Family stories
What parents and students say
Better grades and test scores matter, but the note we value most is that a child has stopped dreading school.
After our son’s dyslexia diagnosis, Nadia took him from guessing at every third word to reading chapter books before bed by choice. Classroom sight-word drills had left him defeated; her warm, multisensory Orton-Gillingham sessions gave him decoding rules that finally made sense to him, and now he asks for trips to the bookshop.
Our daughter went from tears over a D+ in Honours Pre-Calculus in October to a solid A-minus by spring, and the nightly homework arguments stopped. Junior year hit her hard in both Pre-Calculus and AP Chemistry. After her first session with Elias she came out smiling, and his written recaps kept us informed without hovering.
Working one to one with Harriet meant no time wasted on questions I already knew, and my digital SAT went from 1260 to 1430. I dreaded the idea of a big prep class. Instead we went straight to my timed grammar traps and Desmos shortcuts, and later she helped me shape a personal essay that actually sounded like me.
Our eighth-grader shone in class discussions but had three Cs purely from finished homework he never handed in, and every Sunday night ended in a row. Weekly sessions with Diego taught him to map his own week, break up science projects and email his teachers himself. Missing assignments fell from fourteen in the first quarter to none in the third.
Timed essays in AP World History stressed me so much I could not finish on time. Harriet broke document analysis and body paragraphs into a plan I can sketch in five minutes. My DBQ scores went from 3/7 to 6/7 before midterms, and English papers now take me half as long.
Our son joined the study workshop with a few classmates his age. Working beside peers made note-taking and test review feel less like a chore, and he now keeps the weekly planner Harriet showed them without being reminded. It was a calm, sensible start before we considered one-to-one sessions.