For School Leaders, SENCOs & Student Support Teams
You have students who need support. They’re already in your classrooms.
Most schools identify around 1 in 10 students who need extra support. Research puts the real figure closer to 1 in 5. The gap lives in referral queues, waiting lists, and teacher instinct. MyMemoryMentor closes it.
GDPR & FERPA aligned
WCAG 2.2 accessible
Reports in under 5 minutes
1 in 5
Students have a neurodevelopmental need
40+ wks
Average wait for a UK statutory support plan
1 : 1,127
US school psychologist ratio
72%
UK educational psychologists report burnout
< 5 min
Report time vs. 2–3 hours by hand
The referral list is full.
The waiting list is longer.
School leaders across the US, UK, and Australia tell us the same thing: by the time a student is formally identified, they’ve already spent two years falling behind.
Referrals pile up, support doesn’t scale
Teacher referrals depend on which teacher a child happened to get. Students who sit quietly don’t get flagged. Girls with attention difficulties. Boys with reading difficulties who memorised their way through.
Girls: 3x less likely to be referred for attention assessment
Waiting on outside reports while gaps widen
Public assessment queues run 40+ weeks. A private educational psychologist (EP) charges $800–$1,500 per report. Meanwhile, the student sits in your Grade 4 / Year 4 classroom without a plan.
Average age at identification: 9 years old
Tiered-support mandates, no infrastructure
US schools must document universal screening under MTSS (Multi-Tiered System of Supports). UK schools answer to the SEND Code of Practice. Most teams still rely on benchmark tests never built for neurodevelopmental profiling.
Under 40% of US schools run a working Tier 2 process
Support staff buried in paperwork
The average SENCO (Special Educational Needs Coordinator) or student-support lead spends over 60% of their time on documentation. Inspectors now judge inclusion quality, not just plan numbers. The expectations moved. The hours didn’t.
Inclusion flagged as a weakness in 1 in 4 UK inspections
Screen everyone. Assess those who need it.
Support with a plan.
MyMemoryMentor is built around one idea: the best time to identify a student’s needs is before they’ve spent years compensating for them.
01
Universal screening in your existing windows
Assign screeners to whole grade levels or year groups during normal class time. No specialist needed. Students complete them on any device. Results return in under 5 minutes each.
02
Automatic risk flagging by need
MyMemoryMentor identifies students who show indicators for reading difficulties (dyslexia), math difficulties (dyscalculia), attention difficulties (ADHD), autism traits, and working memory gaps. Each flag comes with a clinical rationale.
03
Focused assessment for flagged students
Only students who need deeper evaluation move to full assessment. Your support staff or school psychologist spends time on the cases that need them, not on blanket paperwork.
04
Intervention planning and progress monitoring
Every assessment produces a clinician-ready report, an intervention plan, and a progress monitoring schedule. Families receive a clear summary. Teachers get classroom-ready recommendations.
A school-wide readiness picture. Before the referral queue starts.
When you screen a grade level with MyMemoryMentor, your team gets a dashboard that shows support-tier readiness scores, flagged students by need, and a roadmap for the year. Not a spreadsheet. A plan.
Schools that work with us tell us the first cohort screen surfaces students who had been in the building for years without a documented support need.
One screen. A report your psychologist can act on.
Every flagged student produces a structured report your support team and outside psychologist can use straight away.
What school leaders tell us after the first year
These come from schools six months into a full MyMemoryMentor rollout.
Earlier identification
Students flagged at the start of the year, not after two terms of struggle
Teachers guess less
Classroom recommendations come from assessment data, not instinct alone
Family talks with evidence
Parents see a clinical report, not a vague school concern
Compliance documented
Universal screening records, tier tracking, and progress data in one place
Support staff time back
Less coordination. More time on the students who need direct support
Focused specialist use
Psychologist time goes to full assessments, not initial screening
What school leaders tell us
Composite reflections from the support leads, SENCOs, and principals running MyMemoryMentor in their schools.
“Our referral process used to depend on which teacher noticed which student. The first full-cohort screen found children who’d been with us for years without a documented need.”
SENCO / Inclusion Lead
Primary school, UK
“My team spent its first week on screening, not paperwork. By half term we had a plan for every flagged student instead of a waiting list.”
MTSS Coordinator
K–8 school, US
“Parents arrive with a clinical report instead of a vague concern. The conversation starts in a completely different place.”
Head Teacher
Independent school, South Africa
The reactive model costs more than you think
Every year a student goes unidentified, the support required gets more intensive. The points below are indexed, not absolute, so they apply to any school budget in any country.
Reactive referral model
MyMemoryMentor early identification model
What school leaders ask us first
Does this replace our support staff or school psychologist?
No. MyMemoryMentor handles the volume layer: universal screening, initial flagging, and report generation. Your SENCO or school psychologist focuses on the students who need their direct expertise. Their time goes up in value. The workload goes down.
How long does it take to set up?
Most schools are live within a week. Onboarding takes one session with your support lead or MTSS coordinator. We handle the technical setup. You assign screeners and the system runs.
Are your reports accepted for statutory support plans?
Yes. Reports are structured to support evidence packs for an Education, Health and Care Plan (EHCP) in the UK and an Individualized Education Program (IEP) or 504 Plan in the US, following the SASC 2025 framework. We’ll walk you through how reports fit your existing process during your consultation.
We already have an educational psychologist. Why do we need this?
Your psychologist is most valuable assessing students who genuinely need full evaluation. MyMemoryMentor handles the first layer: screening your whole cohort, identifying who needs more work, and producing the evidence your psychologist needs to start. Schools that work with us tell us their referrals become more focused and better documented.
Tell us about your school.
We’ll show you what’s
possible.
We don’t do demo calls with slides. We spend 30 minutes on your current referral process, your grade-level structure, and your support or inclusion goals, then show you exactly what a MyMemoryMentor rollout would look like in your context.
See it work before you commit to anything.
Screen three students, see the reports, and decide from there. No procurement. No long contracts. One session with your support lead and a real look at what MyMemoryMentor does inside your school.