Mental Health in the Digital Age Lab 

Aalyia graduated from the Life Science program at the University of Toronto in 2018, where she had majored in Psychology and Health Studies. She completed her Masters of Arts in Education, under the supervision of Dr. Jennifer Laffier and Dr. Janette Hughes, and the Bachelor in Education program in 2021. She is currently enrolled in the Doctor of Education program at Ontario Tech University. Her research interests include digital wellness, child and youth mental health, identity development, digital technologies, art-making, and on-and-offline risk-and-resilience processes.

​Shannon is a high school chemistry and biology teacher in Brockville, Ontario. She graduated from the Bachelor of Science program at Carleton University in 2016, where she studied Biology and Psychology. Shannon completed her Bachelor of Education at Ontario Tech University in 2018 and is currently enrolled in the Masters of Arts in Education program at Ontario Tech University. Her research interests include adolescent mental health, digital technologies, and virtual reality as therapeutic treatment.

Miron is a secondary teacher with the Durham District Schoolboard, teaching Biology, Science, and Math. He has taught in Ontario and internationally, including 18 months in South Korea. In addition to his teaching role, he works as a behavioral counselor, supporting students with diverse needs. Miron completed his undergraduate Life Sciences degree at McMaster University in 2017, his B.Ed. in 2023 at OTU, and is currently completing his M.Ed. project under the supervision of Dr. Laffier. Miron's research interests include the impact of social media on adolescent well-being and academic outcomes, digital wellness, resiliency, and strategies to support student success in online and blended learning environments.

Andrea Harris is a registered psychotherapist and a graduate student in the Master of Education program at Ontario Tech University. She brings over 15 years of clinical experience in the fields of addictions and mental health, with a focus on counselling and therapeutic interventions. Andrea is a certified Mindfulness-Based Stress Reduction (MBSR) facilitator and is deeply committed to integrating mindfulness practices into clinical care. She also holds a teaching role as a part-time professor at Durham College, where she contributes to the development of future professionals in the mental health and social services sectors. Her professional background includes extensive work with individuals experiencing challenges related to gambling, gaming, and problematic technology use. This experience drives her current research interests, which center on the impact of online gambling and gaming on mental health among both youth and adults. Outside of her academic and clinical roles, Andrea enjoys spending time with her family and engaging in wellness practices that reflect her commitment to holistic health.

Michelle graduated from Ontario Tech’s Master of Arts, Education program in 2023. She is a Board Certified assistant Behaviour Analyst (BCaBA) and has over a decade of experience implementing, creating and overseeing Applied Behaviour Analytic (ABA) programming for students with Autism Spectrum Disorder (ASD) and other exceptionalities. Michelle is passionate about mental health, education, equity and social justice for individuals living with exceptional circumstances.

Lauren is an early years teacher in Winnipeg, Manitoba, and a graduated from Ontario Tech University in 2022. She holds a Bachelor of Arts and Bachelor of Education from the University of Winnipeg. Lauren has over a decade of experience teaching students from kindergarten through grade four, and is a certified Reading Recovery Teacher. She has a deep interest in mental health and well-being, bullying, literacy, digital technology, popular culture and student engagement.

Madison is a doctoral student in the Doctor of Education program at Ontario Tech University. She completed her Masters of Arts in Education at Ontario Tech in 2023, and holds a Bachelor of Arts from Trent University, a Bachelor of Education from Queen's University, an eLearning Developer certificate from Durham College. Madison is passionate about child and youth mental health, digital media, trauma-informed care, community-based approaches to wellbeing, pop culture and student engagement, digital technologies, and accessibility in online learning​.

Melissa Farrow is a dedicated child and youth counsellor (CYC) and post secondary educator with experience in both clinical and educational settings. As a faculty member at Durham College and a second support clinician at SickKids, Melissa plays a pivotal role in the inpatient psychiatry and eating disorder unit, providing direct support and supervision to patients, families and frontline healthcare providers. At Durham College, Melissa holds a project co-lead position, where she is spearheading a research-to-practice initiative that bridges college-based knowledge with community education. Her M.Ed. research investigates the impact of hybrid reflective supervision on enhancing mental health resilience and professional growth among healthcare providers. Melissa’s work emphasizes mental health resilience, and she is particularly passionate about advocating for mental health resources within healthcare and educational environments.

Lindsey is a graduate student in the MED program at Ontario Tech University. She graduated with a Bachelor of Physical and Health Education (BPHE), and Bachelor of Education (BEd) from Nipissing University. Lindsey is currently working as an OCT-certified teacher at BWDSB, and DDSB, with senior and intermediate qualifications in Biology & Physical Education. Lindsey has a passion for mental health, specifically the mental health of adolescence. Her research interests look to create more trauma-informed teaching in schools through the use of technology.

Angela completed her Bachelor of Science in mental health studies at the University of Toronto and later graduated from the Master of Arts in Education program at Ontario Tech University. She is pursuing a Master of Arts in Counselling Psychology from Yorkville University. Angela is passionate about integrating digital technologies into trauma-informed care. Her research interests include digital media, youth and adolescent mental health, and digital wellness. Putting research to practice, Angela is a dedicated community liaison where she assists community members during times of crisis.

Alexandra graduated from Ontario Tech’s Master of Education program in 2022. She is currently working as an OCT-certified elementary school teacher at YRDSB, with intermediate and senior additional qualifications. She is passionate about mental health, trauma outcomes within K-12 students, and exploring school as a context of human development.

Mark Sayers is a Full-status and Treaty Ojibway Anishinaabe nini who grew up in his home community, the Garden River First Nation, near Sault Ste. Marie, Ontario. Currrently, Mark is an enrolled student in the Doctor of Education Ed.D program at Ontario Tech University in Oshawa, Ontario.   In addition to his Master of Education degree from Ontario Tech University in Oshawa, Ontario, Mark also earned a Bachelor of Education in Aboriginal Adult Education from Brock University in St. Catharines, a Bachelor of Arts in Interdisciplinary Studies from Carleton University in Ottawa, Ontario, and a Diploma in Anishinaabemowin Language Immersion from Sault College in Sault Ste. Marie, Ontario.

Sam graduated with a BASc. in Kinesiology from the University of Guelph, where she developed a strong foundation in health, fitness, and wellness. She is currently pursuing her Master of Education at Ontario Tech University. In addition to her academic pursuits, Samantha is the co-owner of CrossFit Barrie, where she combines her passion for fitness with community building, helping individuals achieve their physical and mental well-being goals. Her role as an educator at Georgian College in Barrie further allows her to engage with diverse student populations in the areas of Fitness & Health Promotion and Wellness. Sam’s research interests include social media use, digital wellness, child and youth mental health, athletic identity development, and resilience processes in both sports and educational settings. Her work aims to provide practical insights and strategies to support mental health and digital well-being in today’s fast-paced, technology-driven world.

Courtney is an Ontario Certified Teacher and a graduate student in the Master of Education program at Ontario Tech University. She holds a diploma in Early Childhood Education from Durham College, a Bachelor of Arts in Early Childhood Studies from Toronto Metropolitan University, and a Bachelor of Education in the Primary/Junior division from Trent University. Courtney’s research interests include child and youth mental health, trauma-informed teaching practices, and digital wellness.

Sabryna graduated from Ontario Tech University with an M.Ed focused on Equity, Inclusion, and Belonging. She completed her Bachelor of Arts concurrently with a Bachelor of Education at York University. She is the Research Manager for the IDEAS(S) Lab and Ontario Tech University, where she supports equity and inclusion-focused transnational research projects. She also has over 17 years of experience in educational leadership roles, where she has created many innovative programs for students experiencing marginalization from mental health and addictions in the 2SLGBTQIA+ community. Sabryna is committed to fostering belonging for children and youth through trauma-informed practices that leverage community partnerships and technology to reduce barriers to access.

Heidi is a full-time educator with the Durham District School Board, with qualifications in primary/junior education. Heidi has a Masters of Arts in Education from University of Ontario Tech, a Bachelor of Education from Trent University, and a BA from the University of British Columbia. Heidi’s research interests includes trauma-informed practice and care within education, and seeks to create trauma-informed classrooms, schools, and communities through use of literature, writing, self-expression, and teacher efficacy.