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MISSION

Our methodology 0 is fundamentally holistic 0

While understanding certain conditions is valuable, we recognise that labels can feel restrictive and are not the
essence of who a person is.

MISSION

Our methodology 0 is
fundamentally holistic 0

While understanding certain conditions is valuable, we recognise that labels can feel restrictive and are not the essence of who a person is.

Individuals with neurodevelopmental differences may need to better understand their own functioning to achieve their best potential. Some automation skills are not visible to the naked eye and require thoughtful research to identify what may be interfering with a child's essential processes.

To overcome this, the brain must create new automatic pathways in this forest of neurological connections. The more this new path is used, the more established it becomes, eventually replacing the old, less efficient route.

Our aim is to provide a comprehensive assessment and support system that considers all aspects of a child’s development. By establishing new beliefs and using specific tools, we empower children and adolescents to navigate and redefine their ‘labels’, fostering their success and self-understanding.

Neurodevelopmental differences share a common challenge in the automation of necessary skills and tools.

At Serengaï, our main focus is not on the diagnosis itself but on understanding what disrupts the individual’s life and providing support tailored to their specific needs.

Individuals with neurodevelopmental differences may need to better understand their own functioning to achieve their best potential. Some automation skills are not visible to the naked eye and require thoughtful research to identify what may be interfering with a child's essential processes.

To overcome this, the brain must create new automatic pathways in this forest of neurological connections. The more this new path is used, the more established it becomes, eventually replacing the old, less efficient route.

Our aim is to provide a comprehensive assessment and support system that considers all aspects of a child’s development. By establishing new beliefs and using specific tools, we empower children and adolescents to navigate and redefine their ‘labels’, fostering their success and self-understanding.

Neurodevelopmental differences share a common challenge in the automation of necessary skills and tools.

At Serengaï, our main focus is not on the diagnosis itself but on understanding what disrupts the individual’s life and providing support tailored to their specific needs.

° MANIFESTO

By establishing new beliefs and providing specific tools, we enable children and adolescents to shape their labels according to their own needs.

Understanding and using the power of their thoughts is a key element in their journey toward success and self-understanding.

In many cases, individuals will have co-occurring conditions. One learning differentiation will likely bring other challenge or challenges on other subjects, which will bring this complex situation where a person may have two, three, or more learning differences. In some instances, a diagnosis can be helpful. Nevertheless, at Serengaï, we strive to review and integrate all elements of the child or adolescent’s experience to ensure that co-occurring conditions are correctly understood.

° MANIFESTO

By establishing new beliefs and providing specific tools, we enable children and adolescents to shape their labels according to their own needs.

Understanding and using the power of their thoughts is a key element in their journey toward success and self-understanding.

In many cases, individuals will have co-occurring conditions. One learning differentiation will likely bring other challenge or challenges on other subjects, which will bring this complex situation where a person may have two, three, or more learning differences. In some instances, a diagnosis can be helpful. Nevertheless, at Serengaï, we strive to review and integrate all elements of the child or adolescent’s experience to ensure that co-occurring conditions are correctly understood.

The following descriptions are general guidelines and can vary depending on individual circumstances and potential co-occurring conditions:

ASD

INTELLECTUAL CONDITIONS

ADHD

INTELLECTUAL CONDITIONS

HIP

INTELLECTUAL CONDITIONS

DYS

INTELLECTUAL CONDITIONS

TOURETTE SYNDROME

INTELLECTUAL CONDITIONS

INTELLECTUAL DIFFERENCES

INTELLECTUAL CONDITIONS

MORE

INTELLECTUAL CONDITIONS

° Psychopedagogy

Engaging in an educational process that reverses learning challenges, supports the inclusion of children with special needs, and improves social integration within their environment.

Psychopedagogy is an educational approach developed in the 1910s, integrating concepts from psychoanalytic, neurobiological, neuroscientific, and neuroeducational
fields. It encompasses multiple dimensions, including cognitive, psychological, mental, neurological, psychoanalytic, and pedagogical aspects.

PSYCHOPEDAGOGUE

Reverse 0 learning challenges 0

The mission of psychopedagogy is to address specific learning challenges and cognitive processes involved in learning.

It considers Learning Differenciations (TDs) as the interaction between genetic predispositions and the environment, which either fosters or hinders these predispositions.

The intervention model in psychopedagogy is built on three pillars designed to tackle learning challenges. This model enables over 80% of children to catch up at the first stage, with an additional 15% achieving progress by the second stage.

If remediation persists for at least six months with minimal progress, this resistance may indicate the need for specialised intervention. This model serves as a valuable tool to determine whether a genuine "disorder" exists or if the learning methods are simply misaligned with the child's or adolescent's way of functioning.

It considers Learning Differenciations (TDs) as the interaction between genetic predispositions and the environment, which either fosters or hinders these predispositions.

The intervention model in psychopedagogy is built on three pillars designed to tackle learning challenges. This model enables over 80% of children to catch up at the first stage, with an additional 15% achieving progress by the second stage.

If remediation persists for at least six months with minimal progress, this resistance may indicate the need for specialised intervention. This model serves as a valuable tool to determine whether a genuine "disorder" exists or if the learning methods are simply misaligned with the child's or adolescent's way of functioning.

Youth Guidance
(ages 5 to 25)

At Serengaï, we think of your learner as a person with unique strengths. With the environment we have and our learning tools, growth is possible. Our role is to help your child or young adult bring structure, prepare themselves, while giving you (the parents) the strategies that help you understand their needs.

It is not therapy

It is not a diagnosis

It is definitely not traditional tutoring or schooling

As a learning strategy consultancy for individuals dealing with learning challenges, we work with children, adolescents, and their parents to create systems that make learning clearer, calmer, and more effective.

How We Work

Our journey of helping young individuals with learning challenges follows these clear steps.

01

Understanding the landscape

Our learning strategy consultant begins by listening. We take time to understand your child or young adult. Their strengths, challenges, and current school context. Having parents around, depending on the learner’s age, during this process is important.

02

Designing a plan

Based on what we learn about your child, we’ll create a practical learning strategy tailored to their specific needs. This may include executive function tools, study systems, routines, and methods.

03

Equipping for independence

When our session starts, your child or young adult will always learn how to use these strategies in real life. Parents are also guided on how to ensure that structure is enforced at home without increasing pressure.

04

Building Sustainable Growth

Over time, our goal is autonomy. As confidence increases, emotional tension decreases. Your child or young adult learns and evolves alongside the tools that can be used across subjects and schooling.

1

Understand the landscape

Our learning strategy consultant begins by listening. We take time to understand your child or young adult. Their strengths, challenges, and current school context. Having parents around, depending on the learner’s age, during this process is important.

2

Designing a plan

Based on what we learn about your child, we’ll create a practical learning strategy tailored to their specific needs. This may include executive function tools, study systems, routines, and methods.

3

Building Sustainable Growth

When our session starts, your child or young adult will always learn how to use these strategies in real life. Parents are also guided on how to ensure that structure is enforced at home without increasing pressure.

4

Equipping for independence

Over time, our goal is autonomy. As confidence increases, emotional tension decreases. Your child or young adult learns and evolves alongside the tools that can be used across subjects and schooling.

To us, growth is not a rushed process. It is coaxed and nurtured to be fruitful.

Who we help

We designed Serengaï for children and young adults who:

Have powerful abilities but struggle with tasks that need organization, focus, or execution

Experience anxiety or frustration around schoolwork

Struggle with learning and need tailored learning tools

Feel discouraged even with effort

Need a proper structure to regain their confidence

Are blocked academically and need a way to learn more efficiently

It is also for ‌parents and caregivers who want to understand, need help, and need a plan to help their child thrive.

What makes 0 our way 0 different?

Serengaï’s work exists to bridge the gap between emotional support and academic structure. When it works, children feel understood, not judged. Parents feel supported, not blamed. When the pressure is lower, life takes on a healthier hue in the home.

The approach is also grounded and practical. Our learning strategies for individuals dealing with learning challenges focus on concrete tools, clear progress, and real-life use in a school environment. The goal is not to rescue them from school in the short-term. Our way is to help them find their independence when learning.

We build an ecosystem that ensures your child’s learning strategies are in line with their classroom expectations. For children and adolescents, it is an ecosystem between them, the caregiver, and our consultant that creates a safe and consistent environment.

With our guidance:

Your child or young adult becomes confident in their abilities

They can do academic tasks

They don’t have as much emotional stress about school

Parents feel equipped and reassured

Learning is an experience for them instead of a daily struggle

The course of action followed will be tailored for each individual, in order to analyse and see where learning challenges impact their personal life.

We will walk through four steps to support this journey.

Quantitative Analysis
- Academic level

Qualitative Analysis
- Emotional dimensions
- Learning challenges

Behavioural Analysis

Assessment of Proximal Development Zones

Bringing to light the factors affecting a child's ability to learn—whether biological, psychological, or environmental—is the starting point of our journey.

We aim to rebuild confidence, well-being, and personal success, using a customized set of academic and behavioural tools to begin remediation.

Psychopedagogue

Engaging in an educational process that reverses learning challenges, supports the inclusion of children with special needs, and improves social integration within their environment.

NLP

Teaching and empowering children and adolescents to identify, challenge, and adjust their beliefs and behaviours, while also recognising and responding constructively to others' beliefs and behaviours.

“Meaningful life is not a destination you have to get to. Your meaningful is something you can enjoy right now and anytime you want to”
Tim Tamashiro

The first part of our name comes from “Serendipity”: the occurrence of finding interesting or valuable things by chance. However, At Serengaï we believe that when we are aligned, these moments of serendipity are guided by what we might call instinct, gut feeling, or the unconscious—signs that we are on the right path.

The second part comes from “Ikigai”, a concept Blandine encountered shortly after completing the transformative Ivy House programme. Ikigai, a Japanese term, combines "Iki" (to live) and "Gai" (reason), embodying the idea of discovering one's “reason to live”. At Serengaï we found great inspiration in how this concept is understood and lived in other parts of the world.

We redefine certain terms to eliminate their negative, pessimistic connotations, offering instead a lighter and fresher perspective.

The “Rosenthal effect” or “Pygmalion effect” illustrates that individuals, particularly children but also adults, tend to meet the expectations set for them. They perform better when treated as if they are capable of success. Conversely, Jane Elliott’s Discrimination experiment and R.C. Rist’s research on self-fulfilling prophecies have shown that beliefs and expectations significantly influence academic and life success.

At Serengaï, words matter. We work as a team to demonstrate how the simple yet strategic implementation of certain phrases can significantly enhance and rejuvenate the self-esteem of children and adolescents with learning differences.

Everything 0 can be undone 0

the notion that "a label will stay true" does not resonate with Serengaï. As these experiments and numerous success stories of individuals overcoming adversity have demonstrated, with guidance and kindness, behaviours and beliefs can change, creating new perspectives for tomorrow.

“Meaningful life is not a destination you have to get to. Your meaningful is something you can enjoy right now and anytime you want to”
Tim Tamashiro

The first part of our name comes from “Serendipity”: the occurrence of finding interesting or valuable things by chance. However, At Serengaï we believe that when we are aligned, these moments of serendipity are guided by what we might call instinct, gut feeling, or the unconscious—signs that we are on the right path.

The second part comes from “Ikigai”, a concept Blandine encountered shortly after completing the transformative Ivy House programme. Ikigai, a Japanese term, combines "Iki" (to live) and "Gai" (reason), embodying the idea of discovering one's “reason to live”. At Serengaï we found great inspiration in how this concept is understood and lived in other parts of the world.

We redefine certain terms to eliminate their negative, pessimistic connotations, offering instead a lighter and fresher perspective.

The “Rosenthal effect” or “Pygmalion effect” illustrates that individuals, particularly children but also adults, tend to meet the expectations set for them. They perform better when treated as if they are capable of success. Conversely, Jane Elliott’s Discrimination experiment and R.C. Rist’s research on self-fulfilling prophecies have shown that beliefs and expectations significantly influence academic and life success.

At Serengaï, words matter. We work as a team to demonstrate how the simple yet strategic implementation of certain phrases can significantly enhance and rejuvenate the self-esteem of children and adolescents with learning differences.

Everything 0 can be undone 0

the notion that "a label will stay true" does not resonate with Serengaï. As these experiments and numerous success stories of individuals overcoming adversity have demonstrated, with guidance and kindness, behaviours and beliefs can change, creating new perspectives for tomorrow.