Scott Seider is a professor of applied developmental and educational psychology at Boston College. His research focuses on the role that educators can play in fostering young people's civic development and critical consciousness. A former secondary teacher, Scott is the author of more than 75 academic publications, including Schooling for Critical Consciousness: Engaging Black and Latinx Youth in Analyzing, Navigating, and Challenging Racial Injustice (co-authored with Daren Graves). Scott also currently serves on advisory boards for a number of youth-serving organizations, including EL Education, the Journal of Adolescent Research, and the Center for Parent and Teen Communication.

Aaliyah El-Amin is a faculty member at Harvard Graduate School of Education, where her research and teaching focus on ensuring that educators have the knowledge and tools they need to disrupt systems of oppression. Her specific interest areas include liberatory education models, social justice schooling, critical pedagogy, and youth participatory action research. Aaliyah has also worked as an elementary classroom teacher and a school instructional facilitator in Atlanta, GA; executive director of Teach for America in Charlotte, NC; and interim vice president of program and innovation for the Black Teacher Collaborative.

Julia Bott is the executive director of inclusive education for Boston Public Schools, where she supports leaders and educators to cultivate more equitable and inclusive learning opportunities for all students. Julia has also worked as an early childhood teacher, assistant principal, and principal, and she was named a 2021 National School Principal of the Year for her exemplary leadership and service. Additionally, she has planned and led professional development courses for school leaders and teacher leaders focused on instructional leadership for equity. Julia earned her doctorate in educational leadership at Boston College, where her research focused on how leaders leverage instructional leadership to build the pedagogical knowledge and skill of educators for social justice.