Evidence-based curriculum
Evidence-Based. Neuro-Affirming. Designed for Young & Special Minds.
NeuroGym® Academy curriculum supports both neurotypical and differently-abled learners—together. Rooted in shared humanity, it cultivates empathy, communication, and social cohesion in mixed-needs classrooms, helping shape stronger class cultures.
Research-Backed Core Curriculum
Grounded in three pillars, these guide a whole-child approach—supporting emotional, cognitive, physical, and social development in ways that are accessible, embodied, and classroom-friendly.
Erik Erikson’s
Psychosocial Theory
Future-ready Skillsets
Self-awareness, self-management, social awareness, relationship skills, responsible decision-making
Neuro-affirming principles
Celebrating differences, increase sense of belonging and engagement, strengthening confidence.
Primary School Curriculum
Tailored for upper or lower primary school
Based on Erikson’s Psychosocial Theory
Stage: Industry vs. Inferiority
Developmental Needs: Building skills, competence, and self-belief
Programme Emphasis
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Self-awareness & Positive Self-Concept
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Emotional Literacy & Regulation
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Safe Expression Through Art & Play
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Building Healthy Habits & Goal
Programme Outcomes:
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Stronger self-confidence and resilience
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Improved emotional awareness and self-regulation
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Healthier lifestyle choices
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Better focus, attention, and classroom readiness
Secondary School Curriculum
Tailored for upper or lower secondary school
Based on Erikson’s Psychosocial Theory
Stage: Identity vs. Role Confusion
Developmental Needs: Identity formation and belonging
Programme Emphasis
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Identity Exploration & Purpose Finding
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Cognitive + Somatic Emotion Regulation
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Tools to manage negative self-talk, overwhelm, and social pressure
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Healthy Digital & Social Boundaries
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Building Healthy Habits & Goal-Setting
Programme Outcomes:
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Stronger sense of identity and belonging → enhanced engagement
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Greater self-compassion and resilience → enhanced confidence
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More supportive sleep & nutrition habits → improved cognitive performance
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Increased empowerment and communication → nurtured leadership skills
Junior College, Polytechnic & Tertiary Curriculum
Audience needs, academic environment, and learning profiles
Based on Erikson’s Psychosocial Theory
Stage: Intimacy vs. Isolation
Developmental Needs:
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Building identity-based relationships
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Navigating high academic demands & personal expectations
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Preparing for adult life, transitions, career pathways
Programme Emphasis
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Values Alignment & Strengths-Mapping
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Narrative identity work (story, meaning, direction)
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Relational Intelligence & Belonging
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Meaning-Making & Purpose
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Stress Resilience & Navigating Change
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Habit Formation for Peak Cognitive Performance
Programme Outcomes:
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Higher emotional resilience and adaptability
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Stronger relational skills and self-awareness
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Improved lifestyle routines supporting wellbeing
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Better academic performance and mental clarity
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Greater readiness for adulthood and transitions
Victoria,Programme Partner, Kaplan Higher Education
The sessions equipped students with practical tools to manage stress, regulate their emotions, and stay resilient during a demanding transition period. What stood out was how accessible and applicable the techniques were — students could immediately apply them in their daily lives, interviews, and academic demands.
Mr. Tan, Ngee Ann Polytechnic, Student Wellbeing Programme
We were impressed by the interactive, bite-sized approach taken by NeuroGym Academy. The content was engaging, practical, and well-paced for students. More importantly, students walked away with concrete skills they could use immediately — from grounding techniques to emotional regulation strategies. The sessions struck a good balance between neuroscience, reflection, and real-world application.
Don, National Youth Council (NYC), Youth Programme
The neuro-affirming approach taken by NeuroGym Academy resulted in students being more engaged during lessons and demonstrated better awareness of their emotional states. They learned practical tools to cope with meltdowns, sensory overwhelm, and stress in a way that felt safe and respectful of their needs. The programme supported both learning and wellbeing in a meaningful, strengths-based way.
Our Clients
