About David Ekram
My work with schools grew out of more than four decades spent inside the daily life of PK–12 education. Over the course of my career, I have served as a teacher, behavior specialist, and school administrator in independent, public, charter, and international schools.
Those experiences placed me in the middle of the complex human dynamics that shape school communities — supporting students in distress, working with families during difficult moments, and helping educators navigate the pressures that come with teaching and leadership.
What I Observed Over Time
Over time, I began to notice a pattern that appeared in many different schools. When faculty morale declined, when communication broke down, or when leadership teams felt overwhelmed, the root causes were rarely technical or procedural.
More often, they reflected the cumulative emotional pressure placed on the adults responsible for holding the school community together.
Schools ask educators and leaders to remain calm, relational, and thoughtful even when situations are tense or unpredictable. Without support for the human side of that work, even strong schools can begin to feel reactive and unstable.
How My Approach Developed
As my work evolved, I began integrating professional coaching and nervous system–informed approaches into my work with educators and leaders. These methods help individuals remain grounded, reflective, and responsive during challenging moments rather than reacting under stress.
One of the approaches I use is Clinical Emotional Freedom Techniques (EFT), a method supported by a growing body of research on stress regulation and emotional processing. When adapted thoughtfully for school environments, these tools can help leaders and educators maintain clarity and steadiness even during difficult situations.
Professional Background
• Four decades working in PK–12 education
• Teacher, behavior specialist, and independent school administrator (Principal, Assistant Director/Principal, Dean of Students)
• Experience across independent, public, charter, and international schools
• Extensive work supporting student behavior systems and faculty collaboration
• Certified Professional Coach (iPEC)
• Certified Clinical EFT Practitioner (EFT Universe)
M.Ed. Behavioral and Emotional Disorders (Rhode Island College); B.A. Psychology (SUNY at Stony Brook
The Philosophy Behind ERC
Educator Retention Collaborative reflects a simple belief: when the adults in a school are supported in remaining steady, communicative, and relational under pressure, the entire community benefits.
Students experience more consistent learning environments, educators feel more supported in their work, and leadership teams are better able to navigate the complex challenges that schools inevitably face.