About Qwixl

What drives us

Every learner deserves to be known, supported, and helped to progress.

What we believe

Every classroom has learners at different stages. Some need more time, some need different explanations, and some are ready to be challenged. The best teachers know this, they just don't always have the tools to act on it for every student, every day.

Qwixl exists because we believe support should be personal, adaptive, and available to everyone, not just the students who are already flagged. We believe earlier insight leads to better outcomes, that feedback should help learners grow (not just measure them), and that no learner should wait years before someone notices they're struggling.

What we're building

Qwixl brings together marking, feedback, and a personal tutor that adapts to how each student learns. It works across the whole class, supporting learners with additional needs and stretching those who are ready for more, without singling anyone out.

For teachers and SENCOs, it surfaces early insight into which learners might benefit from extra support. For students, it gives them a tutor that remembers how they learn and is always there when they need it. For parents, it keeps them in the loop with clear, honest visibility of their child's progress.

How we think about inclusion

We don't build separate tools for SEN students and separate tools for everyone else. Qwixl is one platform for the whole class. The support adapts quietly to each learner. A student who needs scaffolding gets it. A student who's ready for extension gets that. The teacher sees the full picture, and nobody gets left out.

Who we are

We're a small, focused team building Qwixl from the ground up. We care about getting this right — for teachers, for students, for families, and for the learners who are too often overlooked.

Research we build from

Qwixl products combine writing and typing signals, coursework context, and (where appropriate) longitudinal behaviour. The themes below recur across our internal literature reviews; here they are anchored to public sources you can verify.

SEND framework (England): assess, plan, do, review

The UK Special educational needs and disability (SEND) code of practice: 0 to 25 years (statutory guidance associated with the Children and Families Act 2014) sets expectations for inclusive practice, graduated response, and co-production with families - the environment in which screening-style writing insight must sit.

Department for Education - SEND code of practice: 0 to 25 years

Keystroke dynamics as a non-intrusive signal

Peer-reviewed work shows that timing features from ordinary keyboard use can track psychomotor and cognitive aspects of typing, supporting the idea of low-friction, repeated observation rather than one-off lab tests - aligned with how Qwixl thinks about longitudinal, classroom-realistic evidence.

Giancardo et al., 2015, Scientific Reports - keyboard timing and psychomotor impairment during natural typing

Evidence synthesis across many studies

A later systematic review and meta-analysis summarises diagnostic accuracy of keystroke-dynamics approaches across neuropsychiatric contexts - useful background when we talk about screening, uncertainty, and the need for professional judgement.

Nunes et al., 2022, Scientific Reports - meta-analysis of keystroke dynamics as digital biomarkers

Learning analytics and early support

Educational data mining and learning analytics communities publish on engagement, submission timing, and at-risk prediction for intervention - consistent with combining typing signals with coursework patterns responsibly.

International Educational Data Mining Society (index to EDM proceedings and community norms).