Built on Research.
Shaped by Teachers.

Why We Built CARL

Teaching has never been just delivering content.

The real work is the planning, the adapting, the rewriting, the differentiation: the constant search for examples that actually fit your students, under time pressure that never quite lets up.

Most AI lesson tools miss this. They generate a lesson and leave teachers to do the hardest part alone: making it equitable, accessible, and actually right for the room.

Our Story

CARL grew out of lived experience and research. At its core, it comes from one belief: education should work for more people, not fewer.

I wasn’t diagnosed with ADHD until my late twenties. It finally made sense why school often felt like something I was trying to survive rather than fully access. That experience gave me language for something I’d felt for a long time: many students struggle not because they lack ability, but because learning environments often aren’t designed with enough flexibility, accessibility, and care.

During my Master’s research, I kept coming back to a central question:

What I found was consistent: teachers care deeply about representation and accessibility. They want to differentiate instruction, include diverse perspectives, and create lessons where students with learning differences and varied backgrounds feel seen and supported.

The barrier usually isn’t willingness. It’s time and tools.