Hello

Richard D. Williams My journey in education is one defined by a commitment to equity, specialized support, and compassionate pedagogy. Currently, I'm a Ph.D. student in Curriculum and Instruction at the University at Buffalo, where I also serve as an Adjunct Instructor teaching courses like Introduction to the Exceptional Learner and Restorative Yoga. This academic work is deeply informed by nearly a decade of professional experience in K-12 public education, holding diverse roles from an Emotional Disability Teacher in Alexandria, VA, to a Manager, District-Wide Specialized Supports and Services in Providence, RI. My hands-on work has focused on creating environments of success, like leading a literacy team that achieved an 18% increase in reading scores and implementing Positive Behavior Interventions and Supports (PBIS) that reduced office referrals over a four-year period.   

My research interests center on the powerful intersection of (Exceptional) Education Policy and the transformative potential of Mindfulness, Compassion, and Altruism. This focus stems from a desire to bridge policy and practice, particularly for marginalized student populations, which is evident in my published work on the challenges facing African American males with emotional disabilities. My dedication to a holistic approach to education is further supported by advanced certifications, including a Certificate in Applied Compassion from Stanford University, training in Internal Family Systems Psychotherapy (Level 1), and Somatic Experiencing for Healing Trauma.   

Beyond the classroom and research, I actively contribute to the field through leadership and scholarship. I serve as a reviewer for the Journal of Negro Education and have held various leadership positions with the Council for Exceptional Children, including Secretary for the Division for Emotional and Behavioral Health. My publications and presentations—spanning topics from transformational PBIS leadership to reflections on healing and liberation for graduate students of minoritized identities—reflect my passion for driving systemic change. Ultimately, my story is about leveraging both academic rigor and real-world wisdom to foster a more equitable, compassionate, and effective educational system for all students.