Lydia Lymperis is an analyst in the area of home affairs and social policy at RAND Europe. Her primary research interests concern education policy and reform, with a particular focus on educational technology for addressing exclusion and supporting disadvantaged students, whole-child development approaches and social and emotional learning. She has experience in designing mixed methods studies, and is proficient in a range of quantitative and qualitative techniques.
Lymperis is involved in a variety of research projects in social policy areas, including the evaluation of DfE's Alternative Provision Specialist Taskforce pilot, the development of OECD's TALIS Starting Strong 2024 survey, and a research study on future jobs and skills demand in the green economy sector for vulnerable populations, sponsored by the JPMorgan Chase Foundation.
Prior to joining RAND, Lymperis worked as a research assistant at the School of Geography, Politics, and Sociology at Newcastle University, working with national survey data to understand how motivations rooted in political ideology and partisan identity affect information interpretation and evaluation when citizens are reasoning about key political issues. Previously, she interned at the UNICEF Europe and Central Asia Regional Office in Geneva, working on strengthening quality inclusive education for the most disadvantaged children in the region.
Lymperis co-convenes the Educational Technology Special Interest Group of the British Educational Research Association. She holds a Ph.D in education from Newcastle University and an M.A. also in education from the University of Nottingham.
- Evaluation of Alternative Provision Specialist Taskforce
- Implementing the OECD Starting Strong 2024 Survey
- Green jobs for disadvantaged groups
Lydia Lymperis, "Evidence from a blended remote learning intervention in Greek small rural primary schools," Journal of Applied Learning and Teaching, 4(1), 2021
Lydia Lymperis, Social constructivism and participative learning beyond bricks and mortar, British Educational Research Association (BERA), 2020