Because it needs to exist.
I’ve been working with complex learners for 17 years as a classroom teacher for students with learning disabilities and ADHD, as an executive function coach, and as a learning strategist. I have a Master’s in Education with a focus on learning design.
I’ve spent too many years working with students whose mental health has been affected by a broken system. Students who have internalized the failure of the education system to understand what they need, and who have felt shame, inadequacy, and fear for far too long, simply because of the way information is presented.
I’ve always been highly successful with students who could manage the broken system. The ones who, when given the right tools, had the energy to use them. But there were always students who were already so exhausted and hopeless that any additional strategy just felt like more work they couldn’t do.
Those are the students this work is for.
And when I sit in front of these students and give them these tools and they say “oh my God, this is phenomenal” I know I’m doing the right thing.
I get really meticulous about what I’m building. Hundreds of hours of refining and refining. Because when you put a tool in front of a student and tell them it should work and it doesn’t, you’re reproducing that same shame and that same struggle they’re acting to protect themselves from.
I do what I do because it needs to exist.
ChatGPT is a general-purpose tool. It doesn’t know what your child needs to learn, what understanding looks like for their specific course, or how to sequence information for how their brain processes it. What I build is a learning ecosystem designed around your child’s actual courses, calibrated to what their professor actually cares about, structured to invite genuine engagement.
ChatGPT on its own will happily summarize, explain, and produce flashcards — all things that feel productive but don’t encode learning. The system I build does something different: it puts your child in situations where they’re figuring things out, explaining their thinking, and making decisions with the knowledge. That’s what encodes.
Those tools automate what your child is already doing — and what your child is already doing isn’t working. They produce flashcards. Summaries. Practice questions pulled from surface-level content. None of it promotes engagement. None of it builds deep understanding.
Your child doesn’t need more flashcards. They need to be put in problems they’re actually figuring out. They need to talk about the material and explain it. They need to make decisions with the knowledge the material is giving them. They need to play. That’s what this system is designed to do. It doesn’t automate ineffective studying. It creates the conditions for genuine learning.
No. And this is critical. Most AI tools, used without structure, will fill in conceptual gaps automatically. The student appears competent, but nothing encodes. When the scaffold disappears — on the exam, in the next course — everything collapses.
This system uses AI differently. The AI doesn’t give answers. It asks questions. It locates where understanding breaks down and builds from there. Your child has to prove their understanding at every step. The AI can’t hallucinate their competence.
University and upper-year high school students. The system is built for students navigating complex course material who are capable of far more than their grades suggest.
After an initial conversation to understand your child’s situation, I build a learning ecosystem around their actual courses. That includes:
Interactive podcasts generated from their course material
A guided tutor calibrated to what they need to understand
Consolidation questions for building real notes based on real understanding
Ongoing support to adjust as needed
Your child gets tools that meet them where they are — and a way into material that’s been inaccessible until now. Each term, the system gets upgraded for their new courses. They can continue for as long as it’s useful.
If your child genuinely engages with the system and it doesn’t shift their experience, we’ll talk about what’s not landing and adjust. These tools work because they have to — I’ve spent hundreds of hours refining them precisely because putting something in front of a struggling student that doesn’t work reproduces the same shame and failure they’ve already experienced.
That said, this isn’t magic. Your child has to show up. The system creates the conditions for engagement, but they have to walk through the door.
Book a free 30-minute conversation. We’ll talk about your child — what’s going on, what’s been tried, what the actual struggle looks like. If it sounds like a fit, we go from there.