School Services

Identity Development:
In Curriculum and Interaction

Research shows that humans go through a major shift in consciousness upon entering adolescence. With a new understanding of identity, our children are now faced with unique challenges that go beyond learning the curriculum. They begin craving answers to questions like:

"Who am I and how do I want others to see me? What do I truly believe in? How will I contribute to society?"

They thrive when adults understand these challenges and can weave experiences into their everyday lives that correspond to their identity. When the curriculum, activities, and conversations lack key elements, they disengage.

Using the latest research in developmental and social psychology, and with my extensive knowledge of curriculum design, I help educators mold their curriculums, interaction styles, and physical spaces so that their students can develop a healthy, exploratory approach to identity.

Why Focus on Identity in Education?

For student motivation and investment in academic and non academic content

For career and life trajectories

To develop a goal orientation

To prepare for identity challenges later in life

"Scholars have argued that life in the 21st century will require the orientation and skills to repeatedly explore and reconstruct identity in order to cope with continuous change and uncertainty."

(Flum & Kaplan, 2006)

“More important, perhaps, is the realization by educators, parents, employers, and students themselves, that they desire and need more from education than just knowledge. They want education to promote development of students’ identities: self-knowledge, values, goals, and orientation and skills for personal and social transformation that would help in coping with the rapid changes that characterize life in this century.”

- Contemporary Educational Psychology

"Identity exploration is a central mechanism for identity formation that has been found to be associated with intense engagement, positive coping, openness to change, flexible cognition, and meaningful learning."

-Motivational Interventions

"Too often undergraduate business programs fail to prepare graduates to understand deeply what their lives could be about in any full sense or what their places should be in the world around them. As a result, they are not adequately prepared to be leaders in business or to gain full satisfaction in their personal and civic lives.’’

(Flum & Kaplan, 2006)

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Greg Murray

Developmental Psychologist

I am a developmental psychologist (Ed.M, Harvard) with a deep knowledge of the education sector and expertise in identity, emotion, and learning. I am experienced in designing and delivering professional development for educational organizations on a consulting basis as well as through internal roles like Director of Education and Instructional Coach. I have eight years of experience teaching at the secondary and post-secondary levels in the humanities and behavioral sciences using transformative pedagogy. I have broadened my impact by founding a private coaching practice working with adolescents and adults on life changes, performance goals, and emotional intelligence.

I work with learning organizations to coach educators on identity development, with a special focus on supporting students with learning differences and mental health conditions.

My Key Competencies

Deep mastery of Identity Control Theory, Achievement Goal Theory, and Identity Formation Styles.
Driving structural changes that allow healthy identity exploration and learning engagement.
Innovating curriculum design that generates age and skill-level appropriate programs and improvement using transformative pedagogy.
Enhancing teachers’ skill-set to leverage healthy identity development during in-classroom and extra-curricular student interaction.
Impactful classroom management techniques that inherently develop intrinsic student motivation and increase autonomy.
Transforming educators to be responsive to neurodiversity in the classroom so that students with learning differences and mental health conditions can flourish.

Prior Partners

Greg Delivers the Research on Identity in Education

Neurodiversity - The New "Normal" in Education

The 21st century will see the demise of industrialized learning methods in education. One size does not fit all and if we aim our instruction at the average learner, we end up leaving half the class behind. Identity-focused education can be tailored to the individual and be personalized for all learning styles, taking into account those with learning differences and mental health challenges. This is a great passion of mine and of my programs contain information on how to reach these students. Take a look at this blog post to learn more.

Identity in Education – Learning Differences and Neurodiversity

Greg MurrayDecember 4, 2020

Testimonials

"As an educator, Greg Murray passionately embraced the philosophy of building meaningful relationships with his students and by doing so, he inspired his students to pursue their academic goals and improve their weaknesses. Moreover, Greg had an innate skill of fostering a caring and supportive environment. Students trusted and respected Greg. They knew that Greg truly cared about them and students' respect for Greg propelled them to strive for academic excellence. Finally, the West Chester East teaching staff respected Greg for his altruistic nature and for his willingness to help his fellow teachers improve their pedagogical practices."

Matt Bonds, West Chester East High School

“After struggling for years with mental health challenges, and experiencing little to no lasting relief from traditional treatment practices (therapy + medications), Adaptive Edge Coaching has been life changing. I’ve learned how to welcome all emotions with appreciation and understanding, instead of fear and shame. My language and perspective have shifted, boosting my confidence. I am finally learning how to create a life that makes me want to be alive.”

Dana P.

"Greg was to be able to achieve professional sustainability, growth and success, as I move up the ladder of being a junior employee to senior positions. This had been a struggle for me in the past few years, to work with senior leadership and their different existing yet invisible power centers and motivations. Greg, via his theoretical knowledge and activities, allowed me to identify my various identities and the perceived threat that they face in different situations. That, along with guidance of how to navigate a number of situations, while keeping my identity and self, has truly made me feel empowered and hopeful for my growth. It is still a WIP, but I am confident that with my work with him, I shall be able to become stronger and informed as an individual.”

Madhav

"Greg is incredible. He understands peak performance from all sides. The science and academia, practicalities of how to bring transformation to life, and how to move forward to make real progress. What sets Adaptive Edge apart is the thoroughness and actionability. There are deep, long lasting changes and immediate benefits. I have gained a clear perspective on what is getting in my way, and actionable steps to how I can move past it. The awareness Greg has helped me achieve is truly life changing."

Alex

"Through conversation and written exercises, Greg has helped me identify thought patterns that were getting in my way to achieving my personal goals. Now, I'm able to take intentional actions to get me on my way!"

Jane

"Working with Greg at Adaptive Edge Coaching has been a great experience so far. One thing I really like is that we have diversified the use of our time rather than solely focusing on one topic or structure. It has been the perfect balance of looking at the past, doing inner self-reflection to identify links between thoughts, feelings, and emotions, and forward-looking tactics to set and achieve goals. Additionally, we have blended discussions on topics such as the evolution of self and identity, approaches to relationships, and work-life balance."

John

"Greg Murray promoted the benefits of improving the mind/body connection and sense of identity with both his students and colleagues. As a teacher and coach, Greg helped to incorporate mindfulness in their practices to improve their performance. This was not only directed to improve performance in the classroom or the athletic field, but also to help these teenagers develop their sense of identity as a friend, family member, student, and worker. Greg also shared his experiences and practices with his adult colleagues. Through sessions on yoga, controlled breathing, and meditation, he spread the awareness of the mind/body connection throughout the faculty. In turn, the teachers relayed that philosophy in the classroom to assist the students when faced with test anxieties and social pressures."

Jessica, Teacher