Mohamad Ali Chehade

International school counseling and student wellbeing professional with experience supporting middle and high school students within an IB international school environment. Experienced in academic guidance, student goal-setting, Social-Emotional Learning, mental health support, emotional regulation, group facilitation, and collaboration with students, families, teachers, and learning support teams. Uses strengths-based and Solution-Focused approaches to help students recognize their abilities, set meaningful academic and personal goals, explore future pathways, and develop practical steps toward progress.

Holds a Master of Education in Mindfulness for Educators and is completing a Master of Science in Psychology, with specialized ISCA preparation in School Counseling, Mental Health, and Solution-Focused Brief Therapy.

Student Wellbeing and SEL Intern at American School of Bombay (2024-02 – 2025-06)

• Supported 339 middle and high school students across Grades 6–12 through SEL, emotional regulation, and wellbeing interventions within an IB international school environment.
• Facilitated advisory groups, classroom-based SEL sessions, and student wellbeing activities focused on emotional awareness, stress management, resilience, and self-regulation.
• Collaborated with school counselors, teachers, and learning support teams to provide student-centered support and inclusive wellbeing practices.
• Supported students during high-stress academic periods, including IB examination preparation and classroom regulation support.
• Facilitated mindfulness and performance support sessions for middle and high school athletic teams to strengthen focus, emotional regulation, and resilience under pressure.
• Co-facilitated student support sessions for learners with diverse academic and emotional needs using trauma-informed and regulation-focused approaches.
• Led parent wellbeing workshops and online community sessions focused on emotional regulation, stress management, and psychological safety.
• Helped integrate wellbeing practices into advisory programming and broader secondary school culture through weekly SEL and mindfulness initiatives.

Student Guidance & SEL Specialist at Mindfulink (2024-01 – Present)

• Academic guidance through strengths and solutions – Help students identify what is already working, recognize their strengths, set clear academic goals, and build small, realistic steps toward improvement.
• Future pathway and career planning through future-focused conversations – Help students explore the future they want, identify preferred academic or career pathways, recognize existing resources and abilities, and create practical next steps toward those goals.
• Social-emotional support – Help students manage stress, anxiety, relationships, confidence, motivation, and adjustment challenges.
• Goal-setting and student development using SFBT – Support students in defining meaningful goals, noticing exceptions to problems, identifying past successes, using scaling questions to track progress, and deciding on the next small step forward.
• Collaboration with families and school teams – Work with parents, teachers, school leaders, and outside professionals to support the student as a whole.

SEL/Wellness Coordinator and Coach at iLeaf Art (2024-04 – Present)

• Coordinate school-wide SEL and wellness programming, supporting students, educators, and staff across all grade levels.
• Provide wellness coaching focused on emotional regulation, stress management, and resilience using evidence-based and trauma-informed practices.
• Design and deliver SEL sessions, wellbeing activities, and psychoeducation resources aligned with school-wide wellness goals.

MEd in Mindfulness for Educators – Antioch University (2025-12)

MS in Psychology – Southern New Hampshire University (2026-09)