A Legacy of Empathy: Shaping the Future of School Psychology | Dr. Allan P. Gold

In the realm of education, school psychologists stand as vital pillars not only in understanding students’ academic abilities but also in navigating their emotional and social challenges. These professionals blend scientific acumen with empathetic insight, creating environments where young minds can thrive amid adversity and change. One such influential figure in this field is Dr. Allan P. Gold, whose journey through personal and professional landscapes shaped his almost five decades-long career in school psychology.

Sponsored Content

Dr Allan P Gold Psychologist

From navigating the tumultuous 1960s at UC Berkeley to addressing mental health in schools and creating havens for his students, Dr. Gold’s career reflects a profound understanding of the psychological complexities that influence educational environments. His story offers a unique perspective on the evolution of school psychology and its crucial role in fostering student resilience and understanding.

Dr. Gold’s path to a career in school psychology was anything but straightforward. Initially, he wanted to become a mathematician.

His journey into the world of mathematics was deeply influenced by his early life experiences. His father, a dedicated math and science teacher, played a significant role in nurturing Dr. Gold’s natural affinity for numbers and problem-solving. This early exposure sparked an interest and laid the foundation for his future academic pursuits.

“When I was in elementary school, my father used to bring home workbooks. For each grade level, I would just go right through them. I started teaching myself algebra in fourth and fifth grade,” Dr. Gold recalls. These workbooks were more than just learning tools; they became a source of joy and a challenge Dr. Gold eagerly embraced.

His academic prowess was evident in his grades, as he consistently excelled in his classes. This excellence was not just limited to elementary school; it continued to shine through his high school years, setting the stage for his higher education. In 1963, Dr. Gold embarked on his academic journey at UC Berkeley, a prestigious institution known for its rigorous programs and vibrant campus life.

Significant historical events marked Dr. Gold’s freshman year at Berkeley. The assassination of President John F. Kennedy in 1963 and the escalating conflict in Vietnam created an atmosphere of political unrest and social upheaval. “The anti-war demonstrations began in 1965. It was an extremely intense time to be there,” he says.

Being at Berkeley during such turbulent times also offered Dr. Gold a unique learning experience outside the classroom.

“I probably learned more from just being there and experiencing all the politics than I did in class. It’s not that I didn’t learn in class, but that affected my outlook on the world for sure. I was very anti-war.”

Dr. Gold graduated from UC Berkeley with a bachelor’s degree in mathematics in 1967. Having developed a keen interest in statistics, he enrolled in a Ph.D. program in statistics. However, the late 1960s were a tumultuous period in America, particularly for young men who faced the looming threat of being drafted into the Vietnam War.

“It turned out that I was in the last cohort of students who had one year of deferment from the military. So, in 1968, I had to decide—do I go to Canada, do I go to jail, do I get drafted and probably killed, or do I join the Army Reserve? That year was really a very, very difficult year for me in a lot of ways.”

Despite these challenges, Dr. Gold continued schooling and earned his master’s degree in statistics from UC Berkeley in 1969. On April 1st that year, he joined a hospital unit in San Francisco’s Presidio as part of the Army Reserve.

“I didn’t have to go to basic training for another year, but after you do your basic training, you have to choose a military occupational specialty. My two choices in my hospital unit were to be a nurse or a psychology/social work specialist. Well, whoever thought that was in the army?”

Dr. Gold chose the latter, which involved training in the summer of 1970. While balancing his military commitments, he worked for a couple of years for Blue Shield Health Insurance and studied to become an actuary. His role in the Army Reserve required annual summer camps, which offered unique learning opportunities.

“In the summer of 1971, we were up at Fort Lewis, Washington, riding home on the plane. I was sitting next to a relatively new guy in my company. He was in a school psychology and counseling program at Stanford University. I’d never even heard of school psychology, and I hadn’t had any psychology courses as an undergraduate, but it clicked with me.”

This conversation was pivotal for Dr. Gold. It introduced him to the field of school psychology, which aligned perfectly with his newfound interest in understanding human behavior and helping others.

“In Brooke Army Hospital, we worked with many helicopter pilots whose planes had been shot down in Vietnam, and they were often burnt. What appealed to me was learning what it meant to care for people who were really in distress—to understand other people’s experiences that I might not have had. I wasn’t working with children, and I didn’t even know about school psychology at that point. I was young then, too, and it spoke to my caring nature.”

This compelled Dr. Gold to quit his job at Blue Shield in the fall of 1972 and return to UC Berkeley to take undergraduate psychology courses, obtaining a bachelor’s degree the following spring. His dedication and passion for the subject earned him acceptance into a higher degree program.

“The irony is if it hadn’t been for the Army, which I dreaded and didn’t want to join at all, I wouldn’t have ended up in my career,” he says, noting the unexpected twists in his journey. “So, I like telling that story to parents and kids. You never know what life will present to you, and even very challenging things may turn out to be opportunities that you didn’t anticipate.”

After earning his doctorate in educational psychology in 1978 from UC Berkeley, Dr. Gold worked in two school districts and was invited to teach psychology courses at the UC Berkeley School of Education. His background in statistics proved invaluable in teaching assessment and research methodologies to first-year students. While also working as the district school psychologist of the Reed Union School District in Tiburon, CA, he instructed various classes.

“The practice of teaching statistics and then teaching as an adjunct professor gave me the practice and the comfort to address a whole group. In schools, I taught programs about good and bad touches, child abuse, family-life education, social-emotional learning, how to handle bullying and teasing, and how to build self-esteem. I was available to teach whatever the teachers felt was needed or the climate dictated.”

Dr. Gold shares that school psychologists must be adept at wearing multiple hats and addressing various needs within the school environment in order to succeed.

“I always look at school psychologists as kind of renaissance people because it’s not just assessing kids. In my job, I had many hats—educating parents, assessing kids, counseling kids, counseling parents, consulting with teachers and administrators, understanding organizations, academic interventions, and more.”

The variety of tasks and the ability to make a tangible difference in students’ lives kept Dr. Gold engaged and challenged throughout his career. He assessed children for learning disabilities, attention deficit disorder, emotional problems, and autism. He also facilitated social skills groups and provided support for children dealing with personal issues, such as having very ill parents or going through their parents’ divorce. Whenever he observed an issue not being addressed, he stepped in to fill in the gap.

“Maybe ten years ago, I started groups for kids with a special needs sibling because it struck me somewhere along the line that these kids aren’t getting the attention they deserve because all the attention goes to their special needs sibling.”

Dr. Gold also organized grade-level parent meetings to discuss typical developmental milestones and provide parents with a platform to network and support each other.

“We’d talk about physical, cognitive, social, emotional, and moral development and give them an opportunity to interact with each other.”

In middle school, he initiated clubs that taught equity and acceptance and supported students questioning their gender identity or sexual orientation. These initiatives provided safe spaces for students to discuss and expand their understanding of complex topics.

“We met once a week during lunchtime and talked about racism, sexism, homophobia, ageism and all kinds of differences among students. We would spend weeks on each topic so they could understand how to accept and embrace differences rather than make fun of them and be prejudiced against them. Five years ago, I started the Gender Sexuality Alliance Club for middle school kids who were questioning their gender identity or sexual orientation or were allies of friends and wanted to learn more about it. So, that was a safe place for those kids to talk and learn about those really complicated issues.”

As a gay man, Dr. Gold understood the importance of creating a safe space for students to explore their identities.

“I hid that for a long time. Back when I turned 50 in 1996, I got my left ear lobe pierced, and before I went to school, I would take the little stud earring out because I didn’t want people to think I was gay or something. I wasn’t out with parents or kids. I didn’t talk about it because I didn’t want the focus on me; I wanted it to be on kids, parents, or whomever I was working with. I thought, ‘If they know this about me, they’ll just focus on my life or possibly reject me.’ That all changed back in probably 2005. I just became open, and it was really useful when I started the Gender Sexuality Alliance Club because I could be me, and I could talk about my own experiences to kids, and they could see that I was a safe person to talk to.”

Being a safe person for struggling kids to turn to proved immensely helpful, not just for the kids but also for their parents.

“Later on, within the last 20 years or so, I would have parents come to me if they were concerned about their own kid’s gender identity or sexual orientation. It became useful. It was a pretty liberal school district, too. It took a while not to be hard on myself just because I was different, but it also helped me understand how kids who felt different might be uncomfortable with their differences. That’s why we started that club—everybody’s different in some way. How do you view people as a whole and not just based on one characteristic? That helped me figure out a good way to be, but it took a while, too.”

The most rewarding aspect of Dr. Gold’s career was the appreciation and trust he received from students. “What I loved most was when kids would come to me for help,” he says.

Dr. Gold employed creative teaching methods, such as teaching rock-and-roll music during lunchtime and starting math clubs for high-achieving students.

“I really empathized with high-achieving math students who weren’t being challenged. That’s one issue with education. I worked with gifted kids a lot. The attention usually goes to the kids who aren’t doing well in school. If kids are doing well in school, they’re not necessarily challenged. Some of them get bored.”

These initiatives were not required, but Dr. Gold found great joy in them and encouraged other school psychologists to pursue their passions.

Dr Allan P Gold Psychologist

“That’s another thing that I tell interns or budding school psychologists. Try to find your passion and carve out an hour a week to share that with students. Whether it’s gardening, art, video games, robotics, or math, just set up a club or a group where you can use your passion and work with kids who may also have that. It builds more connections. It’s also fun for you. I had always liked dancing at the time, but I hadn’t done that for many years, so for maybe one or two years, I taught dancing at lunchtime. I thought, ‘That would be fun; why don’t I do that?’ Look for open doors.”

Dr Allan P Gold Psychologist

Dr. Gold’s mother, an artist, inspired his open and creative approach to teaching. “Had she been of our generation, she probably would have been a professional artist. She would have had a career,” he says, reflecting on her influence.

Up until college, he had always wanted to create art but felt his skills were not good enough. In his third year of graduate school, Dr. Gold overcame his hesitation and enrolled in an art class, which became a lifelong passion.

“I started back in July of 1976, and I’m still going every Tuesday,” he says. “My art teacher is going to be 95 years old this October., and she’s amazing. She’s a wonderful role model to me for aging. The way we critique each other’s work is really helpful; I think that made me open to getting criticism myself for my own work. You have to find a respectful way to give people feedback.”

Now, Dr. Gold has friends who commission him to paint their dogs. His passion for art, developed over the years, has become a way for him to stay connected with his creative side. However, art was also a tool he used during his career to help children express themselves.

“I used to have kids draw pictures all the time,” Dr. Gold recalls. He found that drawing could be an effective way for children to explore their thoughts and feelings, particularly when dealing with inner conflicts.

“I would talk to kids about inner voices—good and bad. If a kid was a perfectionist, I would say, well, that’s Mr. Perfect, and we need another voice like Mr. Encouraging, or Mr. Give it a Try or whatever it is,” he explains. By giving these voices personas, Dr. Gold helped children externalize their inner critics and develop more positive self-talk.

He would often encourage children to visualize and draw these characters. This exercise made the abstract concept of inner voices tangible and provided a creative outlet for the kids. Dr. Gold has kept many of these drawings as mementos over the years.

Dr. Gold’s enjoyment of his work stemmed not only from his interactions with the students but also from the analytical aspects of the job.

“I enjoyed the assessments too because the mathematical side of my brain was always problem-solving. For example, I would get a lot of data and work with a special ed teacher to try and figure out what was going on with a kid. Why is this kid having trouble with reading or math? What are the emotional problems they might be facing?”

His analytical skills and his empathetic nature made him a unique and valuable asset to the schools he worked in. However, it was the personal connections that truly fulfilled him. “I could help kids solve their social or personal problems,” he adds, highlighting his passion for making a difference in students’ lives.

Dr. Gold fondly recalls instances where students as young as third graders would seek his help to resolve conflicts. His ability to connect with students, often through humor and relatability, made him a beloved figure in their lives.

“I would have kids, even as young as third grade, who would come to me and say, ‘Dr. Gold, we need help with this problem. We’re not getting along very well.’ Sometimes, it would take 45 minutes to deconstruct the problem. I think kids enjoyed coming to me because I could be silly, laugh with them, and have fun.”

Dr. Gold’s approachability and willingness to participate in school activities helped him build unique relationships with students.

“One thing I used to do was do cameo appearances in school plays. About five years ago, one girl in the third grade approached me after the play and said, ‘Dr. Gold, if you’re a school psychologist, how come you’re in these plays?’ And I said, ‘That’s really a very good question.’ I explained to her in kind of a kid language that I wanted to show that I could be fun, normal, and even silly sometimes. For me, in adult language, I wanted to de-stigmatize mental health so that kids wouldn’t feel that they were stigmatized if they came for help. I think I was pretty successful in that.”

Dr. Gold’s efforts to de-stigmatize mental health and create a welcoming environment paid off. “You know, not all kids want to talk. I’m not going to say everybody wanted to do that,” he admits. “I think it was being able to show them, when they’re young—eight, nine, ten, even a little older—that it’s perfectly okay to have feelings and ask for help when you need it. Hopefully, that’s what I communicated.”

He acknowledges that not all schools address mental health and emotional well-being issues adequately. He has observed significant changes in student behavior and mental wellness over the decades, especially following major events like 9/11 and the rise of social media.

“I think given what’s going on, what’s been going on, this whole century, frankly, I’ve seen a big change. People often ask me, ‘You’ve worked a long time. How are things different now than in the 70s or 80s?’ I almost blame it on 9/11 a little bit. It seems like everything changed for all of us then. I saw much more stress, anxiety, and depression.”

The advent of social media has profoundly impacted communication and the mental health of children. He shares how it has also posed significant challenges to their social development.

“Over the last ten years, kids have been on their phones all the time. Learning how to communicate is one of the most important and complicated processes—not just for kids but for adults as well. It’s extremely hard to communicate. One word may mean one thing to one person and something different to another person.”

Dr. Gold elaborates on the challenges of communication in the digital age.

“So, for example, when I would get some kids together, and they had a social problem and would say something like, ‘She’s so mean to me,’ I would say, well, what does ‘mean,’ mean? I looked for very specific actions or words that made the child annoyed, angry, or scared, whatever it happened to be. Then, I would talk to kids about giving feedback. On social media, feedback or information is just text. You don’t see kids’ nonverbal communication. You don’t see their faces.”

The COVID-19 pandemic further exacerbated these issues, reducing opportunities for social interaction and increasing feelings of isolation among students. Additionally, kids nowadays are not always surrounded by ideal role models.

“Given politics, I’ve seen the meanness just escalate. Politicians, athletes, and other publicly noteworthy people have provided the model that it’s okay to be mean to anybody. Kids are much more insightful and absorbent than adults give them credit for, and parents also have a major role in how kids interact with each other.”

Dr. Gold emphasizes the importance of having enough school psychologists to support students’ mental health and well-being in these trying times. He believes that empathy and compassion are critical to the roles of educators and guardians.

“I think the National Association of School Psychologists says the ratio of psychologists to students is 1 to 1,000. It would be great if there was somebody there for every 400 kids, just to teach social-emotional learning and then to be there for support, for someone to go to. I think it’s super important.”

Dr. Gold also highlights the importance of organizational skills, flexibility, and continuous learning for educators.

“I went to school with some school psychologists who didn’t have those skills. You may have the knowledge and the intelligence, but there are personality aspects that are so important. Over the years, I have learned what really works. Really good organization is super important; it’s really a juggling act. It’s also very important to be flexible. You might have your schedule worked out, and then there’s a fire drill, or a field trip, or somebody’s sick. You have to think on your feet, ‘I can’t see this kid, but I can do this.’ You can’t be over-controlling and rigid. You have to be open to learning.”

Dr. Gold shares that it took him many years to feel confident in his role, underscoring the importance of patience and perseverance.

“I used to say to my interns, it took me 25 years before I really thought I knew what I was doing. I learned a lot just from the practice. Teachers, with the psychological and parental roles that they play these days, have to be open, too. When I went to school, teachers just taught, and nobody misbehaved. It was pretty rigid. Now, teachers have many responsibilities.”

Reflecting on how the teaching profession has evolved, Dr. Gold has observed significant changes. “It’s important to be able to listen and to ask good questions; these are school psychologist skills. It’s also important to learn to empathize and share,” he says. This approach helps in forming genuine connections. He believes sharing personal experiences can be valuable in building rapport and helping students.

“If you look at traditional psychiatry and psychology, the provider listens but doesn’t share anything about him or herself. Opening up to students wasn’t easy for me initially, but as I learned, when appropriate, if a kid would say something that resonated with my own experience, I would share that.”

For instance, he often related to students who faced teasing. When he started high school, he was 4’ 9”. When one day, a kid shared that he was getting bullied for being short, Dr. Gold told him that he had gone through the same thing. These shared experiences helped his students feel understood.

“It wasn’t like I would dump everything onto them. It’s not about me, it’s about them,” Dr. Gold clarifies. This balance ensured that his personal stories were used to support, not overshadow, his students’ experiences. Dr. Gold also emphasizes the importance of humor in building connections with students. He found that students appreciated teachers who were kind and approachable.

“Another thing that’s so important is compliments. That helps a kid’s self-esteem. Adults are always trying to improve kids’ behavior or their academics, but it’s so important to give compliments.”

He used to have an interesting view of giving compliments, seeing them as an expendable resource rather than something with an infinite supply.

“I learned that myself. I used to think it was like a win-lose situation if I gave a compliment. I’m using up all the compliments. It took me a long time to realize that that wasn’t true. Then, at my retirement party last September, about 20 different parents and teachers made really complimentary and appreciative comments about me. When they were all finished talking, I addressed the whole group and said, ‘You know, there’s a lesson here. Nobody should have to wait until their funeral to hear good things about themselves.’”

It doesn’t have to be a grand gesture but rather just a recognition that someone has done something nice for you, made you feel good in some way, or influenced you positively. For that reason, over the past 10 or 15 years, Dr. Gold has done a lot of complimenting.

Dr. Gold was also the chair of the board of the nonprofit Being Adept, which focused on educating middle school students about addiction using a scientifically informed perspective.

Dr Allan P Gold Psychologist

“A social worker in around 2010 started this organization to educate middle school students on addiction. It was a science-based curriculum on dealing with drug and alcohol abuse. We hired people to go into middle schools. I thought it was extremely important.”

Dr Allan P Gold Psychologist

He contrasts this program with the older DARE program, which had limited effectiveness. Being Adept focused on educating kids about the effects of substances on their developing brains.

“It’s one thing if you start when you’re 25, but if your brain isn’t fully developed, which it isn’t in those early adolescent years, drugs can have a major effect,” he explains. The program also taught students how to handle emotions constructively and provided strategies for saying no.

“The people who did the lessons tended to be rather young, maybe in their 20s or so, often people who had addiction problems themselves from which they recovered. They were the role models that kids had for thinking about not only the effects of substances but also alternative methods for dealing with depression, anxiety, or other issues. It was about how to still be a cool peer without damaging your brain.”

A lot of substance abuse issues develop when things are not so good in a kid’s life back home. Dr. Gold also helped set up groups for children needing additional support.

“If there’s any kind of meanness, disrespect, abuse, parental anger and fighting and divorce, it’s hard for kids. If there’s a death in the family or something like that, that affects everybody. It’s really how parents handle the normal challenges of parenting, particularly these days. I saw that it made a real difference.”

When Dr. Gold started his career, he observed that many parents were quite strict. However, contemporary parenting styles have shifted significantly.

“Parents these days have this sort of feeling that they want to be their kids’ friends. On the other hand, I remember one woman in one of my parent groups said, ‘If my kid’s not mad at me at least seven times a day, I’m not being a good parent.’ So, it’s really about trying to balance teaching kids to be independent and acting as their problem solvers. When it comes to helicopter parents, they solve all their kids’ problems, and they’re so overprotective, but kids don’t learn the actual skill of problem-solving.”

Dr. Gold often spoke to parents about their dual roles as managers and consultants, encouraging them to embrace this approach to helping their children develop independence.

“When kids are little, parents have to manage because they have control over their lives, all their play dates and everything else. Parents can be consultants as they age, particularly around social relationships. And what does a consultant do? A consultant asks good questions, tries to understand the problem, brainstorms with the client, helps the client evaluate and make a choice, and then evaluates how effective their choice was.”

To a reasonable degree, it’s crucial for kids to learn how to solve and confront their own challenges rather than relying entirely on their parents to intervene. Parents can, of course, support them in this process.

“Particularly around social relationships, even when kids are in second or third grade, parents can listen and understand what’s going on and then help their kids come up with a solution.”

Unhealthy family dynamics can also compromise this healthy development of agency. Dr. Gold speaks about how issues such as distress in the home over money, family members fighting, or a child’s unsatisfactory relationship with parents can stay with someone for the rest of their lives.

“I speak to people my age now who will talk about their negative relationships with one parent or another. That can have a lifelong impact. It’s all very, very challenging, particularly if parents have very different parenting views. That’s why I think premarital counseling is really important so that situations can be presented, and they can talk them out.”

He acknowledges that people often react strongly to parenting techniques based on their upbringing, making it essential for parents to work together.

“It’s so important for kids to have parents who have similar disciplinary strategies who are respectful to each other and the kids yet still know how to discipline and set limits. Parenting is probably one of the most difficult jobs in the world. Family counseling is wonderful because kids will always present situations that will be a dilemma for a parent. If the parents were brought up in different ways, that can cause fights that may not have been anticipated when they got together as just a couple.”

Interestingly, Dr. Gold notes that the COVID-19 pandemic had some positive effects on family dynamics, providing opportunities for families to spend more time together.

“One thing that actually sort of helped in that aspect believe it or not, was COVID. When kids returned to school, I would ask them, ‘What are you grateful for?’ Many would say, ‘I’m grateful to be with my family, my brothers and sisters,’ which was kind of surprising. I would have thought they’d be sick of each other. They enjoyed the time together with their families. A lot of families now are very, very fractured.”

He also points out the challenges posed by parents’ busy schedules and the need for quality family time. “How do you find time to really pay attention to your kids and be with your kids? I often told parents to stay off their computers and wait until their kids go to bed. And then, if they have more work, do it later at night.”

Dr. Gold’s commitment to his community extended beyond the school. In 1991, he served as president of his local synagogue, a role that was deeply meaningful to him.

“I identify as Jewish. In a way, one ethic in Judaism that I value so much is trying to do good for the world. It’s called ‘Tikkun Olam’ in Hebrew. And that was my role model and still is.”

This principle of “Tikkun Olam,” or repairing the world, was a constant inspiration for Dr. Gold.

“I used to kind of think that Catholics have the sin of commission. They would do something wrong, and that’s what they would confess to, and so on. But for Judaism, I look at it as a sin of omission. Am I not doing enough? And that’s hard,” he explains. This belief drove him to continually seek ways to contribute positively to the world around him.

“There’s another phrase in the Bible that says nobody’s going to solve everything, but if you don’t do something, that’s what’s wrong. You have to try to do something. I think that was a good motivator, at least subconsciously, to keep on working and to do good for the world, do good for kids and anybody that I could, to have that moral value to try to follow. What I value in religion, in general, is to do the right thing and help others. But with Judaism, that’s a very big value. And often, I ask, am I doing enough to make the world a better place? And that’s one of the most challenging things about retiring.”

In a helping profession, stepping away from that role is difficult. Grappling with retirement, Dr. Gold has kept in contact with his former students to continue mentoring and guiding them. “Right now, I have students from 20 to 55 who, you know, have relied on me for consultation and help with different things,” he says.

Looking back, he is happy with the path he chose. Now, he has some advice for young professionals entering the field of school psychology or those who are considering it: “Don’t be hard on yourself. Be open, flexible, and organized. You have open doors. Try to find a way to do your own passions and be complimentary,” he advises.

Dr. Gold says that many graduate students are used to academic success, which can lead to high self-expectations. He emphasizes the importance of patience and self-compassion. He encourages young professionals to collaborate and learn from their mistakes. “It’s OK to work with other people. If you do make a mistake, don’t beat yourself up. Try to learn from it,” he advises.

In school psychology, people often look to professionals for answers, assuming they have all the solutions due to their experience. “You know, you may not. And, you know, that’s perfectly OK to say to yourself, ‘I really don’t know this. I need to learn it, or I need to consult,’” Dr. Gold says, stressing the importance of continuous learning.

“When I was working, I would consult with a psychiatrist, particularly on medical issues and things like that that I wasn’t trained in. It all takes time. I think for young people, particularly these days where there’s so much stress on being perfect and doing the right thing all the time and getting the answer right, it’s so easy to be very hard on oneself, and I think it takes a lot of practice to get over that.”

Dr. Allan P. Gold’s illustrious career as a school psychologist not only transformed countless lives within school districts but also left an indelible mark in the greater school psychology community. As he steps into retirement, his legacy of empathy, innovation, and unwavering commitment to student welfare continues to inspire a new generation of psychologists. Dr. Gold’s dedication to understanding and enhancing the student experience—championing everything from mental health to inclusivity—demonstrates the profound impact that thoughtful, committed educators can have on our society. His story encourages us all to see the challenges in education not just as obstacles but as opportunities to make a lasting difference.

Dr. Gold can be reached via email at agold8946@aol.com. To learn more about his life’s work, you can visit his website.

Dr Allan P Gold Psychologist