Since 2016
In classrooms, not only clinics
We do not start with “How do we make this child look typical?” We start with: what are they saying, what is hard about the room, and what should change around them.
How we look at a week
“Why is this happening?” not “How do we stop this?”
School and home, same plan
Delhi · Bangalore · Mumbai · Kochi
Since 2016
In classrooms, not only clinics
2,500+
Children we have sat with
100+
Partner schools
100k+
Sessions with children and families
How we decide
The aim is not to make an autistic or ADHD child quieter or more typical. The aim is a fuller life they can direct.
Speech, a device, a gesture, or time to find the word. We do not force eye contact to prove they are listening.
No forced gaze
Helping a child notice when the room is too much, and say they need a break.
They get to say no
Science lab, playground, dinner table. Skills that only work in a quiet clinic are not enough.
Real rooms
Skills grow next to their way of thinking. We do not ask them to hide distress to look typical.
No masking
Teachers and classmates who make room, instead of a child who has to shrink.
Belonging
A different starting point
A lot of behaviour work sees an action and tries to stop it. We look at the room and the nervous system first.
What you see
They stand up and leave the class
cancelThe usual response
Called non-compliance. Made to sit back down.
check_circleWhat we do
Often the bell or the corridor was too loud. We change the room, and give a quiet-break card.
What you see
The notebook shuts. Math is refused.
cancelThe usual response
Token boards and lost privileges until the page is done.
check_circleWhat we do
Too many steps at once. We show one step, and let them set the pace.
What you see
They look away while you talk
cancelThe usual response
“Look at me.” Objects held next to the adult’s eyes.
check_circleWhat we do
Looking away is how some children listen. We do not train a stare.
What you see
Crying, pacing, or dropping to the floor
cancelThe usual response
Called a tantrum. Planned ignoring until they go quiet.
check_circleWhat we do
The body is overwhelmed. We stay close, dim the room, and keep them safe.
What we count
Not compliance. These:
Structure and evidence, never at the cost of identity, consent, or dignity.
Where the work happens
A skill that only works in a quiet clinic is not much use at recess.
Next to the teacher and the class. Seating, the board, buddy work, lunch — without taking the child out.
Shadow teachers · IEP notes
Morning getting dressed, homework, sibling play, the bedtime wind-down. The rooms you already have.
Home care · daily routines
The park, the shop, a birthday, the dentist. Practice where the noise actually is.
The same skills, louder rooms
Parents, grandparents, nannies, class teachers. The child should not carry the plan alone.
Notes you can follow
“Sometimes the child needs support. Sometimes the room needs to change. Usually it is both.”
How care moves
ListenDiscovery call
Tell us about your child, your concerns, and what you hope will change.
UnderstandAt home and school
We get to know your child’s strengths and support needs at home and at school.
MatchWho fits
We connect you with the right therapist, educator, or care team.
SupportOngoing care
Our team works with your child in the places they learn and live.
GrowProgress reviews
We review progress together and adapt support as your child grows.
After someone joins
Every shadow teacher, therapist, and counsellor sits inside supervision. Not a freelance drop-in.
Training before they start
Neuro-affirming practice, POCSO, and how to de-escalate a loud room. Not a walk-in aide.
Someone reviews the week
Shadow teachers and therapists are not freelancers. A senior clinician reads the notes.
A plan you can read
Independence, regulation, play with peers — not opaque billable hours.
Notes parents can use
What set them off, what helped, what went well. Monthly, in ordinary language.
What schools teach us
Exam concessions, seating, assembly. What we learn in one campus goes back into training.
Can they ask for a break?
A card, a word, or a gesture that says “too much” without a scene.
How fast they come back
With a trusted adult nearby, does the storm pass sooner?
Unprompted joy
Sharing something, or joining play, without being told to.
The ordinary day
Bag unpack, recess, the walk to the next class — without a full takeover.
Start here
Classroom support or home care in Delhi, Bangalore, Mumbai, and Kochi. Child counselling from Bangalore, including online.