<item>
<title>The Importance of Non-Cognitive Skills for Success</title>
<link>https://www.drkevinbrown.com/2025/03/25/the-importance-of-non-cognitive-skills-for-success/</link>
<comments>https://www.drkevinbrown.com/2025/03/25/the-importance-of-non-cognitive-skills-for-success/#respond</comments>
<dc:creator><![CDATA[kevinbrown]]></dc:creator>
<pubDate>Tue, 25 Mar 2025 13:17:02 +0000</pubDate>
<category><![CDATA[Achievement Gap]]></category>
<category><![CDATA[Blog]]></category>
<category><![CDATA[College Readiness]]></category>
<category><![CDATA[Education]]></category>
<category><![CDATA[Leadership]]></category>
<category><![CDATA[News]]></category>
<category><![CDATA[Social Justice and Equality]]></category>
<guid isPermaLink="false">https://www.drkevinbrown.com/?p=946</guid>
<description><![CDATA[President Barack Obama’s signing of Every Student Succeed Act mandates states to address at least one non-academic measure in their district’s accountability systems. Gabrielli, Ansel, & Krachman, 2015, suggest non-cognitive skills support cognitive skills. However, non-cognitive and cognitive skills can be measured independently but yet they are interdependent. It is true to say students with … <a href="https://www.drkevinbrown.com/2025/03/25/the-importance-of-non-cognitive-skills-for-success/" class="more-link">Continue reading "The Importance of Non-Cognitive Skills for Success"</a>]]></description>
<content:encoded><![CDATA[
President Barack Obama’s signing of Every Student Succeed Act mandates states to address at least one non-academic measure in their district’s accountability systems. Gabrielli, Ansel, & Krachman, 2015, suggest non-cognitive skills support cognitive skills. However, non-cognitive and cognitive skills can be measured independently but yet they are interdependent. It is true to say students with stronger non-cognitive stills also demonstrate high academic achievement throughout a student’s educational years which includes college. Not only great college performance, but strong non-cognitive skills are needed to effectively navigate adulthood’s many challenges which demand grit and perseverance (Chetty, 2011; Heckman & Robinstein, 2001; & Plug, 2006). Scholars, universities, and society at large more than not view educated people solely through the cognitive lens. Although, it is clear cognition along has a basic to mildly moderate track record. However, when cognitive skills are supported with non-cognitive skills, the positive results and possibilities can be infinite.
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<figure class="wp-block-image size-large"><img fetchpriority="high" decoding="async" width="1024" height="900" data-id="621" src="https://www.drkevinbrown.com/wp-content/uploads/2022/01/Black-male-teacher-1024x900.jpg" alt="" class="wp-image-621" srcset="https://www.drkevinbrown.com/wp-content/uploads/2022/01/Black-male-teacher-1024x900.jpg 1024w, https://www.drkevinbrown.com/wp-content/uploads/2022/01/Black-male-teacher-300x264.jpg 300w, https://www.drkevinbrown.com/wp-content/uploads/2022/01/Black-male-teacher-768x675.jpg 768w, https://www.drkevinbrown.com/wp-content/uploads/2022/01/Black-male-teacher.jpg 1062w" sizes="(max-width: 767px) 89vw, (max-width: 1000px) 54vw, (max-width: 1071px) 543px, 580px" /></figure>
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<wfw:commentRss>https://www.drkevinbrown.com/2025/03/25/the-importance-of-non-cognitive-skills-for-success/feed/</wfw:commentRss>
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<item>
<title>National Student Safety& Security Conference & Workshop</title>
<link>https://www.drkevinbrown.com/2025/03/02/national-student-safety-security-conference-workshop/</link>
<comments>https://www.drkevinbrown.com/2025/03/02/national-student-safety-security-conference-workshop/#respond</comments>
<dc:creator><![CDATA[kevinbrown]]></dc:creator>
<pubDate>Sun, 02 Mar 2025 19:18:02 +0000</pubDate>
<category><![CDATA[Achievement Gap]]></category>
<category><![CDATA[Blog]]></category>
<category><![CDATA[College Readiness]]></category>
<category><![CDATA[Leadership]]></category>
<category><![CDATA[News]]></category>
<category><![CDATA[Social Justice and Equality]]></category>
<guid isPermaLink="false">https://www.drkevinbrown.com/?p=940</guid>
<description><![CDATA[It sounds like Dr. Kevin Brown’s workshops will be incredibly insightful, especially for educators, school administrators, and anyone working with students. His focus on adverse childhood experiences (ACEs) and trauma-informed practices is particularly important, as it aligns with a growing awareness of how early life experiences can significantly impact a child’s development and behavior in … <a href="https://www.drkevinbrown.com/2025/03/02/national-student-safety-security-conference-workshop/" class="more-link">Continue reading "National Student Safety& Security Conference & Workshop"</a>]]></description>
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</div></figure>
It sounds like Dr. Kevin Brown’s workshops will be incredibly insightful, especially for educators, school administrators, and anyone working with students. His focus on adverse childhood experiences (ACEs) and trauma-informed practices is particularly important, as it aligns with a growing awareness of how early life experiences can significantly impact a child’s development and behavior in school settings.
Attending the National Student Safety and Security Conference in Orlando, Florida, in April 2025, Houston, TX, in October 2025, and August 6-8 in New York would be a great opportunity for professionals to learn practical strategies for addressing trauma, fostering resilience, and supporting students in a more holistic way. Dr. Brown’s expertise could provide valuable tools for creating environments where both boys and girls can thrive, taking into account their developmental needs and life experiences.
For anyone attending, the workshops would likely cover essential topics like how to build trauma-informed schools, understanding the impact of ACEs, strategies for improving emotional regulation, and promoting positive behavior without punitive measures. It could be a transformative experience for those who want to better support their students’ mental and emotional well-being.
Are you planning on attending one of these workshops, or is there a specific aspect of Dr. Brown’s work you’re most interested in?
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<slash:comments>0</slash:comments>
</item>
<item>
<title>Are Schools and Judicial Systems Considering Boys’ Prefrontal Cortex before Punishing?</title>
<link>https://www.drkevinbrown.com/2025/03/02/are-schools-and-judicial-systems-considering-boys-prefrontal-cortex-before-punishing/</link>
<comments>https://www.drkevinbrown.com/2025/03/02/are-schools-and-judicial-systems-considering-boys-prefrontal-cortex-before-punishing/#respond</comments>
<dc:creator><![CDATA[kevinbrown]]></dc:creator>
<pubDate>Sun, 02 Mar 2025 17:29:17 +0000</pubDate>
<category><![CDATA[Achievement Gap]]></category>
<category><![CDATA[Blog]]></category>
<category><![CDATA[College Readiness]]></category>
<category><![CDATA[Education]]></category>
<category><![CDATA[Leadership]]></category>
<category><![CDATA[News]]></category>
<category><![CDATA[Social Justice and Equality]]></category>
<guid isPermaLink="false">https://www.drkevinbrown.com/?p=934</guid>
<description><![CDATA[Dr. Kevin Brown’s of Waukegan, IL. argument brings attention to the disparities boys face in educational systems and how their developmental needs may be overlooked. His focus on non-cognitive skills such as self-regulation is important because it emphasizes a deeper understanding of the developmental differences between boys and girls, particularly in how their brains mature. … <a href="https://www.drkevinbrown.com/2025/03/02/are-schools-and-judicial-systems-considering-boys-prefrontal-cortex-before-punishing/" class="more-link">Continue reading "Are Schools and Judicial Systems Considering Boys’ Prefrontal Cortex before Punishing?"</a>]]></description>
<content:encoded><![CDATA[
<figure class="wp-block-image size-large is-resized"><img loading="lazy" decoding="async" width="493" height="1024" src="http://www.drkevinbrown.com/wp-content/uploads/2025/03/image-493x1024.png" alt="" class="wp-image-935" style="width:251px;height:auto" srcset="https://www.drkevinbrown.com/wp-content/uploads/2025/03/image-493x1024.png 493w, https://www.drkevinbrown.com/wp-content/uploads/2025/03/image-145x300.png 145w, https://www.drkevinbrown.com/wp-content/uploads/2025/03/image-768x1594.png 768w, https://www.drkevinbrown.com/wp-content/uploads/2025/03/image-740x1536.png 740w, https://www.drkevinbrown.com/wp-content/uploads/2025/03/image-986x2048.png 986w, https://www.drkevinbrown.com/wp-content/uploads/2025/03/image.png 1170w" sizes="auto, (max-width: 493px) 100vw, 493px" /></figure>
Dr. Kevin Brown’s of Waukegan, IL. argument brings attention to the disparities boys face in educational systems and how their developmental needs may be overlooked. His focus on non-cognitive skills such as self-regulation is important because it emphasizes a deeper understanding of the developmental differences between boys and girls, particularly in how their brains mature. Mothers and fathers always have questions about their boys because boys are consistently compared to girls during boys very early years of life. More than not, boys are not broken. Males’ brain tends to develop later than females. This doesn’t make him broke. It’s simply what nature intended for the males and females.
Boys, on average, tend to have a slower development of the prefrontal cortex, the area of the brain responsible for decision-making, impulse control, and attention. This can result in behaviors that may be misinterpreted as defiance, immaturity, or lack of focus, when in fact, they may simply be a product of their developmental timeline. Brown’s suggestion to stop penalizing boys for behaviors they may not have full control over highlights the need for a more tailored, empathetic approach in how we educate and guide them.
His belief that schools, judicial organizations, and communities should invest in helping boys develop into productive young men points to the importance of providing support systems that focus on building those non-cognitive skills—like emotional regulation, empathy, and resilience—rather than simply disciplining them for perceived shortcomings. These changes could involve incorporating more interactive and movement-based learning, creating mentorship programs, and advocating for school policies that allow boys more flexibility in managing their behavior and learning styles.
It’s an important discussion that ties developmental neuroscience to real-world social outcomes, suggesting that we rethink educational strategies to foster all students’ potential, recognizing that their developmental paths may differ. What do you think could be the first step in addressing these concerns in schools?
]]></content:encoded>
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<slash:comments>0</slash:comments>
</item>
<item>
<title>Jazz in Columbia, MO is Topnotch!</title>
<link>https://www.drkevinbrown.com/2025/02/24/jazz-in-columbia-mo-is-topnotch/</link>
<comments>https://www.drkevinbrown.com/2025/02/24/jazz-in-columbia-mo-is-topnotch/#respond</comments>
<dc:creator><![CDATA[kevinbrown]]></dc:creator>
<pubDate>Mon, 24 Feb 2025 20:43:53 +0000</pubDate>
<category><![CDATA[Blog]]></category>
<category><![CDATA[Education]]></category>
<category><![CDATA[Jazz]]></category>
<category><![CDATA[News]]></category>
<guid isPermaLink="false">https://www.drkevinbrown.com/?p=928</guid>
<description><![CDATA[ Hilario Durán Quartet is scheduled to perform in Columbia The Hilario Durán Quartet is scheduled to perform in Columbia, Missouri, on Thursday, March 20, 2025, at the Missouri Theatre. This group is an absolute beast! This event is part of the “We Always Swing” Jazz Series and serves as the Dr. Carlos & Laura Perez-Mesa Memorial Concert. The concert will … <a href="https://www.drkevinbrown.com/2025/02/24/jazz-in-columbia-mo-is-topnotch/" class="more-link">Continue reading "Jazz in Columbia, MO is Topnotch!"</a>]]></description>
<content:encoded><![CDATA[
 Hilario Durán Quartet is scheduled to perform in Columbia
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<figure class="wp-block-image size-large"><img loading="lazy" decoding="async" width="1024" height="768" data-id="930" src="https://www.drkevinbrown.com/wp-content/uploads/2025/02/IMG_1175-1024x768.jpg" alt="" class="wp-image-930" srcset="https://www.drkevinbrown.com/wp-content/uploads/2025/02/IMG_1175-1024x768.jpg 1024w, https://www.drkevinbrown.com/wp-content/uploads/2025/02/IMG_1175-300x225.jpg 300w, https://www.drkevinbrown.com/wp-content/uploads/2025/02/IMG_1175-768x576.jpg 768w, https://www.drkevinbrown.com/wp-content/uploads/2025/02/IMG_1175-1536x1152.jpg 1536w, https://www.drkevinbrown.com/wp-content/uploads/2025/02/IMG_1175-2048x1536.jpg 2048w" sizes="auto, (max-width: 767px) 89vw, (max-width: 1000px) 54vw, (max-width: 1071px) 543px, 580px" /></figure>
</figure>
The Hilario Durán Quartet is scheduled to perform in Columbia, Missouri, on Thursday, March 20, 2025, at the Missouri Theatre. This group is an absolute beast! This event is part of the “We Always Swing” Jazz Series and serves as the Dr. Carlos & Laura Perez-Mesa Memorial Concert. The concert will feature Hilario Durán on piano, Yoser Rodriguez Vargas on bass, Ahmed Mitchel Ponce on drums, and Jorge Luis Torres Paumier on percussion. Doors open at 6:00 PM, with the performance starting at 7:00 PM. Tickets are available through the Jazz Series Box Office or online.
This will be a fantastic concert you do not want to miss! 
Jazz Today, Jazz Tomorrow, Jazz Forever!!
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<slash:comments>0</slash:comments>
</item>
<item>
<title>Despite Race, Males are Facing Tremendous Challenges in the Modern Era (Waukegan, IL)</title>
<link>https://www.drkevinbrown.com/2025/02/22/despite-race-males-are-facing-tremendous-challenges-in-the-modern-era/</link>
<comments>https://www.drkevinbrown.com/2025/02/22/despite-race-males-are-facing-tremendous-challenges-in-the-modern-era/#respond</comments>
<dc:creator><![CDATA[kevinbrown]]></dc:creator>
<pubDate>Sat, 22 Feb 2025 09:01:00 +0000</pubDate>
<category><![CDATA[Achievement Gap]]></category>
<category><![CDATA[College Readiness]]></category>
<category><![CDATA[Leadership]]></category>
<category><![CDATA[News]]></category>
<category><![CDATA[Social Justice and Equality]]></category>
<guid isPermaLink="false">https://www.drkevinbrown.com/?p=919</guid>
<description><![CDATA[Today in Waukegan, IL., I shared the stage with two magnificent educators and social scientists, author Dr. Robert Marshall and author Dr. Michael Allen. Today we focused on several topics that have become colossal concerns for men such as fatherhood, education, labor market, non-cognitive skills, mental health, the importance of self-regulation and most of all … <a href="https://www.drkevinbrown.com/2025/02/22/despite-race-males-are-facing-tremendous-challenges-in-the-modern-era/" class="more-link">Continue reading "Despite Race, Males are Facing Tremendous Challenges in the Modern Era (Waukegan, IL)"</a>]]></description>
<content:encoded><![CDATA[
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<figure class="wp-block-image size-large"><img loading="lazy" decoding="async" width="768" height="1024" data-id="921" src="https://www.drkevinbrown.com/wp-content/uploads/2025/02/IMG_3668-768x1024.jpg" alt="" class="wp-image-921" srcset="https://www.drkevinbrown.com/wp-content/uploads/2025/02/IMG_3668-768x1024.jpg 768w, https://www.drkevinbrown.com/wp-content/uploads/2025/02/IMG_3668-225x300.jpg 225w, https://www.drkevinbrown.com/wp-content/uploads/2025/02/IMG_3668-1152x1536.jpg 1152w, https://www.drkevinbrown.com/wp-content/uploads/2025/02/IMG_3668-1536x2048.jpg 1536w, https://www.drkevinbrown.com/wp-content/uploads/2025/02/IMG_3668-scaled.jpg 1920w" sizes="auto, (max-width: 767px) 89vw, (max-width: 1000px) 54vw, (max-width: 1071px) 543px, 580px" /></figure>
</figure>
Today in Waukegan, IL., I shared the stage with two magnificent educators and social scientists, author Dr. Robert Marshall and author Dr. Michael Allen. Today we focused on several topics that have become colossal concerns for men such as fatherhood, education, labor market, non-cognitive skills, mental health, the importance of self-regulation and most of all defining the difference between Mature Masculinity and Immature Masculinity. We never use the awful term Toxic Masculinity. It’s a complete turn off for men and many women who understand using the term toxic masculinity is simply a misinformed person.
We truly enjoyed the interactive dialogue between the panelist and audience. We look forward to continuing this conversation as well as provide solutions for males to tackle their challenges head on. However, men can not do it alone. We must acknowledge them with wrap around supports. (Males who hurt, hurt us).
The event took place at the Antmound Foundation, 2424 Washington St. Ste 103, Waukegan, Illinois 60085.
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<title>Dr. Kevin Brown: Educator & Social Scientist</title>
<link>https://www.drkevinbrown.com/2025/02/19/dr-kevin-brown-sociologist/</link>
<comments>https://www.drkevinbrown.com/2025/02/19/dr-kevin-brown-sociologist/#respond</comments>
<dc:creator><![CDATA[kevinbrown]]></dc:creator>
<pubDate>Wed, 19 Feb 2025 05:14:14 +0000</pubDate>
<category><![CDATA[Achievement Gap]]></category>
<category><![CDATA[Blog]]></category>
<category><![CDATA[College Readiness]]></category>
<category><![CDATA[Education]]></category>
<category><![CDATA[Leadership]]></category>
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<description><![CDATA[Dr. Kevin W. Brown is a distinguished educator and sociologist dedicated to addressing the profound impacts of adverse childhood experiences (ACEs), toxic stress, and poverty on youth development. With over two decades of experience in education, Dr. Brown has become a leading voice in promoting equity and cultural proficiency within academic institutions. Academic and Professional … <a href="https://www.drkevinbrown.com/2025/02/19/dr-kevin-brown-sociologist/" class="more-link">Continue reading "Dr. Kevin Brown: Educator & Social Scientist"</a>]]></description>
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Dr. Kevin W. Brown is a distinguished educator and sociologist dedicated to addressing the profound impacts of adverse childhood experiences (ACEs), toxic stress, and poverty on youth development. With over two decades of experience in education, Dr. Brown has become a leading voice in promoting equity and cultural proficiency within academic institutions.
Academic and Professional Background
Dr. Brown earned his Bachelor of Arts and Master of Arts in Teaching from Grambling State University. He furthered his education with a Ph.D. from Cardinal Stritch University and worked as assistant superintendent of Columbia Public Schools of Columbia, Missouri and Administrator in Racine, WI and Waukegan, IL. Dr Brown serves as a lecturer in the Sociology and Education Department at Oakton College in the Greater Chicagoland, where he teaches courses such as “Social Problems,” “Deviant Behavior,” and “Introduction to Education.”
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In addition to his role at Oakton College, Dr. Brown is an Administrator in the Greater Chicago Area. His career highlights include collaborations with esteemed scholars like Dr. Gloria Ladson-Billings, focusing on equity and cultural proficiency during his tenure as a principal in Madison and Racine, Wisconsin. 
<a href="https://insssc.com/speaker/brown-kevin/?utm_source=chatgpt.com" target="_blank" rel="noreferrer noopener">insssc.com</a>
Focus on Adverse Childhood Experiences and Non-Cognitive Skills
Dr. Brown’s research delves into the lasting effects of ACEs, toxic stress, and poverty on children’s development. He emphasizes the importance of non-cognitive skills and self-regulation, particularly in boys, advocating for educational strategies that foster resilience and emotional intelligence. Through his work, Dr. Brown aims to bridge the gap between scientific understanding and practical application in educational settings.
National Student Safety & Security Conference Contributions
A sought-after speaker, Dr. Brown has presented at various National Student Safety & Security Conferences across the United States. His sessions often explore the profound impact of ACEs on adulthood and life expectancy, providing educators and administrators with insights into creating supportive learning environments. Notably, he has been featured at conferences in locations such as:
<ul class="wp-block-list">
<li>New York City, New York: Scheduled to speak at the conference from August 6-8, 2025, Dr. Brown will share his expertise on addressing childhood adversities within educational frameworks. <a href="https://insssc.com/nsssc-2025/new-york/?utm_source=chatgpt.com" target="_blank" rel="noreferrer noopener">insssc.com</a></li>
<li>San Diego, California: Participated in the May 2024 conference, discussing emerging school security threats and the importance of understanding ACEs in developing preventive strategies. <a href="https://insssc.com/nsssc-2024/san-diego/?utm_source=chatgpt.com" target="_blank" rel="noreferrer noopener">insssc.com</a></li>
<li>Las Vegas, Nevada: Contributed to the November 2021 conference, focusing on the relationship between childhood abuses before the age of 18 and their long-term effects. <a href="https://insssc.com/speaker/brown-kevin/?utm_source=chatgpt.com" target="_blank" rel="noreferrer noopener">insssc.com</a></li>
</ul>
Personal Interests
Beyond his professional endeavors, Dr. Brown is a passionate jazz saxophonist, often performing in various jazz venues during his spare time. This artistic pursuit reflects his belief in the therapeutic power of music and its role in personal expression and community building. Dr. Brown’s Jazz Quartet has performed in Kansas City, MO, Columbia, MO, Milwaukee, WI, Waukegan, IL, Baton Rouge, LA, Chicago, IL and many more cities.
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Dr. Kevin W. Brown’s multifaceted career as an educator, administrator, and musician underscores his commitment to addressing the complex challenges faced by today’s youth. Through his research, teaching, and community engagement, he continues to inspire positive change in educational practices and student support systems nationwide.
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<title>Addressing Males’ Mental Health in Lake County, Illinois</title>
<link>https://www.drkevinbrown.com/2025/02/18/addressing-males-mental-health-in-lake-county-illinois/</link>
<comments>https://www.drkevinbrown.com/2025/02/18/addressing-males-mental-health-in-lake-county-illinois/#respond</comments>
<dc:creator><![CDATA[kevinbrown]]></dc:creator>
<pubDate>Tue, 18 Feb 2025 02:18:56 +0000</pubDate>
<category><![CDATA[Education]]></category>
<category><![CDATA[News]]></category>
<category><![CDATA[Social Justice and Equality]]></category>
<guid isPermaLink="false">https://www.drkevinbrown.com/?p=890</guid>
<description><![CDATA[1. Suicide (80% Male) 2. Opioid Addiction (70% Male) 3. Prison Population (93% Male) 4. Broader Considerations:Gender Roles and Expectations: Much of this disparity can be traced to traditional gender roles, which often dictate that men be self-reliant, unemotional, and strong. These expectations may discourage them from seeking help, expressing vulnerability, or engaging in preventive … <a href="https://www.drkevinbrown.com/2025/02/18/addressing-males-mental-health-in-lake-county-illinois/" class="more-link">Continue reading "Addressing Males’ Mental Health in Lake County, Illinois"</a>]]></description>
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1. Suicide (80% Male) 2. Opioid Addiction (70% Male) 3. Prison Population (93% Male) 4. Broader Considerations: Gender Roles and Expectations: Much of this disparity can be traced to traditional gender roles, which often dictate that men be self-reliant, unemotional, and strong. These expectations may discourage them from seeking help, expressing vulnerability, or engaging in preventive health behaviors. Challenging these traditional notions of masculinity and encouraging emotional expression and support-seeking behaviors may be key to reducing these negative outcomes. Intersectionality: These issues may also intersect with race, class, and socioeconomic status. For example, men in disadvantaged communities may be at even greater risk for addiction, incarceration, and suicide.
 Educational & Therapeutic Care Services 773-909-4745 <a href="mailto:blackbrown1911@gmail.com">blackbrown1911@gmail.com</a>
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<item>
<title>Education</title>
<link>https://www.drkevinbrown.com/2025/01/30/education/</link>
<comments>https://www.drkevinbrown.com/2025/01/30/education/#respond</comments>
<dc:creator><![CDATA[kevinbrown]]></dc:creator>
<pubDate>Thu, 30 Jan 2025 23:44:56 +0000</pubDate>
<category><![CDATA[Achievement Gap]]></category>
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<category><![CDATA[Social Justice and Equality]]></category>
<guid isPermaLink="false">https://www.drkevinbrown.com/?p=883</guid>
<description><![CDATA[After Surgery Corrected my Hearing concerns, My Elementary Teachers Taught me to Read I personally understand the importance of learning to read as well as the importance of comprehending what you read. As a very young kid, I had a hearing problem. My kindergarten teacher realized I could not hear. As a result of not … <a href="https://www.drkevinbrown.com/2025/01/30/education/" class="more-link">Continue reading "Education"</a>]]></description>
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After Surgery Corrected my Hearing concerns, My Elementary Teachers Taught me to Read
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I personally understand the importance of learning to read as well as the importance of comprehending what you read. As a very young kid, I had a hearing problem. My kindergarten teacher realized I could not hear. As a result of not being able to hear everything, I missed a ton of words, sounds of letters, and phrases. 
To correct the matter, at the age of 5 I had surgery with the Eye, Ear, and Nose doctor in New Orleans, LA. I remember clearly because I had to go to the doctor for checkups for months and I remember not being able to go swimming. From 1st grade to 4th grade, I had to go to the speech pathologists and others to help me catch up. It was my 3rd grade teacher Mrs. Freece Flowers and Mrs. Bloomquist, both magnificent teachers of Mooney Avenue Elementary School who made sure I learned how to read and read very well.
Now as an administrator in the Greater Chicago Area, I have dedicated my life to educating those who follow. It is just one of the many ways I give back for the purpose of enhancing humanity and helping improve the outcomes for so many students, families, and communities.
Learning to read not only benefits the individual, it actually impacts anyone who comes into contact with that person. Due to Mrs. Freece Flowers & Mrs. Bloomquist’s total dedication to me and other students of Hammond, Louisiana, others have benefited from my educational accomplishments. I owe a great deal of people who helped me to become Dr. Kevin Brown the educator, administrator, professor of sociology, Jazz Saxophonist, and most of all, just a great human being who believes in giving back by shaping and cultivating the youth to become productive contributors who also give back.
Empathy is powerful. I embrace it wholeheartedly. It matters for the sustainability of society and mankind as we know it. 
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<title>Student Achievement</title>
<link>https://www.drkevinbrown.com/2025/01/27/student-achievement-2/</link>
<comments>https://www.drkevinbrown.com/2025/01/27/student-achievement-2/#comments</comments>
<dc:creator><![CDATA[kevinbrown]]></dc:creator>
<pubDate>Mon, 27 Jan 2025 12:00:18 +0000</pubDate>
<category><![CDATA[Achievement Gap]]></category>
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<category><![CDATA[College Readiness]]></category>
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<category><![CDATA[Leadership]]></category>
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<guid isPermaLink="false">https://www.drkevinbrown.com/?p=861</guid>
<description><![CDATA[How are Executive Functioning Skills & Non-cognitive Skills Similar and/or Different? Why it Matters to have Clarity around these Extremely Necessary Skills? I have been an educator for over 25 years and for the last 10-15 years, I continue to hear educators mentioned or describe how they are going to fix students executive functioning skills … <a href="https://www.drkevinbrown.com/2025/01/27/student-achievement-2/" class="more-link">Continue reading "Student Achievement"</a>]]></description>
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How are Executive Functioning Skills & Non-cognitive Skills Similar and/or Different? Why it Matters to have Clarity around these Extremely Necessary Skills?
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I have been an educator for over 25 years and for the last 10-15 years, I continue to hear educators mentioned or describe how they are going to fix students executive functioning skills as well as describe the actions to take in order to greatly improve students poor executive functioning skills. Educators believe by improving EFS, students will have significantly better academic outcomes. However, not only will there be an improvement academically, but these students will be accepted more socially and teachers will be more approving and welcoming.  (4 years old in the picture with my mother and Educator in the other picture)
As a social scientist, I also believe if we can significantly improve people’s executive functioning skills, we can help those individuals live a more organized and fulfilling life. But sometimes we educators start to describe the concerns in question as it relates to certain students who more than not turn out to be boys. The concerns often described, seem more like “Non-Cognitive Skills.” However, girls and boys can suffer from poor non-cognitive skills. It is true that Executive Functioning Skills and Non-cognitive skills share many of the same skills or behaviors, but for extremely different reasons. For the sake of clarity, I find it necessary to define the two kinds of skillsets in question. By doing so, helps provide the reader with additional clarity around which skills are biological and found to be part of the brain. The others more around social exposures. However, with the appropriate treatments and help from the right professionals, there is great news supporting success.
Executive Functioning Skills
Definition: Executive functions refer to a set of cognitive processes that are essential for goal-directed behavior, problem-solving, and self-regulation. These skills are primarily associated with the prefrontal cortex of the brain, which governs higher-order thinking and decision-making.
Key Executive Functioning Skills:
<ul class="wp-block-list">
<li>Working Memory: The ability to hold and manipulate information in your mind over short periods.</li>
<li>Inhibition (Self-Control): The ability to control impulses, resist distractions, and stay focused on tasks.</li>
<li>Cognitive Flexibility: The ability to adapt thinking when faced with new, unexpected, or conflicting information.</li>
<li>Planning and Organization: The ability to set goals, make plans, and organize steps to achieve those goals.</li>
<li>Task Initiation: The ability to begin tasks without procrastination.</li>
<li>Emotional Regulation: The ability to manage emotional responses in various situations.</li>
</ul>
Biological Basis: Executive functioning skills are deeply connected to the frontal lobes, particularly the prefrontal cortex, which is the brain’s “command center” for decision-making, impulse control, and planning. These skills typically develop over time, with maturation occurring into early adulthood.
Noncognitive Skills
Definition: Non-cognitive skills (often called soft skills or life skills) are personal attributes, attitudes, and behaviors that help people navigate the world, work effectively, and cultivate relationships. Although these skills are less about raw cognitive processing, they impact how we interact with the world and manage difficult moments.
Key Noncognitive Skills:
<ul class="wp-block-list">
<li>Social Skills: The ability to communicate effectively, cooperate with others, and navigate social situations.</li>
<li>Motivation: The drive to pursue goals and persist in the face of challenges.</li>
<li>Resilience: The ability to bounce back from setbacks or difficulties.</li>
<li>Self-Esteem: A person’s perception of their own worth, which can influence behavior and interactions.</li>
<li>Mindfulness: The ability to remain present and aware in the moment, managing stress and emotions.</li>
<li>Time Management: Effective allocation of time for various activities.</li>
</ul>
Biological Basis: Noncognitive skills are less about specific brain regions and more about a combination of personality traits, emotional intelligence, and environmental influences. Some research suggests they are influenced by early life experiences, family arrangements, and socio-economic factors. In addition, non-cognitive skills are shaped by interaction with social and cultural contexts, which makes them more flexible and context-dependent compared to the more biologically grounded executive functions.
Now that there is clarity regarding “Non-cognitive Skills” and “Executive Functioning Skills,” we can see that some of the skills slightly overlap. However, it is important to acknowledge that they may overlap at some point, but for different reasons. As a result of Executive Functioning Skills having more to do with the brain or brain development, trying to correct a student suffering from poor EFSs require tremendously different strategies, plenty of more time, and maybe medication. In addition, to appropriately work with people as it relates to improving EFSs, usually require a certified therapist, psychologist, or psychiatrist. When I hear school counselors, principals, or teachers claiming to be working on students executive functioning skills, I am not so sure if this is really the case due to our educational training which does not focus on techniques for improving EFSs. Despite best our intentions, many school district’s personnel usually fall far short of what it takes to help students develop strong executive functioning skills which would help them navigate life’s many joys and difficulties. On the other hand, there are more promising opportunities for schools, counselors, parents, and educators to significantly improve students suffering from poor non-cognitive skills by intentionally focusing on these skills throughout students’ K-12 academic career. When we do this, we call this Social Emotional Learning and Supports. Tons of school district’s across the country are already focusing on these very important skills and with great success.
Executive Functioning Strategies for Improvement: 
Treatment is often focused on cognitive-based strategies, neurodevelopmental training, and, in some cases, medication. There’s a biological foundation, but neuroplasticity allows for improvement through structured, cognitive training and interventions.
Non-cognitive Skills Strategies for Improvement: 
Treatment is typically focused on behavioral strategies, emotional learning, and social engagement. Improvement comes through practice, social interactions, and strengthening of emotional intelligence, and while not as biologically constrained as executive functions, there is still room for improvement through experience and reflection.
References
Diamond, A. (2013). Executive functions. Annual Review of Psychology, 64, 135-168. https://doi.org/10.1146/annurev-psych-113011-143750
Heckman, J. J., & Kautz, T. (2013). The economics of human development and social mobility. National Bureau of Economic Research. https://doi.org/10.3386/w19656
Gordon, R., & Kaufman, J. (2020). The development of noncognitive skills: Implications for early childhood education. Early Childhood Education Journal, 48(6), 785-798. https://doi.org/10.1007/s10643-020-01014-1
Miyake, A., & Friedman, N. P. (2012). The nature and organization of individual differences in executive functions: Four general conclusions. Current Directions in Psychological Science, 21(1), 8-14. https://doi.org/10.1177/0963721411429458

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