The teacher
Statistician and econometrician by training, teaching since 2012, when I was fourteen, diagnosed late with ADHD and high cognitive potential. I did not arrive at twice-exceptional education through a syllabus. I arrived through my own school reports.
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01 / Teaching
I began by helping classmates with ideas that had felt inaccessible in class. It became sustained tutoring across mathematics, statistics, economics and quantitative subjects, from foundational level up to university econometrics and research methods. That was 2012 and it has not stopped since; it also includes classroom experience as a substitute mathematics teacher in Italian secondary schools.
The useful question, I learned early, is rarely whether a student can understand something. It is which explanation, representation or sequence will let them use it.
02 / Training
Economics and Commerce, University of Udine. Completed with 110 cum laude and the department's Best Graduate Award.
Finance and Economics, University of St Andrews.
Statistics, econometrics, quantitative methods, financial mathematics, time series and Item Response Theory.
I studied at Laurentian University and taught there as a Teaching Assistant, working with university students in economics, mathematics and statistics, with 100% student satisfaction.
03 / Why this subject
I have ADHD myself, and intellectual ability does not guarantee a smooth learning process. Knowing that from the inside makes me notice four things that often go unasked.
01
Whether the task is intellectually meaningful.
02
Whether the explanation overloads working memory.
03
Whether the method is visible.
04
Whether the student is challenged at the right level.
On what experience is worth
Having ADHD does not make every student like me, and it does not replace careful educational observation.
04 / Outside teaching
Research is not decoration here. Before founding this practice I worked inside the European research ecosystem, leading the marketing and dissemination of results for EU-funded research projects such as SSHOC and FAIRsFAIR, and co-authoring public project deliverables. I know how real research is produced, evaluated and shared — and that is the standard this programme's research component is held to. Years of strategy, analytics and project management sharpened what carries into teaching: reading patterns, interpreting evidence, managing complexity and explaining difficult ideas.
A plan has to work in real academic conditions, not only sound convincing in theory. What that looks like week to week is set out in the approach.
05 / What to expect
Respect for their intelligence without ignoring real difficulty.
Clear feedback that separates the student from the error.
Explanations adapted to current understanding.
Challenge when boredom is the obstacle, structure when complexity is.
Direct attention to the student’s questions and perspective.
Willingness to change the approach when the evidence says it is not working.
An honest answer on whether this is a fit.
A clear rationale for the first priorities.
Student-centred one-to-one teaching.
Educational updates for a parent or guardian when the student is a minor and when appropriate.
No instant-transformation promises.
Scope
My work is educational. It does not provide diagnosis, psychotherapy, medical treatment or emergency assistance. When the need falls outside my role, the appropriate next step may be referral to a qualified professional.
In their words
"She doesn't just give you the answers; she shows you the tricks and shortcuts, then lets you try it on your own, which made me actually understand the steps."
Anna
"She breaks down complex topics into easy-to-understand steps, and her explanations make everything so much clearer."
Nicholas
"She always makes sure I understand and is patient enough to explain things as many times as I need."
Eva
"She is patient, very supportive, and has a great way of helping you think through problems."
Matteo
"She breaks down complex topics in a way that is easy to understand. I gained so much confidence working with her."
Marna
Quotations are unedited. The highlighting is mine.
Academic reference
I am a university professor of statistics, and I know Serenella because I was her thesis supervisor for her bachelor’s degree.
Serenella was an outstanding student and a determined, tenacious person.
Michela
University professor of statistics
06 / Next step
Applications for the September cohort close on 31 August 2026. Five places, four fee-paying and one fully funded. Applying costs nothing, and I read every application myself.
Serenella Muradore Gallas
Selective one-to-one tutoring for gifted, ADHD and twice-exceptional students, built over years rather than semesters.
Educational support, not clinical care. I do not diagnose, assess, or provide therapy.
© 2026 Serenella Muradore Gallas. All rights reserved.
Online one-to-one tutoring in mathematics and quantitative subjects · Gifted, ADHD and twice-exceptional students