Holly Blais, Ed.D., BCBA, LABA (MA, VT), has worked in public education, applied behavior analysis, and disability support since 2001. She began as a special educator and has spent over two decades working alongside students, educators, and leadership teams in complex, real-world school environments.

​

Holly identifies as a dyslexic thinker, which shapes how she approaches her work. She sees patterns, relationships, and system dynamics before discrete parts—bringing a creative, curious lens to understanding how schools function. Combined with a strong foundation in behavioral science, this allows her to help teams make sense of challenges that often feel overwhelming or disconnected.

At the core of her work is a commitment to understanding what is happening within a system before deciding what needs to change.

​

Her approach is grounded in the idea that behavior, learning, and leadership are always shaped by context. Rather than applying fixed programs, Holly works with schools to study their environment and build systems that are aligned, responsive, and sustainable.

​

Her doctoral research examined how contextual factors influence complex student behavior, including prejudicial bullying, and how leadership can create conditions for belonging and change. This work informs Projectlife’s core frameworks, including the Behavior Equity Framework and CELE model.

​

In practice, her consultation spans individual cases, team processes, and district systems—through case analysis, systems review, leadership coaching, and professional learning. Projectlife Services was founded to bridge behavioral science and the human side of education, helping schools build capacity to adapt, evolve, and sustain change over time.