WellCheq was born out of a love for teachers and students. Our goal is to create a tool that gives students a voice and provides teachers with insight into the wellbeing of their learners. When students are struggling, teachers and counselors get notified in order to provide those individuals with extra love. This data facilitates meaningful conversations between teachers and students, so that students know when they come into school they are seen and loved.
Jodi, the creator of WellCheq, is a former high school teacher passionate about supporting students and cultivating their potential. She is fascinated by how stress affects the brains and bodies of our children. Jodi graduated from the University of Pennsylvania with her BA in the Biological Basis of Behavior in 2014 and with her Master’s degrees in Education Policy and Secondary Education in 2015. After leaving Penn, she taught 10th grade biology and 12th grade anatomy in Philadelphia for three years. During her tenure, she loved watching her students thrive. Together, they achieved a 400% increase in proficiency on the state Biology exam. Jodi’s experience teaching inspired her to pursue a PhD. At the Johns Hopkins University School of Education, she focuses on how experiencing trauma can affect students’ ability to achieve at their highest level. Her research examines how aspects of school climate can serve as a buffer against stress. Jodi loves working with students and teachers, whose roles are complex, crucial, and extremely rewarding. Not all superheroes wear capes :)
Lieny is an Assistant Professor of Education at The Johns Hopkins University School of Education, and co-creator of WellCheq. She also leads the Baltimore Education Research Consortium’s Early Childhood Data Collaborative. Lieny received her PhD degree in Human Development and Family Science with a minor in Quantitative Method from The Ohio State University. She completed her post-doctoral training in the Department of Defense Child Development Virtual Laboratory School. Her research focuses on early care and education, family characteristics and neighborhood disadvantage that impact children’s lives. She is passionate about early childhood educators’ social and emotional well-being and workforce development, and the way it impacts young children’s development. She also examines how early care and education buffers challenging home and neighborhood environments, and maximizes at-risk children’s development. Her research has been published in national and international peer-reviewed journals and featured in the New York Times. She was selected as an AERA-SRCD early career fellow in early education and development in 2017.
Katherine is a research assistant and Licensed Graduate Professional Counselor. She contributes to research at Johns Hopkins University on early childhood education and the mental health of early childhood educators and students. Katherine is also a mental health counselor at a nonprofit Youth Services Bureau in Maryland serving children and families in Baltimore City and the surrounding area. She enjoys spending part of her free time as a volunteer tutor for at-risk children in Baltimore City Public Schools.
Julie has worked as a Nationally Certified School Psychologist in Prince George’s County Public Schools since July 2014. She has received several local and state awards for her work, most notably being named School Psychologist of Maryland for the 2017-2018 year. Julie received her Bachelor of Arts from the University of Rochester and her Master of Arts and PhD in School Psychology from the University of Maryland, College Park. In addition to her more traditional day-to-day role as a school psychologist Julie also enjoys conducting countywide trainings for parents and teachers as well as designing, organizing, and implementing school wide activities to support children’s mental health. Many of these programs, such as her annual children’s mental health expo as well as school fitness walks in support of children’s mental health, have received state awards and subsequent recognition. Beyond working as a practicing school psychologist within the school-house, Julie also serves as an adjunct instructor at UMBC and conducts research. Her professional and research interests include home-school partnerships, parent involvement and engagement, and school-based mental health. She has authored 10 publications and presented over 28 posters and workshops at different local, national, and international conferences and meetings. Julie is also involved in several local, state, and national-level school psychology related organizations, such as the American Psychological Association, Division 16, Early Career Workgroup, National Association for School Psychologists, Maryland School Psychology Association, and the Prince George’s County School Psychologists Association. In her free time Julie enjoys spending time with her family and friends as well as traveling.
Dylan is a product developer and designer who enjoys creating delightful solutions to difficult problems. He is currently a senior product engineer at Sisu Data and an advisor at Long Weekend, the software workshop he co-founded. He is also a proud supporter and occasional technical collaborator of his parter's community for pro women athletes - The Pivot. Like Jodi, Dylan graduated from the University of Pennsylvania and is thrilled to work with Wellcheq to change the way schools think about student and educator wellbeing.