Alexandria Avona

I attribute my success to nearly eight years of work at the intersection of mathematics education and the social determinants of health. My career began as a mathematics teacher in Oakland, California, where I came to a pivotal realization: many students were not struggling because of math itself, but because of underlying social, environmental, and organizational challenges that directly affected their ability to learn. That insight fundamentally reshaped my professional path.

Through my work and research in spatial cognition and learning environments, I developed a deeper understanding of how external factors—such as executive functioning challenges, organizational barriers, and broader social conditions—can significantly influence academic performance. My defining “aha” moment as an educator came when students began confiding in me about personal and systemic challenges, signaling that my role extended beyond instruction and into advocacy and problem-solving. This experience ultimately led me to found my company, with a mission to research and address these root causes so students can thrive academically.

Today, through We’re Solving Society, I focus on direct-action approaches to identifying and mitigating social determinants of health that impede educational and professional success. Our work centers on evidence-based investigation, ethical data analysis, and systemic accountability, particularly in contexts where structural inequities disproportionately affect individuals in leadership, analytical, and executive roles. Despite significant resource constraints, I remain committed to advancing fairness, transparency, and meaningful solutions that address economic, organizational, and environmental barriers to success.

The best career advice I’ve ever received came from mentors who encouraged me to explore unstructured, innovative approaches to problem-solving. I am especially grateful to Dylan Tizon for her leadership with the nervous system in her excellent work and Sucheta Thomas for her ongoing, unbelievably positive guidance to scholars and scientists since high school. She gave me lots of room to try new curriculum and develop my own. I’ve also drawn inspiration from the late Maryam Mirzakhani, the brilliant Iranian mathematician whose groundbreaking work continues to influence and inspire my own approach to mathematics and research. I deeply relate to how she originally accidentally pigeonholed herself; thinking her mind was only for art and writing. Though these continued to bring her great joy, she later found a latent mathematical talent so powerful she became a Field's medalist. Their guidance taught me the value of curiosity, persistence, and the courage to challenge traditional paths in pursuit of meaningful impact.

For young women entering the field of education, my advice is to focus on the bigger picture; address the underlying challenges your students face, not just the academic content. Success in this work requires patience, empathy, and resilience. Don’t take disrespect personally—let it be an opportunity to practice professionalism and maintain your focus on your goals. I also encourage cultivating reflection and meta-cognitive skills, both for yourself and for your students, as these are key to meaningful learning and growth. Outside of work, I find balance and inspiration through watercolor painting and spending time in nature, which remind me of the importance of creativity and perspective in both life and education.

The biggest challenge in education right now is trying to push the fixed mindset that people and minds can't change, and that talent is inborn. Putting neuroplasticity back into the educational setting is critical; much talent is generational and fostered by supportive communities. Though talent is inspiring and real, we must never let it overshadow that latent talents are everywhere with the right research on the nervous system and neuroplasticity. People can really change and develop talents they didn't know they had the mind for. When a trauma based nervous system lens to educational low performance is applied, real cognitive abundance occurs. It is often that my students surprise themselves coming out of academic doldrums to success.

The values that are most important to me in my work is a solution mindset, joy, and persistence. Never think things can't change where they are broken or collapsing. Admitting the problem despite the ego blow is step one, and the next is developing a can do attitude that everything can change if you tinker with it at the right angles. I also prioritize joy and fun in my math teaching. Humor, silliness and play center the nervous system into its most explorative potential when and where comprehension is internalized through humor and joy. In fact, minds that show humor and joy when learning perform the best and show the deepest overall comprehension. I also think persistence is key. Distress tolerance for when things just won't go your way is critical; finding the path that will work takes time, consideration and a mind that can meditate on the issue from a variety of angles. So, I emphasize distress tolerance skills as well as a critical feature of effective persistence coupled with cognitive flexibility.