About

Michael Hildebrandt, Ph.D.

Michael is the owner and founder of RenewED Learning.

Michael began his career as a teacher at Landmark School where he taught at study skills classes and Language Arts tutorials. Michael soon realized his passion for helping students extended him beyond the classroom. He established a private practice helping students with organizational and motivational challenges, partnered with schools and community based programs to provide workshops for students, teachers, and parents, and began teaching graduate level courses for current and future educators. Michael’s vision was to continue spreading his knowledge of the impact of executive functioning on learning and life.

Michael’s doctoral work allowed him to develop his research and practice in the areas of self-regulated learning, executive function, and motivation into a private practice serving individuals and families. Michael has completed several research studies on the experiences of individuals in periods of transition in which he has found the positive impacts of social engagement and mentored practice. In his work with individuals, Michael’s focus is on helping people engage in a restorative process of shaping their past, current, and future story into one that renews a positive trajectory. This is accomplished through establishing clear goals, manageable steps, supportive networks, and a positive self-concept.

In addition to his private practice, Michael teaches courses in special education and educational psychology at the University of New Hampshire and Gordon College. Michael coaches high school, college, and graduate students from Massachusetts and New Hampshire, and faculty members teaching at institutions along the East Coast. Additionally, Michael assists colleges and universities establish and maintain accreditation by serving as a peer review team member for the New England Commission of Higher Education.

Michael continues to lead study skills workshops and classes for students, parents, and teachers seeking strategies to support students with learning disabilities and learning differences, executive function deficits, and ADHD.

Michael’s academic scholarship has been funded by fellowships at the Ahimsa Institute for Nonviolence in California and the College of Liberal Arts at the University of New Hampshire. He has presented his research at the Harvard Graduate school of Education and the International Dyslexia Association.

Michael’s academic program development work has been funded through grants from the Davis Educational Foundation.