WHO WE ARE
Partnerships in Education and Resilience (PEAR) has contributed to the social-emotional and STEM education fields for the past 20 years. The organization was founded in 1999 by Dr. Gil Noam while he was a professor at Harvard Graduate School of Education (HGSE) and Harvard Medical School’s psychiatric teaching hospital, McLean Hospital where it was called the Program in Afterschool, Education, and Research (PAER). In 2007, PEAR moved from its primary location at HGSE to McLean Hospital and became The PEAR Institute. In the fall of 2020, PEAR spun off from McLean Hospital and became a Benefit Corporation.
Our team members have a passion for improving the lives of children by increasing their opportunities for success, both in and out of school. We are guided by evidence and work to connect education, youth development, and mental health as thought leaders in the field. We are committed to reducing inequities in the lives of young people, their families, and their educators. Reflecting the broad diversity of our community and supporting an inclusive culture are essential to our mission of helping all young people thrive.
PEAR takes a developmental approach to the study of new models of effective educational programming and incorporates educational, health, public policy, and psychological perspectives. Its programs and projects are a part of a number of schools and afterschool programs across the United States and internationally. Our staff is comprised of experienced psychiatrists, social workers, instructional specialists, school and classroom teachers, former school and out-of-school time (OST) administrators. PEAR partners with school districts, out-of-school-time programs and youth-serving organizations to promote social-emotional development in the service of student engagement, academic achievement, and life success.
WHAT WE DO
PEAR has created an integrated student support system that includes tools and services, all based on scientific research. All educational settings can use these tools to better understand the non-academic picture of their students.