Why I do this.

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 moved my practice away from coaching entirely and focus exclusively on building access — designing AI-powered learning systems that create the conditions coaching never could.

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.