Tonya Eberhart

Tonya Eberhart, Ph.D., is an Assistant Research Professor at KUCRL. Dr. Eberhart serves as Co-PI of a large-scale research grant where the purpose is to examine the efficacy of a multicomponent transition intervention that will improve key transition outcomes for high school students with learning disabilities (LD) or at risk of LD and their ability to effectively apply executive functioning skills and knowledge to successfully transition to post-secondary education or desired careers. She is managing editor for the curriculum guide for this project titled Possible Selves: Nurturing Student Motivation.

Dr. Eberhart is co-author of Champions for Teens Growth Guide: Exploring Possible Selves Student Workbook and the companion Advocate Implementation Guide, along with co-creating online advocate screenings, trainings, and coaching sessions for the program. This intervention supports high school students experiencing homelessness or housing instability and their advocates to build a relationship and ultimately guide and walk alongside the student as they move toward action steps to reach their goals, particularly in their education and post-high school transition planning, and additionally to build students' sense of agency, well-being, and belonging in their school and community.

Dr. Eberhart earned a certificate in Mindful Compassionate Leadership from the Rushing To Yoga foundation and utilizes clinically researched mindfulness and compassion cultivation methodology as well as guided inquiry and reflection in her work.

Dr. Eberhart has also published many articles on social-emotional learning, mindfulness, and academic motivation.

Research interests

• Interventions and supports for students experiencing housing instability
• Social-emotional learning
• Mindful Compassion
• Transition planning
• Goal planning
• Academic motivation
• Self-determination
• Curriculum
• Instruction

Selected Publications

Bresciani Ludvik, M., & Eberhart, T. L. (2018). Positively transforming minds within educational systems: an inner-directed inquiry process for educators and the students they serve. PublishDrive, New York.

Bresciani Ludvik, M.J.  & Eberhart, T. L. (September 2018). Working paper: How mindful compassion practices can cultivate social and emotional learning.  UNESCO MGIEP Mahatma Ghandi Institute for Peace and Sustainability. ISBN 978-81-89218-49-2 

https://unesdoc.unesco.org/ark:/48223/pf0000373705?posInSet=35&queryId=N-EXPLORE-6e6eb293-cfca-478d-a622-137b2880ba90