Ready to see how your students learn?
Start with one class or one year group. We'll help you set up, run the first session, and make sense of what comes back.
Evidence
Veyra draws on decades of cognitive remediation research, a team that has contributed to that literature, and a live research programme with UK schools and universities. Here's the foundation, plainly.
The research foundations
The way children think and learn isn't fixed. With the right kind of practice, challenges set at the right level, clear feedback, and time to reflect, children can strengthen the mental skills that turn effort into real progress.
A lot of research backs this up. Structured programmes that build core skills like attention, memory, planning and reasoning have been shown to make a real difference for many different groups of people. And the improvements aren't tied to any one diagnosis: they come from strengthening the underlying skills that all learning depends on.
The research is also clear about what makes these programmes work: regular practice, challenge that adapts to the child, feedback as they go, teaching them useful strategies, and helping them use those skills in everyday life, plus giving children the chance to think about how they learn, which makes the gains more likely to stick. These are the principles Veyra is built on, at a scale that works for a whole school.
Age matters too. The formative years are when these thinking skills develop fastest and also when schoolwork gets much harder. Supporting them during this window is where children are both most at risk and most able to make progress.
Our contribution
Our founder's research on cognitive remediation includes a meta-analysis published in Psychological Medicine (2025) and co-authored papers in Acta Psychiatrica Scandinavica and BMC Psychiatry.
Experience on NIHR-funded cognitive remediation trials, bringing both researcher and lived-experience perspectives. The concept of “patient relevance” runs through how Veyra is designed.
Assessment validation and research protocols are overseen by our Research Lead, a psychological researcher specialising in psychometrics and quantitative methodology.
How Veyra was built
The game world and its characters were co-designed with adolescents, so the thing students are asked to engage with is something they actually want to engage with.
Development is informed by NHS clinical advisers and academic collaborators at Imperial College London and King's College London's Institute of Psychiatry, Psychology & Neuroscience.
Veyra is supported by an Innovate UK Smart Grant, competitive UK government innovation funding awarded through UKRI, the UK's national funding agency for research and innovation. The adaptive learning technology it funds is patent-protected and exclusive to Veyra.
The live programme
Veyra has been piloted in UK secondary schools, including full assessment cycles with cohort reporting back to school leadership teams. Pilot schools contribute to co-production, shaping reports, strategies and the product itself.
Validation work on the assessment is ongoing with UK secondary schools, led by our research team.
We work with Imperial College London on our health-research programme exploring cognitive support pathways for young people.
We deliberately recruit schools with varying levels of diversity so the assessment is as fair across the UK as we can make it. Culture-fair measurement is a design goal, not an afterthought.
Start with one class or one year group. We'll help you set up, run the first session, and make sense of what comes back.