At Serengaï, we offer tailored support to help children/adolescents overcome learning and development challenges.

We have two axes.

Guidance for Children & Adolescents (Ages 6+)

Working directly with children and adolescents, alongside their parents or caregivers.

Guidance for Institutions

Collaborating with educational institutions to implement effective strategies that enhance the learning environment and student outcomes.

Guidance for Children & Adolescents (Ages 6+)

Guidance for
Institutions

Working directly with children and adolescents, alongside their parents or caregivers.

Collaborating with educational institutions to implement effective strategies that enhance the learning environment and student outcomes.

Serengaï offers a panoramic approach tailored for any child or adolescent that has learning challenges or differentiations, whilst acknowledging their unique essence.

Our integrative methodology encompasses every facet of a young individual's life, encompassing learning differences, education, sleep, anxiety, self-esteem, and physical activity.

Conditions such as Autism, ADHD, Dyslexia, Intellectual Differences, and other neurodevelopmental divergences may sometimes be misdiagnosed. Yet, whether diagnosed accurately or not, the impact on the individual can be profound, given the weight of these classifications.

When a child or adolescent is facing challenges due to learning differences, whether potential or confirmed neurodivergent, it can be overwhelming, especially when these challenges persist across various spheres such as school, home, and social settings.

When a child or adolescent faces learning challenges, whether these involve potential or confirmed neurodevelopmental differences (such as ASD, ADHD, dyslexia, and others), it can feel overwhelming, especially when these challenges persist across different areas such as school, home, and social settings.

Our integrative methodology encompasses every facet of a young individual's life, encompassing learning differences, education, sleep, anxiety, self-esteem, and physical activity.

ASD

INTELLECTUAL CONDITIONS

ADHD

INTELLECTUAL CONDITIONS

HIP

INTELLECTUAL CONDITIONS

DYS

INTELLECTUAL CONDITIONS

TOURETTE SYNDROME

INTELLECTUAL CONDITIONS

INTELLECTUAL DIFFERENCES

INTELLECTUAL CONDITIONS

MORE

INTELLECTUAL CONDITIONS

We operate as a collaborative team, uniting the child /adolescent, their parent(s) /caregivers, teachers and Serengaï in a shared pursuit of establishing transformative habits and rehabilitation practices for academics and daily life skills, that will foster harmony within families and classrooms.

Our journey involves charting a unique course for each child or adolescent, cultivating self-esteem, uncovering learning potentials, and surmounting academic challenges. We delve into every facet of their being, equipping them with lifelong tools to navigate academic and everyday challenges with confidence.

Utilising diverse methodologies and neurological tools, Serengaï sessions are bespoke, tailored to address specific challenges and circumstances. In cases where additional expertise is required, we leverage our network to recommend trusted partners who specialise in areas beyond our expertise, including neuropsychology, psychomotricity, graphotherapy, primitive reflex therapy, psychology, etc.

We operate as a collaborative team, uniting the child /adolescent, their parent(s) /caregivers, teachers and Serengaï in a shared pursuit of establishing transformative habits and rehabilitation practices for academics and daily life skills, that will foster harmony within families and classrooms.

Our journey involves charting a unique course for each child or adolescent, cultivating self-esteem, uncovering learning potentials, and surmounting academic challenges. We delve into every facet of their being, equipping them with lifelong tools to navigate academic and everyday challenges with confidence.

Utilising diverse methodologies and neurological tools, Serengaï sessions are bespoke, tailored to address specific challenges and circumstances. In cases where additional expertise is required, we leverage our network to recommend trusted partners who specialise in areas beyond our expertise, including neuropsychology, psychomotricity, graphotherapy, primitive reflex therapy, psychology, etc.

We operate as a collaborative team, uniting the child /adolescent, their parent(s) /caregivers, teachers and Serengaï in a shared pursuit of establishing transformative habits and rehabilitation practices for academics and daily life skills, that will foster harmony within families and classrooms.

Our journey involves charting a unique course for each child or adolescent, cultivating self-esteem, uncovering learning potentials, and surmounting academic challenges. We delve into every facet of their being, equipping them with lifelong tools to navigate academic and everyday challenges with confidence.

Utilising diverse methodologies and neurological tools, Serengaï sessions are bespoke, tailored to address specific challenges and circumstances. In cases where additional expertise is required, we leverage our network to recommend trusted partners who specialise in areas beyond our expertise, including neuropsychology, psychomotricity, graphotherapy, primitive reflex therapy, psychology, etc.

At Serengaï, we assess each situation meticulously, seeking remediation strategies that not only address the immediate issues but also rebuild trust and motivation, empowering individuals to transcend labels.

WHO WE ARE

Serengaï 0 serves
as a guide 0

offering support and guidance to face the complexities of daily life with confidence.

° MANIFESTO

Just as in nature, where the right conditions of light, water, and nutrients are necessary for plants to thrive, the skills a child or adolescent discovers need the right environment to flourish within their life’s ecosystem.

This journey is one of discovery, as we seek clues to challenges and implement enduring solutions. At Serengaï, we serve as guides, fostering a secure environment where children and adolescents can unlock their true selves, unveiling their unique pathways to define what is success for them and how to achieve their objectives.

We believe that one’s destination is never a place, but rather a new way of looking at things.

° MANIFESTO

Just as in nature, where the right conditions of light, water, and nutrients are necessary for plants to thrive, the skills a child or adolescent discovers need the right environment to flourish within their life’s ecosystem.

This journey is one of discovery, as we seek clues to challenges and implement enduring solutions. At Serengaï, we serve as guides, fostering a secure environment where children and adolescents can unlock their true selves, unveiling their unique pathways to define what is success for them and how to achieve their objectives.

We believe that one’s destination is never a place, but rather a new way of looking at things.

° Psychopedagogy

Engaging in an educational process that reverses learning challenges, supports the inclusion of children with special needs, and improves social integration within their environment.

Psychopedagogy is an educational approach developed in the 1910s, integrating concepts from psychoanalytic, neurobiological, neuroscientific, and neuroeducational
fields. It encompasses multiple dimensions, including cognitive, psychological, mental, neurological, psychoanalytic, and pedagogical aspects.

PSYCHOPEDAGOGUE

Reverse 0 learning challenges 0

The mission of psychopedagogy is to address specific learning challenges and cognitive processes involved in learning.

It considers Learning Differenciations (TDs) as the interaction between genetic predispositions and the environment, which either fosters or hinders these predispositions.

The intervention model in psychopedagogy is built on three pillars designed to tackle learning challenges. This model enables over 80% of children to catch up at the first stage, with an additional 15% achieving progress by the second stage.

If remediation persists for at least six months with minimal progress, this resistance may indicate the need for specialised intervention. This model serves as a valuable tool to determine whether a genuine "disorder" exists or if the learning methods are simply misaligned with the child's or adolescent's way of functioning.

It considers Learning Differenciations (TDs) as the interaction between genetic predispositions and the environment, which either fosters or hinders these predispositions.

The intervention model in psychopedagogy is built on three pillars designed to tackle learning challenges. This model enables over 80% of children to catch up at the first stage, with an additional 15% achieving progress by the second stage.

If remediation persists for at least six months with minimal progress, this resistance may indicate the need for specialised intervention. This model serves as a valuable tool to determine whether a genuine "disorder" exists or if the learning methods are simply misaligned with the child's or adolescent's way of functioning.

“Meaningful life is not a destination you have to get to. Your meaningful is something you can enjoy right now and anytime you want to”
Tim Tamashiro

The first part of our name comes from “Serendipity”: the occurrence of finding interesting or valuable things by chance. However, At Serengaï we believe that when we are aligned, these moments of serendipity are guided by what we might call instinct, gut feeling, or the unconscious—signs that we are on the right path.

The second part comes from “Ikigai”, a concept Blandine encountered shortly after completing the transformative Ivy House programme. Ikigai, a Japanese term, combines "Iki" (to live) and "Gai" (reason), embodying the idea of discovering one's “reason to live”. At Serengaï we found great inspiration in how this concept is understood and lived in other parts of the world.

We redefine certain terms to eliminate their negative, pessimistic connotations, offering instead a lighter and fresher perspective.

The “Rosenthal effect” or “Pygmalion effect” illustrates that individuals, particularly children but also adults, tend to meet the expectations set for them. They perform better when treated as if they are capable of success. Conversely, Jane Elliott’s Discrimination experiment and R.C. Rist’s research on self-fulfilling prophecies have shown that beliefs and expectations significantly influence academic and life success.

At Serengaï, words matter. We work as a team to demonstrate how the simple yet strategic implementation of certain phrases can significantly enhance and rejuvenate the self-esteem of children and adolescents with learning differences.

Everything 0 can be undone 0

the notion that "a label will stay true" does not resonate with Serengaï. As these experiments and numerous success stories of individuals overcoming adversity have demonstrated, with guidance and kindness, behaviours and beliefs can change, creating new perspectives for tomorrow.

“Meaningful life is not a destination you have to get to. Your meaningful is something you can enjoy right now and anytime you want to”
Tim Tamashiro

The first part of our name comes from “Serendipity”: the occurrence of finding interesting or valuable things by chance. However, At Serengaï we believe that when we are aligned, these moments of serendipity are guided by what we might call instinct, gut feeling, or the unconscious—signs that we are on the right path.

The second part comes from “Ikigai”, a concept Blandine encountered shortly after completing the transformative Ivy House programme. Ikigai, a Japanese term, combines "Iki" (to live) and "Gai" (reason), embodying the idea of discovering one's “reason to live”. At Serengaï we found great inspiration in how this concept is understood and lived in other parts of the world.

We redefine certain terms to eliminate their negative, pessimistic connotations, offering instead a lighter and fresher perspective.

The “Rosenthal effect” or “Pygmalion effect” illustrates that individuals, particularly children but also adults, tend to meet the expectations set for them. They perform better when treated as if they are capable of success. Conversely, Jane Elliott’s Discrimination experiment and R.C. Rist’s research on self-fulfilling prophecies have shown that beliefs and expectations significantly influence academic and life success.

At Serengaï, words matter. We work as a team to demonstrate how the simple yet strategic implementation of certain phrases can significantly enhance and rejuvenate the self-esteem of children and adolescents with learning differences.

Everything 0 can be undone 0

the notion that "a label will stay true" does not resonate with Serengaï. As these experiments and numerous success stories of individuals overcoming adversity have demonstrated, with guidance and kindness, behaviours and beliefs can change, creating new perspectives for tomorrow.