Teach How Individuals Learn.
Measure profiles, not just performance.
A clearer view of how students process information.
DARTS is not used during lessons or in noisy environments. Instead, it provides a quiet, structured moment outside the classroom where a learner engages with a simple, non-verbal task.
For busy teaching staff, this can offer a subtle indication of a student's processing style , including how steadily they respond, how they adapt to repeated information, or how consistent their attention appears on that particular day.
It does not measure ability or attainment. It simply gives one small, objective hint about developmental processes that normally sit beneath classroom performance.
Supporting students who learn or communicate differently.
Some learners find it challenging to explain what they struggle with, and others may feel overwhelmed in assessment settings. Because DARTS is calm, non-verbal and intuitive for most students aged 7-25, it offers a gentle way to observe aspects of processing that are often difficult to detect.
This can include early signs of inhibition development, visual laterality, or how well a learner filters relevant information when more than one stimulus is present.
DARTS is used occasionally , not routinely , and serves only to complement the judgement of support staff, not replace it.
An additional lens for understanding diverse learners.
Many students in SEN settings show strengths that do not appear in traditional academic tasks, and challenges that are hard for them to articulate. DARTS provides an objective snapshot of how a learner approaches simple decisions in a low-pressure environment.
It may highlight patterns such as response variability, difficulties with inhibition, or left-right processing differences that can add to the wider picture built through observation and specialist assessment.
It does not diagnose and does not determine provision , it simply enriches understanding in a way that is easy for learners to engage with.
Understanding variation across year groups and key stages.
Schools occasionally want insight into the developmental range within a cohort , not in terms of academic performance, but in how learners process information. DARTS provides a calm, structured way to gather this information safely and objectively, outside the noise of classrooms.
When used at key transition points, it can help educators notice students who may benefit from closer observation or tailored support , not because they are "behind," but because their developmental path may differ from peers.
It is a light-touch tool that supports existing school processes.
Helping older students understand their cognitive readiness.
Students aged 17-25 often balance demanding workloads, stress, and transitions. DARTS offers a simple, low-stakes check-in when a student feels less focused, fatigued, or "foggy" during busy periods.
It can reveal subtle shifts in timing consistency, inhibition, or attention , not as a diagnostic measure, but as a starting point for conversations around study habits, wellbeing and support strategies.
It is used when needed, not as part of routine assessment.
Objective insight into how each student learns.
Exam results and classroom behaviour show what a learner is doing. DARTS adds a different layer: how quickly they can perceive, decide and act in simple tasks - and how that pattern differs from peers. That can support conversations about attention, processing speed, working style and potential.
DARTS is not a diagnostic tool. It provides structured, objective timing data to complement existing assessments and professional judgement.
Beyond scores and labels - towards clearer learning profiles.
Standardised tests and teacher observations are essential, but they often blur together multiple processes. DARTS provides a structured way to see how perception, decision and motor execution contribute to a learner’s speed and consistency.
Some students look “slow” or "fast" for very different reasons
Two students may take longer to respond or finish work, yet for different underlying reasons:
- Perceptual factors: taking more time to detect or interpret information.
- Decision factors: hesitating between options, or switching strategies often.
- Motor factors: slower but steady physical responses or recording of answers.
A bridge between classrooms, SEN support and research
Because DARTS is portable and standardised, the same protocol can support:
- Mainstream classroom pilots and small group work.
- SEN and inclusion teams exploring attention and processing profiles.
- Longitudinal projects tracking cohorts over several school years.
- University or research collaborations studying learning and development.
That means schools can start small - with a few learners - and grow towards broader screening or research partnerships over time.
Where DARTS fits in education.
From individual learners to whole-year screening, DARTS is designed to be simple enough for classrooms and robust enough for research partners.
Individual learners & small groups
- Explore why a student may seem “slow” or inconsistent in class.
- Support discussions with parents, SEN teams and, where appropriate, clinicians.
- Monitor change after interventions, support plans or extra teaching.
Inclusive & SEN classrooms
- Add an objective layer to understanding attention, variability and processing.
- Support documentation for learning plans and reasonable adjustments.
- Identify students who may benefit from further specialist assessment.
Year-group & cohort screening
- Short protocols suitable for age 7 and up.
- Compare distributions within and between year groups.
- Track cohorts at key stages (e.g. transitions, exam years).
Further & higher education
- Support discussions around study skills and working style.
- Complement wellbeing and academic support services.
- Collaborate with research groups studying learning and performance.
From one classroom to whole schools.
Start with a single kit for a learning support or SEN room, then scale to multiple classrooms, schools or clusters as practice and evidence develop.
We offer:
- Single-class kit (1 device): ideal for learning support, SEN or experimentation in one classroom.
- Year-group pack (3-5 devices): for screening or supporting multiple classes in a year.
- School / cluster pack (8-12 devices): for wider adoption across schools or local networks.
Each can be configured as:
- DARTS Behavioural: visual stimuli and response timing only.
- DARTS + EMG (optional, advanced): add muscle activation timing for research or specific projects.
- DARTS + EMG + EEG (research): for university or lab partnerships exploring the full brain-behaviour link.
Explore DARTS in your school or programme.
We can help map DARTS onto your existing systems - from a single SEN room or classroom, to research-linked pilots across schools or colleges.
Good starting points:
- SENCOs, inclusion leads and learning support teams.
- Heads of year or curriculum interested in learning science.
- School groups, colleges or universities exploring innovation and research.
Email us to arrange an education-focused demo:
education@darts.com.cy
Or use the contact form on the main DARTS landing page to tell us about your context.