Let’s make it official
Submit your undergraduate deposit now to join the Lynx community this Fall.

Patricia Crain de Galarce

Director, Center for Inclusive and Special Education

Patricia Crain De Galarce

As the director of the Center for Inclusive and Special Education, Patricia is focused on equity in education. She continues to provide leadership for the Inclusion Institute and the Lesley Institute for Trauma Sensitivity.

Patricia considers herself a lifelong teacher and learner. She began her career as an elementary, bilingual, and special education teacher. She has taught almost every grade level from young children to graduate students in Massachusetts, Washington, DC, and Paraguay, South America. For 12 years, Patricia led Stokes (EWS) School, an inclusive dual language immersion elementary school in DC, as the director of education and principal.

Previously at Lesley, Patricia served as the Literacy Institute Coordinator, DC's Lead Clinical Faculty in partnership with the Urban Teacher Center, and Associate Dean of the Graduate School of Education.


BS in Education, Westfield State University
MA in Intercultural Relations, Lesley University
CAGS in Education Administration, Lesley University
Ed.D. in Educational Leadership, University of Pennsylvania

Selected Publications

  • Co-author with Avery, J. et al. (2021) Changing Educational Paradigms: Trauma-Responsive Relational Practice Learnings from the USA for Australian Schools. Children and Youth Services Review.
  • Co-author with Jones, A. (2021) Early Childhood Education chapter in Inequality in America: Causes and Consequences. Edited by Rycroft, R and Kinsley, K.
  • Co-author with Crain, M. (2021) Overcoming Isolation and Fatigue: Six Strategies for These Challenging Times in The Power of Cooperation in Journal of Social and Emotional Learning, Center for Responsive Classrooms. February 2021  pp 18-22
  • Co-author with Crain, T. et al. (2021) Grow Good Citizens: Educating for Civic Hearts and Minds in a Complex Democracy. Oregon Journal for Social Studies Vol 9 num 1Pp 43-51
  • Co-author with Terrasi, S. (2017) Trauma and Learning in America's classrooms. Kappan, March, 2017
  • Co-author with White, R. (2017) Teaching the Individual: Angelica's Journey of Inquiry. Chapter in "Preparing Pre-Service Teachers for the Inclusive Classroom" IGI-global
  • Co-author with Cappiello, M. A. and Dajevskis, E. (2016) Therapy by the Book. School Library Journal, October, 2016
  • Author (2016) Resident Teachers Take an Inquiry Stance white paper, American Educational Research Association.
  • Co-author with Kennedy, K. (2016) More than Pretty Pictures, with Kathleen Kennedy, in Educational Leadership, Volume 73, Number 7, April 2016.

Selected Presentations

  • “Strategies Supporting Inclusivity & High Expectations”, REIMAGINING INTEGRATION Diverse and Equitable Schools, RIDES Webinar Series, Feb 2021
  • “Building Bridges Conference Impacting School Culture and Kids-  the Fierce Urgency of Now Massachusetts Partnership for Diversity in Education”, February, 2020.
  • “Dr. King’s Education Dream: Looking Back and Looking Forward”. Massachusetts Reading Association April 2019
  • “Book Talks: Bold Reads to challenge”. SPEAK UP, 2019 New England White Privilege Symposium. October 2019
  • “Making our way towards Resilience” Blue Ribbon Schools of Excellence Conference, December 2019
  • Panel on “Making our way towards Resilience” SXSW EDU, March 2019
  • “Trauma and Resilience” presentations at NAREN (March 2016, March 2017, and October 2019) Baltimore, MD
  • “Bibliotherapy Webinar”. CESA Library. Feb 2019
  • “Framing Thinking: Developing disciplinary literacies through art” (2016) Workshop at ILA Conference, International Literacy Association, Boston, MA
  • “Inclusion Ignite”, University of Penn GSE Anniversary Celebration Conference, July, 2016
  • “How do School Communities develop trauma sensitivity?” (2016) Symposium and paper at NEERO, New England Education Research Organization, Portsmouth, NH
  • “Get Down with Design Thinking: Inquire About Big Hairy Questions” Inquiring Minds workshop at the 95th NCSS Annual Conference (November 18, 2015) New Orleans, LA
  • “Inspiring Inquiry with Learning Walls” inquiring minds workshop at PS 20 (October 31, 2015 and 2016) Brooklyn, NY
  • “Our Students are Much More than Data Points” presentation at Assessment of ELLs with Disabilities Institute, (August 21, 2015) Marlboro, MA
  • “Meeting the Diverse Needs of English Language Learners” presentation at The Urban Teacher Center August Faculty Institute (August 13, 2015) Baltimore, MD


  • Elsie Whitlow Stokes Community Freedom Public Charter School Taking Care of our Community Award 2018
  • The Washington Post Distinguished Educational Leader Award (principal of the year) 2010
  • Harvard-Smithsonian Center's ‘Private Universe Project’ Internship
  • Council for Basic Education and National Endowment for the Humanities Fellowship
  • Vincent E. Reed Principals Leadership Award
  • The Catholic University of America Outstanding Contributions to Teacher Education

Community Service

  • Massachusetts Reading Association Executive Board member and Publications co-chair, MA
  • Inquiring Minds Board member and Pedagogista, NY
  • KMC Productions Education Advisor, DC

In the News