Michael Gregory is Clinical Professor of Law at Harvard Law School, where he teaches and practices law as part of the Trauma and Learning Policy Initiative (TLPI). TLPI is a partnership between Harvard Law School and Massachusetts Advocates for Children. TLPI’s mission is to ensure that children traumatized by exposure to violence succeed in school. Prof. Gregory is a co-author of both volumes of TLPI’s landmark report Helping Traumatized Children Learn, and is also a co-author of Educational Rights of Children Affected by Homelessness and/or Domestic Violence, a manual for child advocates. At HLS, Prof. Gregory co-teaches the Education Law Clinic with Susan Cole, in which law students represent individual families of traumatized children in the special education system and engage in systemic advocacy in education reform at the state level. In conjunction with the clinic, he co-teaches with Ms. Cole the seminars “Education Advocacy and Systemic Change: Children at Risk” and “Legislative Lawyering in Education Law.” Prof. Gregory has also taught Education Law and Policy and Education Reform Movements.
Prof. Gregory received his JD from Harvard Law School in 2004, graduating cum laude. He also graduated magna cum laude with a Bachelor of Arts in American Civilization from Brown University in 1998, and received a Master of Arts in Teaching, also from Brown University, in 1999. He was the recipient of a Skadden Fellowship in 2004.
- J.D. Harvard Law School, 2004
- M.A. Teaching Brown University, 1999
- B.A. American Civilization Brown University, 1998
- Commonwealth of Massachusetts, Massachusetts, United States (2004)
- Federal District Court, Massachusetts, United States (2006)
- Massachusetts, United States
Honors and Awards
- Skadden Fellowship
- Bellow Scholar
FavoriteReece Erlichman, Michael Gregory & Alisia St. Florian, The Settlement Conference as a Dispute Resolution Option in Special Education, 29 Ohio St. J. on Disp. Resol. 407 (2014).
FavoriteSusan Cole, Anne Eisner, Michael Gregory & Joel Ristuccia, Helping Traumatized Children Learn: Creating and Advocating for Trauma-Sensitive Schools (Mass. Advoc. for Child. vol. 2 ed. 2013).
FavoriteYael Cannon, Michael Gregory & Julie Waterstone, A Solution Hiding in Plain Sight: Special Education and Better Outcomes for Students with Social, Emotional, and Behavioral Challenges Special Education in Urban Schools: Ideas for a Changing Landscape, 41 Fordham Urb. L.J. (2013).
- Michael Gregory & Emily Nichols, From the Outside In: Using a Whole-School Paradigm to Improve the Educational Success of Students with Trauma Histories and/or Neurodevelopmental Disabilities, in Trauma, Autism, and Neurodevelopmental Disorders: Integrating Research, Practice, and Policy 241 (Jason M. Fogler & Randall A. Phelps eds., 2018),
- Erin R. Archerd, Esther Canty-Barnes, Ruth Colker, Robert Dinerstein, Michael Gregory, Dean Hill Rivkin, Cathy Skidmore & Mark Weber, The Ohio State University Dispute Resolution in Special Education Symposium Panel, 30 Ohio St. J. on Disp. Res. 89 (2014).