Human Education technologies

Human Education’s pioneering pupil mental health tool, AS Tracking, receives front page publicity in The Sunday Times, th October 4 2015. An example, of our pioneering innovative Steering Cognition technologies are already addressing critical st needs in 21 century education,.

We are proud to provide our pioneering technologies to some of the world’s leading schools. Our technologies for improving pupil mental health, academic learning and whole school cultures are changing the face of education. Most important of all, they are changing the lives, opportunities and futures of children.

The research of Mind.world has shown that Steering Cognition is a critical component of a child’s good mental health. Children with well-regulated Steering Cognition show emotionally healthy, pro-social attitudes toward themselves, their peers and others. Adolescent mental health risks are lowered when students are supported to self-regulate their Steering Cognition more appropriately.

Steering Cognition develops during childhood. Learning to adjust our Steering Cognition from situation to situation enables children to respond flexibly, wisely and appropriately in different situations. Teaching children to regulate their Steering Cognition equips children to manage their feelings, maintain their friendships and participate fully in the life and learning of school and home. Children who do not learn effective self-regulation of their Steering Cognition can develop fixed Steering Cognition biases. These ‘skew’ the way the child thinks, acts and learns which is likely to undermine their ability to grow, play and learn.

In the UK, educational policy has driven a narrow focus on academic targets. Our research with a range of high performing schools showed that the top performing schools in England are producing students with better algorithmic cognition but worse Steering Cognition than their less academically successful peers. One explanation of this is that schools are being encouraged to narrow the learning road in order to increase the speed of algorithmic processing, at the expense of Steering Cognition processing. Lessons are consistent, subject matter is clear and predictable, so less steering is required to get from A to B. However, evidence is mounting that pupils who learn to drive fast but do not learn to steer well face increased welfare risks. This may be contributing to the current mental health crisis in high performing schools.

Human Education’s pioneering mental health technology, AS Tracking, was developed over 4 years, through partnerships with leading UK independent schools, using data from the Mind.world Steering Cognition database. AS Tracking was launched in September 2015 and is seeing rapid adoption by leading independent schools in the UK because it is a well-researched, effective solution to the problems facing schools. .

AS Tracking exhibits excellent design qualities, built through a rigorous development process. By working with teachers, researchers and academics and the Human Education has created a tool that is not only robust, it is also effective, practical and usable in schools.





UK schools are struggling to cope with the strain of pupil mental health concerns. Reliance on counsellors and in-school therapists is a reactive solution when a mental health car crash has taken place. Proactive, preventative solutions are needed to act earlier, act effectively and act strategically. AS Tracking is a compelling solution to address this need.

AS Tracking is the first of a pipeline of Steering Cognition technologies being developed by Mind.World. Excellent academic talent allied with deep sector experience provides a vision for the future launch of further pioneering Human Education Steering Cognition technologies. “AS Tracking’s successful launch to market demonstrates the viability of the Mind.World research, development commercial strategy and process.” Dr Simon P Walker, co-founder, Mind.World

Two technologies under development: CAS Tracking and Teros. CAS Tracking We are in year 3 of a 4 year cycle to develop CAS Tracking, a Steering Cognition technology to measure, track and improve the education of machine-resistant cognition in secondary school pupils. Leading schools, including Eton College, are partnering with us in the final development stage of the technology. CAS Tracking will provide schools with a reliable measure of the extent to which they are educating machine-resistant cognition. Initial trials indicate we are close to finalising a reliable, standardised and scalable measure. The technology will include facilities to target, act and improve the education of machine- resistant cognition within the classroom once it has been mapped by CAS Tracking.

Teros We are about to launch a 2 year cycle to develop Teros, a Steering Cognition technology to measure, track and protect young people from the development of radical biases. Schools are now required by OFSTED to monitor and respond to evidence that pupils are being radicalised. The data upon which school judgements are based is often very partial; limited powers of scrutiny, lack of skills and pressurised time mean signs of radical attitudes are undetectable. Radical biases begin as fixed, closed Steering Cognition biases and then become reinforced by in-group practices. Fixed Steering Cognition biases, detected by an early-warning system, may be an additional means of tracking and detecting the emergence of radical biases in some populations. Radical biases are best prevented by addressing the environmental contexts in which they are fostered. Teros is designed to serve as a good governance measure for institutions with responsibility for safeguarding the wellbeing of young people.

Human Education is at the forefront of school-based research. Whether in the fields of mental health, learning or safeguarding, Human Education technologies, built upon the foundations of Mind.World’s Steering Cognition data, are providing vital responses to crucial challenges facing the sector.