Dr. Eric Oxford is a seasoned special education administrator and the Director of Student Services for a Massachusetts public school district. He holds Massachusetts licensure as both a Special Education Administrator and School Superintendent, and brings more than two decades of experience working at the intersection of teaching, leadership, and systems change.

Eric’s career began in therapeutic high school settings, where he worked primarily with students who had been told — sometimes for years — that school wasn’t a place for them. Those early years shaped his belief that every student, no matter their story, deserves to feel safe, seen, and supported. That belief has guided his work ever since.

Over the years, Eric has led districtwide initiatives in trauma-informed practice, inclusive social-emotional learning, and Multi-Tiered Systems of Support (MTSS). He is known for blending strategic systems thinking with a deeply relationship-centered approach: centering student voice, equity, and access in every decision. His leadership style is grounded in empathy, honesty, and collaboration, recognizing that meaningful change happens when people feel valued and heard.

As founder of Oxford Education Consultancy, Eric partners with schools and organizations to strengthen student services systems, design high-impact professional learning, and build safe, inclusive, and high-quality learning environments. He has worked with educators, paraprofessionals, service providers, and district leaders to create structures that don’t just meet compliance, but truly transform how students experience school.

Eric is also the author of Safe to Learn and Don’t Run, books that challenge the status quo and offer practical, compassionate strategies for educators and leaders. His writing blends research, real-world stories, and an unwavering commitment to doing what’s best for students, even when it means having the hard conversations.

Outside of his professional life, Eric is a proud husband and father, a believer in lifelong learning, and someone who finds joy in both the quiet moments of reflection and the busy, messy work of building something better. His work is fueled by the belief that strong systems and intentional relationships can change lives, and that the best measure of any school system is how it cares for its most vulnerable students.