Better outcomes for
the kids who need more.
Today, Soar runs on what a family already has: calendar feeds and screenshots they choose to share. A direct connection to the school’s system is built and stays switched off until a school says yes, so nothing reaches school systems before then.
Smart kids. Wrong tools.
In high-achieving environments, students with executive-function differences fall through the cracks differently. They cope until they cannot. Soar gives them, and the adults around them, the scaffolding to stay on top of the work before small slips become big ones.
Read-only by design. Families say yes first.
Soar reads the calendar feeds a family already has and the screenshots they choose to upload. It never writes back to a school system, and it asks nothing of the school to run.
A Canvas connection built on a school-issued developer key that Canvas itself limits to read-only. Each family approves it on Canvas's own screen, and it ships only with school approval.
Student data is not sold, not used for advertising, and not used to train AI models. The full privacy policy and the list of companies that touch data are linked in the footer.
Soar is a 13-plus service with the parent as the contracting party, and it is built to the standard FERPA expects of a school's vendors, whatever a school's own coverage status.
Designed around the skills research connects to school success.
Executive function is the set of skills a student uses to start, organize, sequence, and finish work, and it is the area students with ADHD most often need support in. Research connects those skills to academic achievement, and structured executive function coaching and school programs have shown improvements in time management, organization, study skills, self-regulation, confidence, classroom behavior and well-being, with gains in grade point average in some studies.
Soar is built to put those skills to work on the real thing in front of a student: their actual assignments, their actual calendar, their actual deadlines and routines. Not abstract brain training, and not a course about organization.
Soar does not diagnose anything, and it does not treat or fix anything. It is a planner, not a clinician. What it does is put tools in front of a student that tend to help with the things students with ADHD most often struggle with: getting started, breaking work down, keeping track of what is due, and finishing.
Soar has no outcome data of its own yet either. The research above is about executive function skills and coaching generally, not about this product. Anyone who tells you a planner by itself will lift a grade is selling you something. What we can say is what Soar is designed around, and what a student can do with it today.
One more thing worth naming plainly: a student who is overwhelmed is usually not unmotivated. They are under-scaffolded, holding a workload no one has helped them break down. That is the problem Soar is pointed at.