Sandy Nadeau

Sandy Nadeau is an Associate Professor and Vice-Dean at the University of Sherbrooke's Faculty of Education, specializing in school-family-community collaboration, educational resilience, and inclusive practices for vulnerable populations. Her academic journey includes a Postdoctoral Fellowship in Psychopedagogy from Université Laval (2018), a PhD in Education from Université de Sherbrooke (2018), a Master's in Educational Sciences (2011), and a Bachelor's in Preschool and Primary Education (2009).

Her research focuses on school resilience among socioeconomically disadvantaged students, family-school collaboration in diverse contexts, and understanding student engagement through family-school-community interactions. She examines how family environment factors and classroom climate influence school dropout risks, with particular attention to inclusive education practices and teacher-student relationships.

Nadeau's recent publications analyze teacher attitudes toward behavioral difficulties, parental engagement strategies in disadvantaged communities, and student narratives of resilience. Her work demonstrates consistent focus on practical applications for educational settings, particularly in supporting vulnerable student populations through collaborative approaches.

• Audet-Allard Prize (2021) from the Canadian Society for the Study of Education
• Charles Bujold Prize (2018) from Université Laval
• Multiple Faculty of Education Excellence Mentions (2011-2013)
• Thesis Jury Excellence Recognition (2018)

She has secured substantial research funding from SSHRC, FRQSC, and Quebec government programs, totaling over $1.5 million since 2012. Her current projects include optimizing teacher education programs, studying parental involvement in primary education, and developing family literacy resources for rural communities. Nadeau actively collaborates with school boards and community organizations through the PÉRISCOPE research network, focusing on practical interventions for educational success in vulnerable contexts.