Mary Jane England, MD
ACT Steering Committee Chair
Professor, Chair Ad Interim
Department of Community Health Sciences
Boston University School of Public Health
Boston, Massachusetts

After taking her medical degree from Boston University in 1964, Dr. England launched a national and international career as a child psychiatrist. As an authority on employers and employee benefits, she has brought multiple informed perspectives to bear on health care reform.

She was the first commissioner of the Department of Social Services in Massachusetts (1979-83), associate dean and director of the Lucius N. Littauer Master in Public Administration Program at the John F. Kennedy School of Government at Harvard University (1983-87), president of the American Medical Women’s Association (1986-87), of the American Psychiatric Association (1995-96), and corporate CEO (Prudential, 1987-90, Washington Business Group on Health, 1990-2001).

A nationally known expert on health care and mental health parity, in 2004-2005 Dr. England chaired the IOM (Institute of Medicine) committee that produced the “Crossing the Quality Chasm” report on adaptation to mental health and substance use. In 2008 she chaired an IOM Committee on parental depression and its effect on children and other family members.

Recently completing a term on the Commission on Effective Leadership (2006-2009) in the American Council on Education (ACE) and currently participating in the ACT project in Colorado (2009-Present), Dr. England continues to serve on the Board of Visitors of the Boston University School of Medicine, on Mrs. Rosalynn Carter’s Task Force on Mental Health at the Carter Center, and on the National Academies/IOM Board on Children and Families.

As President of Regis College, Weston, MA (2001-2011), her alma mater (class of 1959), she oversaw a transformative turn-around at the College by taking the historic undergraduate women’s college into coeducation; building its graduate programs, notably in nursing, health administration and other health care professions; and developing curricula to serve the needs of diverse populations of twenty-first century students through interdisciplinary pathways leading both graduate and undergraduate students to fulfillment of their professional goals.