A Fresh Perspective on Keeping Students First
Ann and Dr. Gabriel Velez met through mutual colleagues at the Center for Peacemaking at Marquette University. They first connected over his book, Making Meaning of Justice and Peace: A Developmental Lens to Restorative Justice and Peace Education, and quickly discovered a shared passion for restorative justice and the student perspective. That conversation grew into a partnership grounded in one simple belief: if the work we do together as adults doesn't make a difference for students, what is the point?
Dr. Gabriel Velez is an associate professor and developmental psychologist in the Department of Educational Policy and Leadership (EDPL) in the College of Education at Marquette University, with a joint appointment in psychology. He studies identity development in adolescents and emerging adults, particularly in relation to their educational experiences. He also serves as the Faculty Director of the Black and Latino/a Ecosystem and Support Transition (BLEST) Hub at Marquette, and the Chair of the Faculty Research Team for the Center for Peacemaking. In his own words:
"My work is rooted in centering how youth develop ideas about who they are and their place in the world by processing and responding to educational experiences embedded within broader dynamics. My research explores their contextualized meaning-making of curricula, programs, transitions, and social discourses, as framed by ecological systems theories, a phenomenological approach to developmental psychology, human rights, and a focus on equity."
Gabe has been a transformative partner in our work at ACB Consulting. His knowledge and firsthand experience with students has brought a new lens to what keeping them at the center of our work means in practice. This year, our partnership has come full circle. As we begin our third year of partnership with Oswego SD 308, Dr. Velez is joining us as a research partner to evaluate the impact of collaborative teams at the district and school levels using our Six Building Blocks for Effective Systems and Teams.
Despite extensive investments in instructional improvement and leadership development, many educational systems continue to struggle with fragmented implementation and uneven student outcomes. While these challenges are often framed as issues of staff alignment or instructional quality, a more fundamental problem persists: students frequently experience educational systems as disconnected, incoherent, and misaligned. This disconnect undermines engagement, belonging, and academic growth.
Together with Oswego SD 308, we are designing and testing an improvement process that looks at how leadership structures, team processes, communication, and improvement practices shape the experiences of both adults and students. As the district grows in authentic collaboration, shared decision making, continuous improvement, and systemwide coherence, we will measure how that growth shows up for students, including their perspectives, learning, and sense of belonging. Rather than assuming how this work reaches students, we want to authentically understand their experiences and perspectives on how a changing system connects them to their learning and supports their academic and social and emotional growth.
We are so grateful for Gabe's partnership and the perspective he brings to our work. His focus on the student experience reminds us why this work matters and keeps us grounded in what is best for kids. As we continue to grow our tools and support for schools and districts, we look forward to learning alongside Gabe and finding new ways to bring student voice and experience into every level of the system. Stay tuned for more on what we are building together!
