I’m Ana Oropeza-Parra, an educator, reading specialist, and healing-centered practitioner with over 20 years of experience in both public and independent school settings in New York City and beyond.

My journey began with a deep respect for children and learning. I earned a bachelor's degree in Psychology and Family Studies from the University of Arizona, followed by a master’s in Bilingual Multicultural Education from Northern Arizona University. While teaching, I noticed recurring themes: students who struggled with reading were bright, curious, funny and full of potential but often expressed frustration, or experienced emotional and behavioral challenges. These observations sparked my interest in the brain’s connection to behavior, learning, and literacy—ultimately leading me to earn a second master’s degree in Reading from Teachers College, Columbia University.

My work continues to evolve. While I teach foundational reading skills, my practice has expanded into a holistic, identity-conscious approach rooted in healing and growth. I integrate social-emotional learning, nervous system awareness, and personal identity development into my work with children, families, and educators.

My time as a school librarian deepened my belief in the power of story and community. The library became more than a room—it was a space where children could discover who they are, who others are, and how we all connect through the stories we share. This work continues to inform the way I invite curiosity, empathy, and belonging into all learning spaces.

In addition to my work in literacy and holistic education, I am deeply committed to diversity, equity, inclusion, and belonging. I have facilitated student and colleague affinity groups, collaborated with educators to integrate culturally responsive materials, and created more inclusive learning environments within the schools I’ve served. My participation in the NYSAIS J.E.D.I. (Justice, Equity, Diversity, and Inclusion) Institute further deepened my dedication to this work, offering space for reflection, growth, and the development of tools to support more just and caring communities. I believe DEIB is essential not only for creating safe and affirming spaces for all children, but for cultivating the empathy, understanding, and curiosity we need to live and learn together. In a time when DEIB is often misunderstood or met with fear, I hold firm to the truth that honoring our differences is a powerful step toward collective healing and belonging.

I also support adults—educators, parents, and caregivers—in exploring their own identities and lived experiences. I believe that when adults engage in self-inquiry, healing, and reflection, they are better equipped to create meaningful, connected relationships with children. This inner work lays the foundation for more compassionate, inclusive, and responsive learning communities.

I am also a certified yoga teacher, trained in mindfulness, meditation, and psychologically sensitive yoga. These practices are woven into my approach, allowing me to support students not just academically, but emotionally and energetically. I’ve completed numerous workshops focused on children’s anxiety, emotional well-being, and social-emotional development.

Whether working through literacy challenges or exploring cultural identity and belonging, my mission is to create brave, nurturing spaces where children and adults feel seen, valued, and empowered—spaces where healing and learning happen side by side.