You are here

Richard Robertson

Robertson, Ricky

Ricky Robertson has had the privilege to work with students from pre-K to 12th grade who have persevered in the face of adversity and trauma. As a consultant and coach, he assists schools in developing trauma-informed systems of support and Restorative Practices that foster resilience and success for staff and students. He is the co-author, “Building Resilience in Students Impacted by Adverse Childhood Experiences: A Whole-Staff Approach.”  (CORWIN 2018).  Ricky delivers impactful, life-changing and school system-changing workshops through his consultant relationship with CORWIN, based on this timely and important new book. 

Ricky first became acquainted with the work of John Hattie, Nancy Frey, & Doug Fisher in 2009, when he was teaching high school in one of New York City's most diverse school districts. He incorporated many of their strategies into his unique, relationship-based approach to teaching; as a result, students' passing rates on state math assessments improved from 55% to over 90%. 

As an advocate for racial equity, Ricky created partnerships between schools, community organizations, and businesses to create learning and employment opportunities for under-served students in New York City. He was featured on PBS's American Graduate in 2013 as a result of this work. He has continued to assist school leadership teams in addressing bias and enhancing their culturally responsive teaching practices.  

Ricky currently holds a teaching credential (K-12 Special Education) and Washington State school administrator certification. As a teacher, Behavior Specialist, and coach, he has worked in K-12 traditional and alternative schools. Ricky has helped schools develop and implement multi-tiered systems of support that have improved student behavior, academic performance, social-emotional well-being, and attendance. His deep respect for youth, especially those living with trauma, and the educators who serve them continue to inspire his work today. 

Areas of expertise
  • Adverse Childhood Experiences (ACEs)
  • Trauma-Informed Practices
  • Restorative Justice / Restorative Practices
  • Equity & Culturally Responsive Practices
  • Social-Emotional Learning (SEL)
  • Special Education


Building Resilience in Students Impacted by Adverse Childhood Experiences (2 or 4 Days):

Participants will deepen their understanding of the impact of ACEs and trauma on students’ learning and behavior. Research has shown that ACEs and trauma affect a child’s brain development, cognition, behavior, and social-emotional development. By building our knowledge of the impact of ACEs, we strengthen our “why,” or the reason that we engage in this work, while gaining insights that make us more effective school professionals. School-wide systems that engage the entire staff to create a universal culture of compassion and achievement can provide students with consistent support, structure, and nurturance.

  • Expand your capacity to foster resilience and success for your students and yourself.
  • Learn strategies for cultivating self-awareness, growth mindset, resiliency, and self-care
  • Develop multi-tiered strategies to support the behavioral, social-emotional, and academic success of all students, especially those impacted by ACEs and trauma
  • Develop action plans to implement a multi-tiered trauma-informed framework in schools



Request agendas and pricing


What People are Saying...

“This workshop series was wonderful, relevant and hugely impactful for the population we want to better serve. Ricky and Amber make a great team. They are very knowledgeable and were able to share from a wealth of experiences they have had.”

-West Des Moines Community Schools, IA

"We selected Ricky Roberston to lead a presentation for our county-wide professional development day on social-emotional learning and trauma-informed practices in the fall of 2019. Over 400 attendees responded positively to his presentation. Through personal anecdotes, humor, compassion and expertise, he delivered relevant information and provided concrete strategies to our county educators. We received such an overwhelming positive response, we asked Ricky to continue the work we started by facilitating a social-emotional learning community of practice over the course of the school year. When COVID-19 hit, we reached out to Ricky based on the need expressed by the educators in the county for support with returning to school and what that would look like and how to support social­emotional needs of students, families, teachers, etc. He pivoted seamlessly from face-to-face professional development to a virtual learning environment providing three separate and distinct webinars; one for administrators and counselors, one for educators and one for paraprofessionals. Ricky is truly an expert in this field. His sense of humor keeps it real and interactive and encourages the possibility that change can happen." 

~ Teena Corker, Associate Superintendent of Education Services, Office of the Nevada County Superintendent of Schools, CA

"Ricky, Amber and Victoria delivered a three-day workshop and it was absolutely phenomenal. They were engaging and created a space where participants could dive into the material in a way that left them understanding not only how trauma effects our students but also inspired to make change. Several participants noted how it was the best professional development they have ever attended."

~ David Fendel, Coordinator of Social Emotional Learning, Contra Costa County Office of Education, CA


"Ricky Roberston has conducted a number of statewide resilience webinars for Alaska teachers, administrators and paraprofessionals. He is both very knowledgeable and engaging. All his presentations have been outstanding. We look forward to continuing our work with Ricky throughout the upcoming school year."

                                                                                  ~ J. Kelly Tonsmeire, Founder of Alaska Staff Development Network


"Ricky Robertson first presented in Southern Oregon at our first annual Equity Summit in August 2019. Ricky was one of several high-profile speakers all of whom were well received by summit participants; but the feedback we received on Ricky's keynote and breakout sessions was especially positive. What set Ricky apart, and what participants most valued from his work with us, was Ricky's understanding of intersectionality. Ricky doesn't present singularly because he understands none of us exist singularly. Rather, Ricky stands in the intersection of what it is to be human: gender, race, sexuality, socio-economic status, language, and lived experience. And from that space, Ricky helps educators understand how the decisions we make, the words we use, and the learning opportunities we provide either build-up or tear-down the humans with whom we have the incredible responsibility of teaching, mentoring, and serving. When Ricky came back in 2020 for follow-up sessions, I introduced him using a place setting. I held up a salad plate and told the audience that sometimes when you go to professional learning the presenter only talks about salad and leads you to believe if you serve the right salad all educational issues will be solved. And then I held up the dinner plate and the silverware, and the glass and said the same about each individual item. Then I explained that Ricky doesn't deliver to us one "course"; instead, Ricky understands our job is to serve a complete and nourishing meal. Ricky understands that to leave the table full and  healthy one must have all the components. And then I invited our audience to the table, assuring them Ricky had prepared a delicious  and nutritious meal for us. and never once did any of us leave hungry!" 

~ Mark Angle-Hobson, Education Services Coordinator


“I have talked with other teaching staff and all of us feel like we are unconsciously more interactive with our students (connecting in a real way) as a result of the training. Our amazing school staff are already very kind and patient when working with students. However, obtaining the evidence-based research that confirms the devastating and lasting effects of ACEs rekindled our passion (despite the symptoms of burn out) to connect and support our kids so they can be strong, continue to enjoy learning, and be lifetime thrivers. Getting more tools in our tool bag is like getting gold!”

~ Esther Hunter, Educator, Eagle Point School District, OR