LISA
Nurturing children's mental-health and well-being at school and beyond
LISA is a collaborative approach to better identify, understand and support the well-being and mental health of children at school and beyond.
LISA is a collaborative approach to better identify, understand and support the well-being and mental health of children at school and beyond.
The LISA action-research program is a response to the challenges of children's well-being and mental health.
LISA France 2030 is the winner of the Call for Expressions of Interest for Innovation in the School System 2023 launched by the French government.
More than one in five young people in France experience psychological distress, which can hinder their learning, well-being, and the overall school climate. Schools play an essential role: providing a safe environment, fostering self-esteem, encouraging exploration, and supporting each child’s growth.
Promoting students’ mental health means giving them the means to grow with confidence and fully develop their potential.
These challenges are not new, but they have gained significant attention in recent years. The 2021 annual report by the French Defender of Rights highlights the urgency of the situation.
Despite the relatively recent focus on the mental health of children and youth by the media and political bodies, existing support systems have significant limitations, and schools are struggling to provide adequate responses:
At least one in five children has a mental health condition.
(Santé publique France, 2023)
France has fewer than 2,000 child psychiatrists, the only professionals authorized to make diagnoses.
(French Court of Auditors, 2023)
Only 1 in 20 French students receives appropriate support, often after a long and unequal journey.
LISA offers a concrete, collaborative, and tool-based response to the challenges of mental health and well-being at school, drawing on the combined expertise of practitioners, healthcare professionals, and researchers.
Ensure systematic, structured, and well-equipped identification and support for the specific needs of each student.
Support, train, and guide teachers, families, psychologists, researchers, and school administrators.
Provide individual and collective solutions, thereby enhancing the effectiveness of public initiatives by the French National Education system and its partners, based on the real needs of children and youth.
LISA France 2030 is an interdisciplinary and international action-research project, launched in 2020 from the work of the Learning Planet Institute and iféa, in collaboration with INSERM, the Robert Debré Institute, and the Child Mind Institute. As a laureate of the Call for Expressions of Interest on Innovation in Schooling, the project is supported by the General Secretariat for Investment and the Banque des Territoires.
To ensure everyone benefits from this collaboration, join us in the LISA approach.
Let's work together to make a difference, nurture each child’s strengths and address their unique needs
to build a more equitable and inclusive society.
Operation supported by the State as part of France 2030's “Innovation in Schooling” program, operated by Caisse des Dépôts.
Community coordinator, Learning Planet Institute
Vice-President of LISA, co-founder of the Learning Planet Institute
Training Coordinator, Learning Planet Institute
Founder, LISA
Postdoctoral Fellow, Learning Planet Institute
Teacher, Paris
Director of Youth Programs, Learning Planet Institute
Teacher, Suger
Educational Director, Paris
Director of Operations
Head of Deployment
Content Coordinator, Learning Planet Institute
Professor, author and director of textbooks at Bordas
Pedagogical advisor and academic trainer
History and Geography teacher
School teacher and master trainer
School teacher, master trainer and pedagogical advisor
Columbia University
INSERM
MATTER Lab, Child Mind Institute
University of Chicago, Child Mind Institute
Learning Planet Institute, INSERM
MCF, Institut de Recherche sur l’Education
Seton Hall University
John Hopkins, NIMH
Healthy Brain Network, Child Mind Institute
University of Pittsburgh
APHP, Institut Pasteur
Université de Lausanne, CR-IUSMM
