<table><tr><th>From:</th><th>Marc Hauser</th></tr><tr><td>Sent:</td><td>Wednesday, June 17, 2015 9:53 PM</td></tr><tr><td>To:</td><td>Jeffrey Epstein</td></tr><tr><td>Subject:</td><td>help/ideas for my work with at-risk kids</td></tr></table>

Dear Jeffrey,

I am writing to seek yo=r help and advice on the work that lam doing with at-risk children — a he=erogeneous population ranging in age from 4-21, and with a mix of clinical and developmental challenges. As you know, for the past few years I have been working with a growing number of programs that function to make the m=ntal and physical health of at-risk children better. What started out in 2013 as work with one school and about 80 children, has grown to a few thou=and kids, dozens of schools, and not only in Massachusetts, but other parts of =he US and even abroad (Costa Rica). Interest in both my software and consultin= is growing strongly. The reason for the success is, I believe, twofold. =irst, the software we have built has radically reduced the time programs invest in data entry, while providing t=em with more sophisticated and useful analyses, Secondly, the interventions we have developed, based on the mind and brain sciences, have led to significa=t gains in time on learning, while also reducing highly disruptive behaviors, including violence.

Here's the iron= of this entire story. Despite the fact that these children often place the largest financial burden on public school district=, communities, and our country, the amount of investment into these programs =s extremely low. When you look at the billions of dollars going into education, very little of it is focused on special education. This is not only sad, but economically and socially backwards. Take one simple example. Consider adolescents with criminal self-control=, records. A were 2007 five study times showed more that likely those to end adolescent up as career criminals criminals. who A were career among c=iminal the most costs impulsive society about (lowest $1.5 million. Since the sciences have uncovered a great deal about individual differences in self-control and the capacity to strengthen it, programs foc=sed on this capacity, early in life, are likely to make substantial contributio=s to not only individual welfare, but the economics of our country.

When I approach schools=to take advantage of our software and our approach to strengthening capacities to l=arn and make good decisions, including self-control, their budgets limit what i= possible. In brief, the interest and desire to collaborate is strong, but f=nancial limitations minimize what is possible.

What I am looking for a=e ways to find funds to offset costs to these programs, effectively providing them wi=h the software and consulting at no cost so that we can do something at a lar=e scale and show the power of this approach. We have the evidence: in schools where we have worked, our interventions have led to 50% increases in time o= evidence-based learning, methods. lowered My levels strong of violence, belief=is improved that if I can self-control, get these programs and dramatic off the increases ground in by the providing sophistication them with of the software and techniques for improving learning and decision-making, that th= approach will rapidly grow. There is considerable interest among the public, alternative education programs with=n Massachusetts, known as Collaboratives. I am working with 25% of the Collaboratives, and all know about our work. I am confident that we could put in place the software and methods across these programs, and create a model=for how to help children in special education.

I am thus reaching out =o you for ideas and help. Let me know if there is a time that we might talk further.

Bes=,

-- Marc</=ont>
<=ont color="#990000">

<signature> -- Marc</=ont>