MindREDy PsychTech

Closing the opportunity and empowerment gaps for youth, globally, is our mission at MindREDy and we approach it through intersecting psychology, health and education. Nearly half of the global population is under the age of 25, and about 75% of mental  disorders diagnosed in adulthood have their onset before the age of 25.  The majority of young people reside in low- and middle-income countries where, unfortunately, psychopharmacology is often the standard treatment for child and adolescent mental health–most often, without youth consent.  Lack of local financial investment in mental health and a dependency on development assistance from high-income countries are major barriers to addressing the youth mental health crisis in developing countries.   As a result, there is a lack of trained professionals, limited or no access to facilities, and insufficient adult attention in addressing their mental health.  Without trained and attentive professionals, then, who will prioritize youth mental health?  Youth themselves, of course.  Youth empowerment must be a priority.  Why? Because the full extent of the youth mental health crisis is only adequately understood and sufficiently addressed if the voices of youth who bear the burden of mental illness are heard.  Unfortunately, in both low- and high-income countries, adults are not yet listening.  A 2020 youth census survey in the UK revealed that 81.9% of youth between the ages of 15-24 don’t think there are enough opportunities to share their views on issues that affect them.  Far worse, in some least developed countries, particularly in war contexts, children’s freedom of expression is frequently violated and treated as a crime punishable by political persecution–recall the images of the Syrian youth.  When youth are misunderstood, overlooked, underestimated, or persecuted, the future of civil society in low- and middle-income countries is at serious risk.  If youth voices are silenced, statistics will continue to show: half of all girls under the age of 18 are married and drop out of school early, only 13% of girls and 22% of boys attend high school, and 77% of global youth suicides ccur in low- and middle-income countries.  The social and economic cost to civil society takes generations to recover; the responsibility is unfairly imposed on tomorrow’s leaders, i.e., today’s youth.     

How do we capture the voices of youth?  Cognitive, developmental, and educational psychologists have special training in engaging with youth of all ages about the social problems that affect their mental health, as our service delivery is guided by developmental science and evidence-based practice.  Unfortunately, in more than 100 UN member nations–and in all the least developed countries–educational psychologists are largely absent.  Teachers have the ability to reach the most number of youth but lack the training required in child development and social-emotional learning to engage with youth about their social problems and their emotional impact.  Parenting programs that provide parents with the skills to  support their children’s social-emotional development are inaccessible for the majority of parents.  If teachers have no training and parents have no resources, how do we capture the voices of youth?  It is no wonder that rates of anxiety, depression, suicide, and associated public health issues of school dropout, early marriage, family violence, child labour, and youth unemployment are high.  When youth lack self- and social knowledge about their role, rights, and responsibilities in their social world, how can their minds be REDy to address the social problems they face?  When professionals and parents lack the essential building blocks of knowledge about the developing mind–the social, cognitive, and emotional components–how can they be REDy to protect the child’s right to healthy development and learning?

Our psych-tech solutions have the potential to empower youth to address their social-emotional health in the absence of mental health services and formal teacher training. Our tools consists of multiple inputs – in school and non-school contexts, through teachers, parents, and youth themselves. 

Our tools provides millions of teachers with tech-powered training in child development and data-informed prevention and intervention strategies that can be implemented even in resource-deprived classrooms. 

Our game-based tools provide students with ways to develop self-knowledge and social knowledge, so that they are MindREDy to exercise agency in addressing the social problems that are affecting their mental health. 

Our tools also provide parents and caretakers with the opportunity to meaningfully and knowledgeably participate in the social-emotional aspects of their children’s lives. 

Our solution is a multi-participant multi-tiered and powered by either a smartphone or tablet.

Multi-participant: Our solution is procedural and AI supported. Depending on the user (e.g. student, teacher, parent, administrator, dyads, teams etc) it begins with an interactive, AI tool game-based assessment of social-emotional knowledge and skill strengths and gaps. These assessment tools are designed based on the science and research in developmental theory.  Our solutions in particular, rely on the framework of Social Cognitive Domain Theory (Turiel, 1983, 2002) and empirical research that it facilitates. The Domain Theory framework in psychology assumes reasoning is distributed across three structural cognitive domains of reasoning: Personal - having to do with issues we believe to be our own prerogatives; Social Conventional - having to do with issues that are about laws, cultural norms and authority dictates; and Moral - having to do with concerns over justice, fairness and harm/welfare. These domains of reasoning are distinct but they emerge early in ontogeny, develop in parallel, and are in constant interplay. 

Our assessment tools then produce results that are both informative in themselves and can lead to individualized support plans, but they also act to trigger sets of appropriate interventions.  Interventions come in the form of learning tools and exercises, which are developmentally adjusted for youth users, and knowledge level adjusted for adult users. The intervention tools are designed based on the science and research of SEL, and developmental neuroplasticity and resiliency.   

Multi-Tiered: Our solution is a multi-tiered teacher training solution.  Tier 1 (universal) includes training in child development and social-emotional learning that is universally accessible to all educators, and unlocks a toolbox of SEL strategies that can be implemented classwide after successful completion of learning modules.  Tier 2 (targeted) provides training in the use of developmentally appropriate clinical interviews to guide the implementation of social-emotional interventions that take into account the neurodiverse needs and varied degrees of vulnerability.  Tier 3 (intensive) provides training to educational leaders in building an innovative multi-tiered system of support that optimizes human capacity for the widest range of neurodiverse and vulnerable students.  Assessments and data-informed intervention tools are accessible at every tier.  Assessment results can beare automatically tabulated and  with AI-powered technology the tabulations could unlocks specific interventions recommended for implementation.  At the Tier 3 level, teachers complete a self-assessment of Tier 1, 2, and 3 level skills. Their performance on the assessment determines whether they have reached Master Trainer status, which allows them to provide training to their colleagues and to other school communities. 

Our solution serves to empower youth (ages 5 - 25) directly, as well as indirectly through multiple channels–through teachers, parents, and administrators.  Any youth in rural or urban contexts in low-, middle-, and high-income countries with access to a smartphone has direct access to the psych-tech social-emotional tools.   Youth with direct access to smartphones will receive maximum benefit, without the need to rely on parents, teachers, or other professionals for learning or skill development.  This is particularly important for youth who are out of school–for some, giving them a lifeline to overcome their daily challenges in the absence of adult-facilitated intervention. With social domain theory as the theoretical foundation, youth gain clarity around their thinking about issues of fairness, rights, and harm that they face in their everyday lives that impact their social-emotional health.  The active engagement of young people through self-assessments and follow-up interventions promote their sense of agency to address these problems.  

Teachers with access to smartphones will benefit from the self-paced learning modules on developmental theory, assessment, interventions, and multi-tiered support systems.  Our target is youth, but the solution makes a broader impact on teachers who otherwise would not have access to professional training that provides them with the knowledge and skills to promote positive youth development.  These teachers are no longer dependent on administrators to provide them with the training required, nor are they dependent on developmental and educational psychologists to provide the services required to students with neurodiverse needs.  

Our solution impacts parents, who also have access to parenting tools that facilitate their child’s healthy social-emotional development.  When parents and children utilize the tools together, families benefit from the stable, mutually supportive relationships that evolve. Parents benefit from developing and also developing also become more empowered to become involved in their children’s schooling experiences, forging stronger partnerships with schools.  With social domain theory as the theoretical foundation of our solution, parents gain deeper insight into the social problems their children face, and are mindREDy to work with their children to address the problem and advocate for their children where school environments might be harmful to their child.

Our work is guided by our core values: 1) upholding the fundamental rights of all human beings, and 2) following a process guided by cultural humility, continuous self-reflection, empathic communication, and mindful curiosity.  These values have been the basis of our research and professional experiences for over 30 combined years, in more than 20 countries, across five continents, including - and particularly focused on,  war-affected countries.  Our recognition is empathic - we are female entrepreneurs and changemakers who are ourselves from marginalized backgrounds, working at the nexus of science and practice, and at the intersection of health, education and psychology.   W—we are driven also by our family histories of loss and deprivation in resource-deficient, war-affected regions, and deeply we are committed to providing opportunities for local production and distribution of knowledge, in order to change the trajectory of future generations.  The epicenter of our work–around which all decisions are made–is the priority to uphold and promote the Rights of the Child.children’s rights.  We advocate for their right to express their views and to be appropriately informed on matters that affect them, to maintain their sense of agency and feeling of authenticity. This guiding principle of our work is informed by our own academic (published) and professional (award recognized) work in truly global contexts, but also by our personal legacies as child immigrants and minorities succeeding against all odds

We would like to partner with / have assistance from someone who could help us advance the software and technological aspects of the accessibility of our solutions and tools. We are psychologists, data scientists, and educators - this where the strengths of our psychtech concepts come from, but, although we have a fair amount of knowledge and savvy about technology we are no engineers. We believe our tools could be improved in very exciting ways if we could work with engineers who could make a product out of our design. Like an architect and a structural engineer work together. We would also like help with marketing and branding strategies, as we do have ideas about our scaling and growth, but we are new to the world of entrepreneurship.    

Our solution addresses the significant gap between the prevalence of psychological distress among youth and the availability of psychological services–and this is a global problem.  Solutions to date have not effectively reduced this gap; moreover, pandemic period statistics illustrated the widening gap.  The problem is (and historically has been) that youth are underestimated and, therefore, rarely consulted on the problems that affect their mental health. Our psychtech solution is grounded in developmental science and evidence-based practices; we recognize that human development is a cognitive, social, and emotional process and our assessment and intervention practices integrate these together.  Our grounding in social domain theory provides the fundamental starting point for addressing mental health–exploration of self-knowledge and conceptualizing an understanding of the social problems we face, i.e., problems of fairness, rights, and harm.  Once youth arrive at self-knowledge–an understanding of how they think about these problems, they are MindREDy to act on their own behalf to address the problem.  It is the feeling of readiness–or self- and civic agency–that ultimately leads to improved mental health and action toward addressing the problem that is impacting their mental health.  

Better SELF-KNOWLEDGE (understanding of own cognitive and emotional processes) — leads to a SENSE OF AGENCY (ownership of tools to exercise agency) -- which leads to IMPROVED MENTAL HEALTH (ownership of tools for more successful emotional regulation) -- which leads to RESPONSIBLE DECISION-MAKING (understanding of others' cognitive and emotional processes) — which in turn leads to - ADDRESSING THE PROBLEM.   

Otherwise put, intrapersonal knowledge connects to interpersonal skills, which leads to self-agency which promotes civic agency.  

Our solution does not rely on professionals to address youth mental health.  Youth access developmentally appropriate psych-tech tools to address their own mental health and are guided through decision-making processes to address the problem–our solution positions youth as changemakers.   

Our solution is an improvement from conventional self-help apps that are designed for individual use–and focus on the intrapersonal (or emotional) aspect of human development.  However, human development is also a social process, and improved mental health requires a social support network.  Our solution, therefore, provides a support network of teachers, parents, and peer groups through the built-in training, assessments, and games appropriate for each user, but all supporting the welfare of the individual user.       

Our tool is a self-help tool–and we recognize that the self-help market is saturated.  However, the youth self-help market is limited in scope, lacks scientific grounding, and provides panacea solutions that assumes all consumers, regardless of age or cultural context, conceptualize their experiences in similar ways and will benefit from the same step-by-step universal approach.  However, research statistics illustrate that only a small percentage take action.  Furthermore, their generalizability to non-western cultural contexts have not been evaluated.  In this way, our solution is improved, because of built-in progress monitoring tools and self- and teacher- administered assessments that are that are grounded in developmental theory and in consultation with communities we serve.   

Our multi-tiered approach can be catalytic within this target group—reducing the stigma of mental health by integrating social-emotional learning strategies within game-based tools and addressing mental health both in school and out of school contexts and involving a network of individuals involved in the child’s life.  We expect broader positive impacts when children apply these strategies within their own homes and pass these along to family and community members.  Our multi-tiered teacher training model also ensures the continued advancement of knowledge to support youth with neurodiverse needs.  

Our training model is designed to be catalytic.  First, all educators with access to a smartphone device, have access to our training materials.  As they advance through the levels of training, they develop skills to create systems-level solutions.  Here, our AI-powered performance tracking system determines whether they have reached performance targets at each level of training to be considered a Master Trainer.  Master Trainers are automatically entered into a database that can be accessed by regional or national agencies to train other teachers who may not have access to technology.  It also enables them to forge partnerships with other professionals to continue to share ideas and resources.  The catalytic effect observed in Kazakhstan, for example, as the executive director of SANA (a startup education company) utilized the mindREDy training materials to provide parent webinars, and generate followers via Instagram and blog posts.  Within 1 week of posting content, she generated 1,200 followers on her Instagram account.  Our solution, therefore, promotes organic scalability which, eventually, leads to a paradigm shift in the way educators view their role and their responsibilities in youth development.   

Our solution is catalytic because it takes an ecological approach that facilitates the participation not only of the individual child but also of the network of individuals with whom he/she/they interact both inside and outside of the school setting.  

Our solution is catalytic bridge-building between scientific research and psycho-educational practice.  With the absence of developmental and educational psychologists in resource-deprived countries, our solution works as a catalyst in building a bridge between these typically independent and distinct entities–research and professional practice.  Because scientific research in child development is largely inaccessible in many developing countries, educators continue to use antiquated methods of instructional practice.  Our online training catalyzes the use of evidence-based practices without the need for formal training.  Moreover, the scientific community benefits from the impact of their research on the communities they study, with more knowledge being distributed through conferences, publications, and social media platforms.        

As described here, each element of the ‘input’ solution process generates ‘output’ growth.      

1. Increase access to world-class knowledge in child development through social media platforms (UN Goal alignment: reducing inequality of access to education) 

   1. Our teacher and parent training content has been distributed by a local female entrepreneur in Kazakhstan to more than 1,200 followers–parents and educators–through social media platforms, and we aim to continue to increase that number exponentially 

   2. Invite academic researchers to distribute their knowledge to resource deprived communities, through the mindREDy learning web-based learning platform    

1. Increase female leadership and engagement in our solution (UN Goals: reduce gender inequality gap) 

   1. Given that women play a crucial role in the education of children and given that more women are underrepresented in the tech industry, our goal is to attract women leaders in middle- and low-income country to pilot our solution in their communities

   2. Obtain interview data from at least 100 girls in another developing country about how they view their right to education, and begin to identify solutions that empower them to reduce the barriers to education, and integrate these solutions in our psych-tech tools       

1. Bridge the scientific community with educational practice 

   1. We aim to present our Kazakhstan work to the international scientific community by speaking at conferences, writing publications, and displaying our work on social media platforms

5-Year Goals

1. Improve youth agency in identifying barriers to school completion 

   1. Improvements in mental health lead to a sense of self-agency and self-advocacy that facilitate creative solutions to the barriers to school completion; our goal is to increase the number of youth-led initiatives that address the barriers to their school completion, in the communities mindREDy serves   

1. Increase youth employment rates in jobs that offer meaningful work 

   1. For the communities mindREDy directly serves, our goal is for youth to gain the intrapersonal and interpersonal knowledge to gain civic agency, i.e., to access economic opportunities that allow them to have meaningful work that enables them to care for the welfare of their families and their communities

1. Increase attendance of girls in schools   

1. mindREDy girls will gain the psychtech tools to advocate for their right to education in communities where systemic barriers exist, including lack of parent understanding about the value of education, gender-based violence and discrimination in schools, and lack of teacher training, for example 

Our work is particularly focused on several UNSDGs 

3. Good Health and Wellbeing - by providing solutions that integrate interventions in mental health and education we are reducing the burden on, and challenges of access to both fields or services.  

4. Good Quality Education - our educational solutions are empowering teachers, parents and youth, regardless of their cultural, regional and resource-based backgrounds.  

5. Gender Equality - as women, who have worked with women entrepreneurs in  the developing economies, we are especially committed to developing programs and tools that identify, and provide educational and capacity building solutions that address gender inequality.  

10. Reduced inequalities - in addition to 5 above, with our tools and MTSS models our psychtech tools are focused on addressing inequalities stemming from the lack of understanding of developmental neurodiversity. Our focus on youth, and tools that allow youth to grow their skills and self and civic agency, drives our designs.  

15. Peace and Justice and Strong Institutions - our multi tiered system of support (MTSS) construction of our solutions is targeted to capacity building in local settings, especially in resource deprived communities or countries. At the same time human rights and children’s right frameworks anchor all of our work and serve as our accountability checkpoints. Thus, strengthening peace and justice and local institutions is embedded in our designs. 

1. We expect our solutions to have an impact on the problem of the decline in youth mental health because we reach youth directly without relying on mental health services that do not exist and are unlikely to be accessible in the foreseeable future.  Furthermore, our solution is grounded in developmental science and evidence-based practices.  Theories of development assume that change occurs as children learn and grow.  As children interact with their social environment, they develop new ways of thinking about their social world.  Our psych-tech tool facilitates new and healthy ways of thinking and approaching the problems that impact their lives.  This theory of change based on developmental science is also the basis of the ecological model we have employed in our solution, i.e., consisting of multiple inputs involve a social support network synergistically working toward positive youth development–teachers, parents, and peers, and a continued redistribution of knowledge and skills through repeated social experiences.  

2. Capacity building is central to our theory of change.  Change is more likely to occur when knowledge is locally produced and distributed.  Our work in Kazakhstan, for example, involved more than 100 clinical interviews with youth, 600+ parent surveys and 300+ teacher surveys.  An analysis of the data facilitated the production of new knowledge based on the opinions of all three groups of participants.  This new knowledge was delivered by a local entrepreneur and made accessible via social media platforms to parents and teachers.  Within one week, the number of followers increased from 100 (??) to 1,200.  

Long term outcomes 

RESEARCH: Expansion of partnerships with local and international academic institutions, as a way to build bridges between science and professional practice and continue extending research agendas for the overall purpose of global human development    

EDUCATION: Capacity-building training of trainers model increases the number of educators and professionals who can be accessed locally to continue knowledge creation and distribution across the country and region, ensuring long-term sustainability and large-scale distribution of knowledge  

YOUTH VOICE: Youth become responsible decision-makers of tomorrow, prepared to lead stable, meaningful lives - professionally and personally.  

MindREDy Paradigms Shift Approach 

Our solutions use game-based technology. Our assessment tool, for example, is designed to replace a traditional, cognitive developmental psychology based, Piagetian clinal interview. Instead of running the interview in person, to collect the data from the participants, we design a game in which the participant ends up answering the same types of questions and makes the same decisions and responds to a set of different moral dilemmas, as they would in a live interview. However the benefits of technology, and especially the of AI version of this assessment are manifold: 

i) many more metrics can be captured at the same time, than is possible with a "live" clinical interview, and new types of metrics can be captured that can add to the overall picture, such as exact time it takes a person to respond, variations in the tone of voice, etc. which all could be very relevant; 

ii) more assessments can be made much more quickly, compared to a lengthy and one-on-one attention requiring live interview; 

iii) playing a game, rather than having a conversation may yield deeper and richer insights, or in any case, different insights. 

iv) access to the assessment tool is literally limitless, and can be used half way across the world without any special adjustments 

v) interactive nature of the assessment tools allow the participants, including youth to add their own modifications and versions, which in themselves become an additional assessment tool - as we track WHAT they are modifying and WHY.

Our intervention tools which are based on the science and research of  social emotional learning and resiliency, benefit in similar ways from technology as do the assessment tools. For example, as parents, students and teachers are able to work separately and together on the use of those tools, that provides us with immediate comparable metrics that allow us to see the interplay of their knowledge gaps. 

The underlying purpose of our work is to provide equitable access to opportunities in education and mental and social-emotional wellbeing of individuals across the globe, regardless of their culture, region of origin, or any other status they carry inherently or by orientation. As co-founders, we are both women and immigrants, who come from marginalized groups and carry contested identities. For both of us, it has been our life's work to uphold, promote and fearlessly defend the unquestionably equal rights of every human adult and child to the same opportunities as well as the same respect and recognition in all aspects of life. We embody these principals in our professional work and in our personal lives. Moreover, as developmental psychologists we are not only bound by the ethics of our profession, but also by the deep, scientifically grounded conviction to the beauty and wonder of human nerodiversity. We believe that any progress in human development on both psychological and social planes is not possible without full recognition of that diversity. Finally our driving force is the desire to champion youth and uplift their voices to the volume of full and uninhibited agency. In that endeavor we are particularly inspired by youth in resource deficient communities and countries, not least for the fact that we stem (proudly so!) from such origins ourselves.  

We design our work with cultural humility, mindful curiosity and commitment to reflecting and emphasizing human and children's rights. We work collaboratively with our clients because they are the repositories of knowledge that we don't have access to. We blend our knowledge and theirs' for jointly owned, organic solution. We ultimately strive to build local capacity, thus, intentionally building it on the pillars of diversity and equity, assures the success of our own efforts. 

Our primary goal is the sustainability of knowledge and the rise of local agency, so that the impact of our work is felt by our clients and proliferates through the communities in which they live, well beyond the completion of the contract.  To that end, we take a capacity-building approach involving the collaborative design of research strategies, interventions, and innovative systems and structures. With these values in mind, we have conducted or facilitated the administration of hundreds of interviews and surveys with diverse populations of young people about the social problems they face--Syrian, Turkish, South African, Kazakh, American, Chinese, and Bosnian youth.  They represent the voices of their communities.  We have designed our solution based on a prototype in Kazakhstan where we developed a remote capacity-building train-the-trainer model for a team of educators led by a local entrepreneur.   

Our model began with piloting a course on child development and social-emotional learning.  The course content served as a foundation for followup research, in which we trained the team to design clinical interviews and surveys for teachers, parents, and students and to conduct the interviews and administer the surveys.  We then analyzed the data and identified programming content that was relevant to the results of the research.  We engaged the local team through google classroom and zoom sessions.  Our psych-tech solution integrates the same process of providing training in child development and research design; however, it does not require a live instructor.  Instead, content is delivered through an e-learning platform.   

We have built a prototypical model that was successful in Kazakhstan and enabled us to scale up our capacity building approach.  Our work always begins with research about the local educational context.  We carry out both formal and informal research by identifying what knowledge the communities already have in the area of child development and social-emotional learning, and we establish a baseline of knowledge based on their responses.  We access this information from primary and secondary sources.  We design our clinical interviews and parent and teacher surveys based on our preliminary research.  Youth voice is integral to our work–and we take a systematic approach to capturing youth voice based on theories of child development.  Social Domain Theory (SDT) and Youth Participatory Action research are is the foundations of our research approach youth participatory research.  SDT researchers employ a clinical interview method that guides children through a “self-exploration” of their own understandings about the social problems they face, such as discrimination, cheating, and bullying.  By understanding how young people think about these problems, we can gather information about how their experiences affect their mental health.  

To date, we have conducted hundreds of interviews with diverse youth populations of all ages–Syrian, Turkish, South African, Kazakh, American, Chinese, and Bosnian.  We combine our understanding of child development, our lens of children’s rights, the voices of youth, and the perspectives of education professionals and parents to design prevention and intervention strategies that help to address these issues based on results of our clinical interview and survey data. We also use YPAR methods to actively engage young people in our research processes. YPAR, as a method, privileges the knowledge of the “subject” of research, turning their role into that of an active contributor to the research design, process and interpretation, through use of less conventional research tools such as photography and videography. This method not only pulls the community and the youth into the process of self explorations but facilitates a sense of agency and ownership over the story about themselves.  

The market for the particular solutions we are building- and the way in which we build them - is enormous. Disproportionately more youth in low- and middle-income countries are in urgent need of services, their teachers are in urgent need of the knowledge and skills to promote their resiliency, and parents lack the knowledge required to be able to make responsible decisions in the best interests of their children.  These concerns, collectively, fuel the rapid decline in mental health.  We recognize that our psych-tech solution competes with an array of mental health apps that are ubiquitous on mobile phones–but children and families who do not have access to mobile phones are deprived of the opportunity to benefit.  Instead, our solution reaches children through their classroom teachers, allowing even children and families without mobile phones to benefit from interventions that they learn in school.   Our solution can reach hundreds of thousands–even millions–of children in remote areas, without the need for qualified professionals and there is built-in quality control in the delivery of training because it is designed by experts in cognitive, developmental, and educational psychology and delivered directly to the educators (users), so that the knowledge received is credible and ensures all users have equal access to the same level of training to address the needs.  

We also recognize that our solution overlaps with the self-help market, providing millions of users information and tools on self-care, without the need for psychological services.  Our solution is grounded in developmental theory and science-based practices; we recognize that social-emotional development is a cognitive process and our assessment and intervention practices integrate these together.  Our solution is specifically designed with youth as the beneficiaries, whereas the self-help market targets adults.   Furthermore, the self-help market provides panacea solutions which assume that all consumers, regardless of age or cultural context, conceptualize their experiences in similar ways and will benefit from the same step-by-step universal approach.  However, research suggests that the self-help market is able to do little more than provide temporary validation or escape, and statistics illustrate that only a small percentage take action. Furthermore, their generalizability to non-western cultural contexts have not been evaluated.  In this way, our solution is improved, because of built-in progress monitoring tools and assessments that are administered by teachers and that are grounded in developmental theory and in consultation with communities we serve.   Our multi-tiered approach can be catalytic within this target group—reducing the stigma of mental health by integrating social-emotional learning strategies within school curricula and extra-curricular activities.

We ask that you please refer to the linked pitch deck for our business that has information about our sustainability model, our financials so far, and our  projected growth, as well as how we think we can compete with our competitors.  

MindREDy pitch deck

So far, we have been connected to opportunities and raised capital through our networks of academic and professional connections. Our works has been recognized by the Collaborative for Academic and Social Emotional Learning, the worlds foremost organization for production and distribution of research and training on SEL. We have also been recognized by American Psychological Association, with the current President of APA personally contribution to some of our training materials and committing to promoting our work through APA. We have been invited to and presented out work in Kazakhstan at multiple international academic conferences, out of which arose proposition for international collaborative work. During our work in Kazakhstan we were approached by the World Bank and UNICEF to develop joint solutions. While much of this promotional and go-to-market work is still in progress, our large scale Kazakhstan project was funded in the proximity of $100K and there are phases that are still about to be set in motion (the pandemic interrupted some of that work).