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Philip Fisher

Photo of Philip Andrew Fisher

Philip Andrew Fisher


Assistant: Brittany Dalberg

Office: CERAS 407


Dr. Philip Fisher is the Excellence in Learning Professor in the Graduate School of Education at Stanford. His research, which has been continuously funded by the National Institutes of Health since 1999, focuses on developing and evaluating scalable early childhood interventions in communities, and on translating scientific knowledge regarding healthy development under conditions of adversity for use in social policy and programs. He is particularly interested in the effects of early stressful experiences on children's neurobiological and psychological development, and in prevention and treatment programs for improving children's functioning in areas such as relationships with caregivers and peers, social-emotional development, and academic achievement. He is currently the lead investigator in the ongoing RAPID-EC project, a national survey on the well-being of households with young children during the COVID-19 pandemic. Dr. Fisher is also interested in the brain's plasticity in the context of therapeutic interventions. He is the developer of a number of widely implemented evidence-based interventions for supporting healthy child development in the context of social and economic adversity, including Treatment Foster Care Oregon for Preschoolers (TFCO-P), Kids in Transition to School (KITS), and Filming Interactions to Nurture Development (FIND). He has published over 200 scientific papers in peer reviewed journals. He is the recipient of the 2012 Society for Prevention Research Translational Science Award, and a 2019 Fellow of the American Psychological Society.

Other Titles

Professor, Graduate School of Education
Member, Wu Tsai Neurosciences Institute

Program Affiliations

Race, Inequality, and Language in Education (RILE)
Stanford Accelerator for Learning

Recent Publications

Ibekwe-Okafor, N., Sims, J., Liu, S., Curenton-Jolly, S., Iruka, I., Escayg, K.-A., … Fisher, P. (2023). Examining the relationship between discrimination, access to material resources, and black children?s behavioral functioning during COVID-19. EARLY CHILDHOOD RESEARCH QUARTERLY, 62, 335–346.

Zalewski, M., Liu, S., Gunnar, M., Lengua, L. J., & Fisher, P. A. (2023). Mental-Health Trajectories of U.S. Parents With Young Children During the COVID-19 Pandemic: A Universal Introduction of Risk. Clinical Psychological Science : a Journal of the Association for Psychological Science, 11(1), 183–196.

Imhof, A., Liu, S., Schlueter, L., Phu, T., Watamura, S., & Fisher, P. (2022). Improving Children's Expressive Language and Auditory Comprehension Through Responsive Caregiving: Evidence from a Randomized Controlled Trial of a Strength-Based Video-Coaching Intervention. Prevention Science : the Official Journal of the Society for Prevention Research.

Philip Fisher in the News & Media

Professor Philip Fisher, director of the Stanford Center on Early Childhood, discusses findings from the RAPID survey, a national survey of families with children from birth to 5 years old.
July 17, 2023
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