Executive Functions First
How Skill-Building, Not Consequences, Creates Sustainable Change for Young People
High-impact keynotes and professional learning that translate executive function science into real-world solutions for behavior, attendance, and learning.
Excerpt from a keynote on bridging science, practice, and real-world school environments
Excerpt from a keynote on bridging research, practice, and real-world school environments
Schools Are Facing a Behavior and Attendance Crisis— And Traditional Approaches Aren’t Working
Across the country, schools are experiencing unprecedented levels of student dysregulation, behavioral escalation, chronic absenteeism, and staff burnout—especially in high-poverty communities.
While schools and organizations invest heavily in discipline systems, attendance initiatives, and compliance-driven interventions, many of these efforts remain reactive and fragmented, addressing symptoms rather than root causes.
When students struggle to regulate emotions, sustain attention, manage stress, and adapt to daily demands, both behavior and attendance decline.
This pattern has been consistent across schools we’ve worked with—and it’s not accidental.
Executive Functions Are the Foundation of Behavior, Learning, and Sustainable Practices
Over 18 years of implementation in high-poverty schools, Higher Ground has seen a consistent pattern: when systems focus primarily on consequences and compliance, behavior and attendance challenges persist.
When schools intentionally build executive functions—attention, emotional regulation, working memory, and cognitive flexibility—behavior stabilizes and learning becomes possible.
Developmental neuroscience explains why.
Trauma, chronic stress, and instability disrupt executive function systems first, long before academic failure becomes visible.
When schools align their practices to this reality, they move from reacting to symptoms to building sustainable systems that support students and staff.
“Executive functions are critical for success in school and life. Higher Ground incorporates the key features most important for improving children’s and youths’ executive functions. I enthusiastically endorse their work.”
— Dr. Adele Diamond, Phd
What This Looks Like in Practice
Highlights from 18 years of school-based implementation.
How executive function–centered approaches stabilize behavior and learning
Want a deeper look at the thinking and implementation behind this work?
👉 Download the free Executive Functions guide
Who This Is For
These keynotes and professional learning sessions are designed for organizations navigating persistent challenges related to behavior, attendance, and engagement—especially in high-stress or high-poverty contexts.
This work is a strong fit for:
School leadership teams facing chronic behavior issues, staff burnout, or rising absenteeism
District administrators focused on sustainability, MTSS, school climate, and attendance improvement
Teachers, counselors, and support staff working in dysregulated or trauma-impacted environments
Community-school and nonprofit partners embedded in schools and aligned around whole-child support
Conferences and professional learning communities focused on education, youth development, and systems change
The content is practical, science-aligned, and grounded in real-world implementation—not theory alone.
Formats & Delivery Options
These keynotes and professional learning sessions are designed to be flexible and responsive to the needs of schools, districts, and organizations.
Available formats include:
In-person keynotes for school, district, or conference audiences
Virtual keynotes for distributed teams or regional convenings
Half-day or full-day professional learning sessions
Leadership retreats and district-wide learning events
Conference keynotes and breakout sessions
Each engagement is customized to align with audience needs, context, and desired outcomes.
Beyond the Keynote
For organizations seeking continued learning or deeper implementation support, Higher Ground offers additional pathways aligned with the executive function principles introduced in our keynotes and professional learning sessions.
Online Learning Community (Skool):
Ongoing access to practical resources and shared learning that support executive function development beyond a single event.
👉 Explore our online learning communityConsulting & Implementation Support:
Long-term partnership for schools and districts focused on executive function development, behavior stabilization, and sustainable systems.
👉 Learn more about our consulting and implementation support
About the Speaker
Jansen Azarias-Suzumoto is the CEO and Co-Founder of Higher Ground and has spent the past 18 years implementing school-based solutions in high-poverty communities across Arizona. His work bridges executive function research, developmental neuroscience, and real-world school implementation to address persistent challenges related to behavior, attendance, and learning.
Jansen works directly with principals, district leaders, and educators to help schools shift from consequence-driven systems toward skill-building practices that stabilize behavior, increase engagement, and support long-term sustainability. His approach is grounded in both science and practice, shaped by years of hands-on work inside schools navigating complex social, economic, and trauma-related challenges.
Let’s Talk
If you’re exploring how executive function–centered approaches could support behavior, attendance, and learning in your school or organization, we’d welcome a conversation.
Speaking engagements are tailored to audience needs, context, and goals.