56 neurodivergent students. 4 months. Zero prior knowledge required.
HelpCenter Med School, Jeddah, piloted Magrid with learners across multiple profiles — Down Syndrome, cognitive delay, and autism. These are the results.
HelpCenter Med School serves learners across a range of neurodivergent profiles. The pilot included students with Down Syndrome, cognitive delay, and autism, across 6 active class groups (56 students). All results in this case study reflect outcomes across the full group — not a filtered or selective sample.
The pilot ran from September 2025 to January 2026 — four months of active use. At the start, every student completed a pre-test within the Magrid programme to establish their individual baseline across each skill area. Throughout the pilot, the platform automatically tracked every learning activity, allowing us to compare starting points with real in-session performance.
Students with neurodivergent profiles are often excluded from mathematics not by incapacity, but because most programmes require reading, spoken instructions, or symbolic knowledge that creates a barrier before learning can even begin. Math anxiety develops early and compounds over time.
Magrid removes every prerequisite. No reading. No spoken instructions. It works directly with the visual and spatial strengths neurodivergent learners already have — and builds the cognitive foundation for mathematics from there. Every student starts exactly where they are.
At the start of the pilot, students completed a pre-test to measure their starting level in each skill area. We then tracked how they performed across those same areas during the four months of learning. The improvement was clear across every metric.
The clearest sign of real learning is a student answering correctly on the first try, with no help requested. Across all skill areas, HelpCenter students showed strong independent performance — and the areas where they worked most independently were also the areas where they performed best.
Help requested per skill area — comparing the most and least independent
| Skill Area | Help requested | Correct on first try | Help rate |
|---|---|---|---|
Number Ordering Number sense |
1.5% | 51% | |
Spatial Reasoning Visual-spatial |
4.5% | 61% | |
Hand-Eye Coordination Visual-spatial |
8.1% | 44% | |
Number Mapping Number sense |
9.3% | 26% |
At the close of the pilot, teachers were asked which skills they believed their students had developed — without access to any system data. Their answers aligned directly with what the programme had recorded. What the platform measured in the activities was exactly what teachers were observing in the room.
As part of the teacher survey, educators were asked to describe how their students related to mathematical activities — before the pilot and after. Every single teacher reported the same shift. Not one student was still described as worried or insecure by the end of the four months.
Four clear conclusions from four months of real classroom data.
The most important finding at HelpCenter was not a number. It was the moment teachers reported that students who used to avoid math were now the ones asking to start the session. That shift — from avoidance to engagement — is the foundation everything else is built on.
HelpCenter is proof that Magrid works across diverse neurodivergent populations in a real special education setting — with results visible in the classroom and confirmed by data. No prerequisites. No complexity. No differentiation required.