April 2026 Spotlight: Dr. Kathy Do

Q: What drew you to do work on Asians, Asian American children and youth, or another topic that is important to you now? Any particular advice or tips to someone starting out in the field who is doing work in your area? 

A: As a developmental cognitive neuroscientist, I study the role of brain development, motivation, and social context in how adolescents learn, make decisions, and develop healthy behaviors and relationships. In addition to conducting research, I am deeply committed to translating developmental science into practical insights that improve adolescent learning and well-being. I work with policymakers and practitioners in education, law, and health to create more inclusive, equitable systems that support all young people.

As an Asian American woman and first-generation college graduate from a low-income background, I know the value of mentorship and community in advancing the success of underrepresented scholars. I owe much of my success to generous mentors and colleagues in SRCD and beyond, and am grateful to now support others in return. My advice to those starting out: Celebrate every opportunity. Each rejection reflects the risks you’ve taken and the growth of your ideas and skills. Every small win is proof of progress. Don’t wait for others to notice—mark your own milestones and surround yourself with people who will celebrate them with you. 

Q: Describe a particular recent finding, current study, or recent publication and what makes you excited about it.

A: I bring a strong applied research lens to my current work, with a key focus on addressing digital equity and well-being in schools through developmental science. Cellphones offer powerful opportunities for learning and connection, while also raising concerns about focus, stress, and safety. In a recent publication, my colleagues and I translate developmental science and policy trends into evidence-based strategies for K-12 leaders to design age-appropriate, equitable policies that support focused learning and student well-being. Rather than relying on blanket bans, we show how thoughtful policy design can help schools harness technology’s benefits while reducing harm. I am excited to continue translating research into meaningful policy and practice change by partnering with youth-serving systems and advancing state education and public health priorities (e.g., California SB 939, AB 1282) to directly improve the lives of young people.

Q: Share your reflections on your interactions with the Asian Caucus.

A: I have been honored to be part of the SRCD Asian Caucus community since 2017, when I joined as a graduate student. Over the years, this supportive network has given me connection, guidance, and a sense of belonging with scholars who share similar backgrounds and experiences. Being part of this network helped me find my voice and place in academia and inspired me to bridge research, practice, and policy to ensure all young people can learn, connect, and thrive.

Q: Any upcoming talks or presentations we should know about?

A: I will be presenting at two conferences this year. At the Society for Research in Adolescence in April, I will give two talks on: (a) exploring at-risk adolescents’ perceptions of learning strengths and challenges in alternative education (b) applying developmental science to strengthen school cellphone policies. In September, I will give a talk at the Flux Congress for Developmental Cognitive Neuroscience on the applications of neuroscience research in juvenile justice practice and policy. I would be happy to connect with others attending these conferences!

For more information about Dr. Kathy Do:

https://seis.ucla.edu/faculty/kathy-do/