The Nebraska Academy for Early Childhood Research has selected six faculty members to serve as Policy Fellows for the 2025-26 academic year.
The NAECR Policy Fellows Program is designed to educate early childhood researchers on policy processes, impacts and relationships to research; to provide policymakers with insight into the latest early childhood research at the University of Nebraska; and to generate collaboration among researchers and policymakers to develop effective research agendas that enrich early childhood experiences.
The program features a series of informal conversations between NAECR early childhood researchers and First Five Nebraska.
Katie Bass, data and policy research advisor for First Five Nebraska, said the Policy Fellows program is key to bridging the gap between the research and policy communities in the state.
“First Five Nebraska is privileged to have a front-row seat, using leading-edge research to help our state’s policymakers make the most informed decisions possible about the care, education and healthy development of young children,” she said.
Continuing and strengthening the partnership between First Five Nebraska and NAECR Policy Fellows, Bass said, is crucial for future generations of children and their families.
“When we combine this mutually beneficial learning process with the work of building strategic relationships, it widens future opportunities for evaluative and applied policy research,” she said.
2025-26 NAECR Policy Fellows:
“Early childhood research is essential because it shapes the foundation upon which all future learning and development are built. For children with learning disabilities or delays, this period is particularly critical, as timely and targeted interventions can alter developmental trajectories in powerful ways.
Early childhood is also a time when families need accessible guidance and support. By investing in research during this critical time, we give children the best possible start and promote lasting opportunities for growth. As a policy fellow, I am eager to learn how to translate my research and intervention work in literacy into meaningful contributions at the state and national policy level.”
— Pamela Bazis, assistant professor of special education and communication disorders, University of Nebraska–Lincoln
“Community members — including researchers, policymakers, educators and caregivers — are critical collaborators regarding implementing evidence-based early childhood education. As a disability researcher, I know that young children with disabilities are often excluded from inclusive early childhood programs, or may participate, but their needs and strengths are infrequently addressed.
I am looking forward to collaborating with Nebraska policymakers, researchers and other community members to influence state support of and policies that enable disabled children and their families to thrive in early childhood to prepare them to experience a high quality of life and success in school and beyond.”
— Birdie Ganz, assistant professor of special education and communication disorders, University of Nebraska–Lincoln
“I look forward to broadening my network and building collaborations with early childhood policy researchers in Nebraska who examine the intersections of policy and the well-being of marginalized children, including those from racial and ethnic minority backgrounds and immigrant families. In particular, engaging with scholars who bring expertise in economic policy and child development will not only strengthen my own research but also lay the groundwork for long-term partnerships in this field.
Studies consistently demonstrate that high-quality early childhood programs not only support children’s immediate development but also generate long-term societal benefits, such as higher educational attainment, improved health outcomes, and greater economic productivity. Early childhood research is not just about supporting children in the present, but also shaping a more equitable and prosperous future for society as a whole.”
— Sangyoo Lee, assistant professor of child development, Munroe-Meyer Institute, University of Nebraska Medical Center
“I look forward to learning from and engaging with others in the early childhood research-policy space to turn evidence into action, building bridges that uplift children, families, and communities. The real possibility lies in leading with integrity and kindness and shaping policies that reflect not only what we know but also who we aspire to be as a society. Policy is possibility in practice, and I am eager to help build that bridge.
Early childhood research matters because it is about more than tracking developmental milestones. It is about creating opportunities and shaping environments where every child has the opportunity to grow, learn and flourish. At its heart, early childhood research is our collective responsibility and our unwavering promise that every child deserves the opportunity to thrive.”
— Sharon Obasi, department chair and professor, Department of Counseling, School Psychology and Family Science, University of Nebraska at Kearney
“I am excited to learn how to bridge the gap between research and real-world impact. I look forward to exploring how evidence-based practices can be translated into policies and resources that support teachers, childcare providers and families in fostering active, healthy environments for young children. I am also eager to expand my understanding of workforce issues in early childhood, particularly in rural communities.
Early childhood research is important because the experiences children have in their earliest years shape their long-term health, development and learning. By expanding research in this field, we can elevate its relevance and help others truly understand just how impactful early childhood care and education are for society as a whole.”
— JP Rech, assistant professor of physical education, University of Nebraska at Kearney
“Early childhood lays the foundation for everything that follows — academically, socially and economically. Early childhood research can help us ensure that every child, regardless of background, has the opportunity to thrive. As a new dad myself, I am excited to not only be a consumer of this research but also to contribute new knowledge that can be helpful to other families.
I’m looking forward to connecting with fellow researchers and state leaders who are deeply invested in improving early childhood outcomes in Nebraska. As someone new to Nebraska, I’m especially eager to gain local knowledge of the state’s policy landscape so I can more effectively align my research with community needs and state priorities.”
— Nishank Varshney, assistant professor, Department of Education and Child Development, Munroe-Meyer Institute, University of Nebraska Medical Center