Anne Lessard

Anne Lessard is a Professor and Dean at the University of Sherbrooke's Faculty of Education, where she leads research and academic initiatives focused on educational psychology. Her work bridges institutional leadership with hands-on research in student engagement and school retention.

Education:

• Ph.D. in Educational Psychology, University of Sherbrooke (2004)
• M.A. in Educational Psychology, McGill University (1999)
• B.Ed., Queen's University (1993)
• B.Sc., Lakehead University (1992)
• H.B.O.R., Lakehead University (1992)
• D.E.C., Champlain Regional College (1988)

Her research examines school dropout prevention through student engagement strategies, gender differences in educational outcomes, classroom management, and inclusive teaching practices. She investigates how teacher-student relationships, community-school partnerships, and tailored educational interventions impact student perseverance. Her work emphasizes practical applications in diverse classrooms, particularly during crises like the pandemic.

Analysis of her 15 most recent publications reveals a strong focus on quantitative and qualitative studies of student engagement, with increasing attention to pandemic-era educational challenges. Her research spans primary and secondary education contexts, highlighting intersections between behavioral science, sociology, and practical pedagogy. Key trends include the validation of engagement measurement tools, analysis of teacher attitudes toward behavioral difficulties, and community-based dropout prevention models.

Scientific Awards:

• CSRS Research Chair on Student Engagement, Integration, and Success (2022)
• CSRS Research Chair on Student Engagement, Perseverance, and Success (2017)
• Dean's Honor List, McGill University
• Dean's Honor List, Lakehead University

Dr. Lessard has secured over $5 million in research funding as principal or co-investigator, including major grants from the Public Health Agency of Canada, Fonds de recherche du Québec, and SSHRC. Her projects focus on anxiety prevention in schools, knowledge translation in education, and non-certified teachers' impact on student success. She actively mentors emerging researchers through collaborative grant projects and supervises graduate students in educational psychology.

She co-directs the Centre d'études et de recherches sur les transitions et l'apprentissage (CÉRTA), which develops community-school partnerships to support vulnerable students. Her team's 'Accès 5' program creates multi-sectoral intervention networks involving 5 community spheres to prevent dropout among at-risk secondary students in disadvantaged areas.