Lisa Flook

Senior Researcher

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650.351.7385

Lisa Flook is a member of LPI’s Deeper Learning team where she is working to translate research on children's learning and development to inform practice and policy. Flook has conducted research in educational settings for over 15 years. Her earlier focus was on the negative consequences of academic and interpersonal stress on children and adolescents, but a strong interest in prevention and intervention led her to investigate approaches to mitigate the negative effects of stress and to promote health and well-being in childhood. Previously, she studied the effects of mindfulness in school settings at UCLA’s Mindful Awareness Research Center and at the Center for Healthy Minds at the University of Wisconsin-Madison.

Flook holds an Ph.D. and M.A. in Clinical Psychology from UCLA and a B.A. in Psychology with a minor in Education from UC Berkeley. 

Lisa Flook

Featured Resources

Encouraging Social and Emotional Learning in the Context of New Accountability
Report

Encouraging Social and Emotional Learning in the Context of New Accountability

Apr 18 2017
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How can schools be encouraged to help students develop socially and emotionally and to foster positive school environments in the context of new accountability under the Every Student Succeeds Act? This report provides a framework for considering how measures of social and emotional learning (SEL) and school climate may be incorporated into an accountability and continuous improvement system.
Community Schools: An Evidence-Based Strategy for Equitable School Improvement
Brief

Community Schools: An Evidence-Based Strategy for Equitable School Improvement

Jun 05 2017
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Community schools, which feature integrated student supports, expanded learning time, family and community engagement, and collaborative leadership, can be a successful strategy for improving schools under the Every Student Succeeds Act (ESSA). That’s the conclusion of this research review, based on an analysis of over 100 studies. This brief, published jointly by the Learning Policy Institute and the National Education Policy Center, discusses the four key features of community schools and offers guidance to support school, district, and state leaders as they consider or implement a community school intervention strategy in schools targeted for comprehensive support.
Effective Teacher Professional Development
Report

Effective Teacher Professional Development

Jun 05 2017
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Well-designed and implemented professional development is an essential component of a comprehensive system of teaching and learning that supports students to develop the knowledge, skills, and competencies they need to thrive in the 21st century. This report details key components of effective professional development and offers rich descriptions of model programs to inform education leaders and policymakers seeking to leverage professional development to improve student learning.