Eric Castro, MA, a psychology teacher at St. Ignatius College Preparatory in San Francisco, California, has been named a recipient of a 2026 APA TOPSS Charles T. Blair-Broeker Excellence in Teaching Award by APA’s Committee of Teachers of Psychology in Secondary Schools (TOPSS).
Castro has spent 28 years at St. Ignatius College Preparatory, where he currently teaches behavioral neuroscience and social-cognitive psychology, both courses he collaboratively designed, and an introduction to ethnic studies course. Over the course of his career, he has taught more than 9,000 students. He has been recognized multiple times with the University of California, San Diego’s Award of Excellence for Outstanding Teacher Recognition. He previously served as his school's social studies department chair.
Castro’s teaching philosophy is rooted in a commitment to treating psychology as a living science. He makes it a priority to integrate the latest findings into his courses and model that process for his students. “I strive to consistently reinforce the notion that psychology is not a static set of facts to be memorized,” he wrote, “but a dynamic process of inquiry and discovery.”
A former student, now studying at the University of California, Irvine, described Castro's classes as deeply engaging and personally meaningful. They recalled volunteering for an in-class operant conditioning demonstration that brought the concept to life in a way a textbook never could. But the student pointed to something beyond academics as Castro’s most lasting contribution: his emphasis on student well-being.
Yolanda Medina Zevas, social science department chair at St. Ignatius, called Castro an exceptional educator who “continuously pushes the boundaries of traditional teaching methods.” Medina Zevas highlighted Castro’s ability to connect with students individually, noting that students leave his classroom “not only with a deeper understanding of psychological concepts, but also with a greater enthusiasm for the field itself.”
Castro’s influence on psychology education reaches well beyond his own campus. He co-founded NorCalTOPSS, a regional community that mentors new psychology teachers and supports experienced educators. He co-authored a book on the future of secondary education that is now used in teacher training programs across the country and contributed to a set of resources for APA focused on broadening diversity in the high school psychology curriculum. In 2024, he served as a head teacher for a summer workshop for high school psychology teachers at Oregon State University, supported by TOPSS, the American Psychological Foundation, and the Oregon State University School of Psychological Science.
Castro’s dedication to his students “allows him to combine a passion for learning with the ongoing discoveries in the field of psychology,” said APA TOPSS Committee chair Kari Hall, MA. “He has continued to morph his courses to include the latest scientific findings, while teaching content in dynamic and innovative ways during his 30-year career. His ability to collaborate verifies that students are taught by a curious and enthusiastic educator.”
The APA TOPSS Committee is honored to present this award to Castro for his innovative approach to psychology education and his lasting contributions to fostering community among psychology teachers.
As an award recipient, Castro will receive a framed certificate, engraved award, cash prize of $500, and a complimentary TOPSS membership renewal for the 2027 membership year. He will also receive complimentary copies of APA Style’s Publication Manual and Concise Guide to APA Style books, and a curated $200 value package of APA books selected by the APA TOPSS Committee.
TOPSS is the voice of high school psychology teachers within APA. Through APA, TOPSS offers teaching materials, professional development opportunities, the Psychology Teacher Network quarterly newsletter, and programs for high school psychology teachers and students. There are approximately 1,600 high school teacher affiliates in APA.
High school psychology is a rapidly growing course option. In 2025, just over 334,000 students took the Advanced Placement psychology examination (College Board, 2025). Additionally, over 30,000 high school students worldwide took the International Baccalaureate exam in psychology in 2025 (International Baccalaureate Organization, 2025-a, 2025-b). Other psychology courses are taught at the high school level, including on-level, dual credit, and Cambridge Advanced International Certificate of Education psychology courses. The most recent available data from the Department of Education indicated that 29.96% of graduating students across the country had earned credit for taking a psychology course during high school (U.S. Department of Education, 2022).
Considering that students can directly apply content and concepts learned in the psychology class to their daily lives, and that psychology is a science that promotes important skills such as critical thinking and problem solving, APA sees high school psychology courses as highly valuable and relevant in the high school curriculum. A quality psychology course may enhance needed life skills, prepare students for—and interest them in—a variety of careers, and improve mental health literacy.
TOPSS’ mission is to promote the highest standards in the teaching of psychology as a science and discipline; promote professional development and other means for lifelong learning for high school teachers of psychology; facilitate networking among teachers from all teaching levels of psychology; encourage recruitment and retention of students in the field of psychology; enhance the visibility and legitimacy of high school psychology; and recommend the appropriate response to advocacy, education policy, and certification issues that impact the quality or visibility of teaching of high school psychology. Learn more about TOPSS on the APA Teachers of Psychology in Secondary Schools webpage and on its Facebook pageopens in new window.
APA is the leading scientific and professional organization representing psychology in the United States, with 190,000 researchers, educators, clinicians, consultants, and students among its members and supporters. APA’s mission is to promote the advancement, communication, and application of psychological science and knowledge to benefit society and improve lives.
For more information, please contact Emily Leary Chesnes.