Lisa Flook, PhD, MA

Mindfulness and Equity in Schools

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What You'll Learn

  • Learn why schools are like an ecosystem, and know the importance of community participation when it comes to mindfulness initiatives in schools

  • Hear ideas for creating equitable, accessible, and culturally responsive mindfulness programs for young people

  • Learn the relational aspects of the classroom that schools can cultivate so that they can develop the “whole child” who thrives in academics and beyond

About Lisa Flook, PhD, MA

Lisa Flook is deeply interested in individual and societal transformation and well-being. Her research on children's social and academic stress and the effects of mindfulness interventions with teachers and students has been published in leading scientific journals. She has worked as a research scientist with the Mindful Awareness Research Center at UCLA, and the Center for Healthy Minds at the University of Wisconsin-Madison, and most recently with an education policy think tank, the Learning Policy Institute. She earned her PhD and MA in (Clinical) Psychology from UCLA, and BA in Psychology from UC Berkeley.

Mind & Life Grantee

About Rona Wilensky, PhD

Rona Wilensky is Director of Mindfulness Programs at PassageWorks Institute where she teaches SMART in Education, a mindfulness program for educators. From 1992- 2009 she was founding principal of New Vista High School, an innovative public high school of choice in Boulder, Colorado. She is a Fellow of the Mind and Life Institute and was member of the Leadership Council of the Garrison Institute’s Initiative on Contemplative Teaching and Learning. Rona holds a B.A. and Ph.D. in Economics from Yale University and taught that subject at Williams College and the University of Denver in the early 1980’s.

Check out Rona's work at PassageWorks.

What do you think?
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  1. Cindy Plappert October 22, 2019 at 7:39 am - Reply

    I agree that we need to look toward a whole school approach to mindfulness and compassion. I work with k-5 student 30 minutes each week in their classroom while the teacher is “present”. There is an obvious difference in the climate of classrooms where the teacher participates in the practice and those who leave the room or get busy with other things while I’m in the room. I believe there is great value in teacher training and looking toward systemic buy in.

  2. Irene Kenison October 22, 2019 at 7:25 am - Reply

    Thank you. It is good to see the connections between mindfulness and relationship (connection) and then achievement and social/emotional skill development, and this bringin more equity to the classroom.

  3. Jean October 21, 2019 at 11:03 am - Reply

    It’s so encouraging to hear the research beginning to back up speculations about the connections between mindfulness and implicit bias, mindfulness and equity, etc. Thanks Dr. Flook!

  4. Valerie Kelly October 21, 2019 at 10:03 am - Reply

    Lisa! Thank you. I echo your idea that the way in which to change the system is to work with the individual from inside th system and create a value around that relationship.

  5. may zaw naing October 21, 2019 at 12:49 am - Reply

    Thank you so much for sharing.

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