Dr. Craig Whedon has more than 30 years of experience in public education as a teacher, administrator, and educational leader. He has served in Griffin-Spalding County Schools for 16 years, including 12 years as the Assistant Director of Mainstay Academy (GNETS). He is currently in his fifth year as the Director of Mainstay Academy, serving as the building-level K–12 administrator for a specialized educational program supporting students with disabilities and significant behavioral and emotional needs.

Prior to joining GSCS, Dr. Whedon served as the Special Education/Student Services Director for Lamar County Schools, Special Education Director for Indianapolis Charter Schools, and Special Education Coordinator for the Covered Bridge Special Education Cooperative in Terre Haute, Indiana. His classroom experience includes teaching students in grades K–12 in a variety of special education settings, including self-contained, resource, and inclusive classrooms in Indiana and Florida.

Dr. Whedon earned a Bachelor of Science degree in Special Education and a Master’s degree in Special Education with a concentration in Learning Disabilities from Purdue University. He also earned Director of Special Education licensure from Indiana University and a doctoral degree in Educational Leadership from Arkansas State University.

In addition to his administrative leadership, Dr. Whedon’s professional work focuses on the relationship among student behavior, emotional regulation, developmental needs, neuroscience, learning, and effective adult responses. His work emphasizes helping educators understand the underlying factors that influence student behavior while maintaining appropriate expectations and providing effective, relationship-centered supports.

Dr. Whedon is also a trainer for PersonBrain, where he connects current neuroscience and developmental research with practical strategies educators can apply in their classrooms. His training focuses on understanding behavior, strengthening educator-student relationships, supporting emotional and behavioral regulation, and creating learning environments that balance compassion, structure, and high expectations for students.