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HOBOKEN, N.J. — February 23, 2026 — Pearson (FTSE: PSON.L), the world’s lifelong learning company, today announced that Revibe®, its AI‑enabled wearable designed to support focus and self‑regulation, has been named a winner in the Tech & Learning Awards of Excellence: Best of 2025 in the Primary Education category. 

The Best of 2025 recognizes educational technology products released in the past year that have demonstrated a meaningful impact on teaching and learning. Judged by a panel of industry experts, winning products are evaluated on criteria including data privacy and governance, integration and interoperability, and outcomes and impact. 

Developed by Pearson Clinical Assessment and powered by Samsung, Revibe supports learners by providing discreet, personalized prompts that encourage self‑awareness and on‑task behavior. While recognized by Tech & Learning for its impact on primary education, Revibe is designed for people of all ages and can be used across a range of learning and everyday settings. 

Delivered via a Samsung Galaxy Watch7 configured to minimize distractions, Revibe uses gentle vibration reminders to help users refocus—without disruption or stigma. 

Using AI and advanced modeling to learn individual patterns over time, Revibe translates signals related to attention and activity into timely prompts and insights. Educators can view engagement trends through a companion app dashboard, supporting more informed conversations and decisions about how best to support learning. 

“Revibe reflects Pearson’s commitment to developing fit‑for‑purpose AI tools that not only enhance learning experiences, but address real‑world barriers to learning,” said Clay Richey, Managing Director for Pearson Clinical Assessment. “By combining assessment expertise with educational technology, Pearson applies AI in ways that support confidence, independence, and meaningful engagement in learning.” 

Commenting on the awards, the Tech & Learning editorial team shared that "the awards brought a huge number of high‑quality entries. Our panel of industry experts judged the winning products to be those that were most impactful in helping schools improve teaching and learning during 2025. Every winner should be really proud of their accomplishments.” 

About Pearson 

At Pearson, our purpose is simple: to help people realize the life they imagine through learning. We believe that every learning opportunity is a chance for a personal breakthrough. That's why our c. 18,000 Pearson employees are committed to creating vibrant and enriching learning experiences designed for real-life impact. We are the world's lifelong learning company, serving customers in nearly 200 countries with digital content, assessments, qualifications, and data. For us, learning isn't just what we do. It's who we are. Visit us at pearsonplc.com. 

Media Contact: allison.bazin@pearson.com 

Pearson and Revibe are trademarks, in the US and/or other countries, of Pearson plc. Samsung is a registered trademark of Samsung Electronics Co., Ltd.   

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Think about all the students you’ve met in your life. Likely, faces or names pop into your mind for different reasons—the one who had the biggest smile and contagious positive attitude, the one who challenged your every move in the classroom, the one who sat silently and you never got to know well, the one who you thought of as “a diamond in the rough” and made your heart sing with any personal win. And so many others.

Inevitably, your mind will cross to one or more students you were genuinely concerned about academically. That tenth grader who was “so done” with school after what felt like a career worth of hard but needed to get to graduation. That third grader who, when work was handed back, saw the score, turned the paper over, and side-eyed the papers of classmates nearby with an expression change that looked worried, and you knew struggled with reading, attention, or executive functioning. 

Let’s focus on the “worried” and “so done” for a minute. These two student observations may have been behavioral markers of stress and anxiety. What other markers do you see in your classrooms related to stress and anxiety for academic achievement today? Empirically, we’ve learned that depression and anxiety have increased 25% worldwide post pandemic (WHO, 2022). Certainly, not all of that 25% is driven by academics, but the part that is matters to us in education.

The academic demands of the classroom are heavy with communication and language requirements. For students with listening, speaking, reading, or writing challenges, they must manage classroom content requirements in every subject while also working through cognitive or linguistic barriers. Not only do they get stressed, worried, or anxious about meeting class requirements, but also about keeping up while managing the hurdles of language and/or learning difficulties (and maybe hiding struggles from peers or teachers). Exhausting too? Often.

As professionals, we want to understand the impact of appropriately high academic goals on students. We need to evaluate and monitor stress and anxiety related to academics and ensure that our “teacher talk” addresses the skills for managing school workloads well so our students will thrive with their differing gifts and abilities. We need to know where their strengths can help them and where they will hit roadblocks that need detours to get the academic jobs done, including potential areas of stress and anxiety. They need cheerleaders with whip-smart strategies that work, and curious teachers who believe in the combined power of evidence and learning with humanity. 

And we need to look our students in the eye when we see or hear those markers of stress and anxiety and say, “You are safe with me. I have your back in school. You will have to work hard, and that is good for you. I’m here to help.”

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Looking for screening, assessment, intervention, or monitoring resources for behavior, learning difficulties, or communication/language? Visit our website and contact your Assessment Consultant.

World Health Organization. (2022, March 2). COVID-19 pandemic triggers 25% increase in prevalence of anxiety and depression worldwide. https://www.who.int/news/item/02-03-2022-covid-19-pandemic-triggers-25-increase-in-prevalence-of-anxiety-and-depression-worldwide

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We are proud to announce the new Call for Research published by Pearson Clinical Assessment. Our goal is to ensure that Pearson assessments comply with the highest standards of quality and support research that investigates the validity or efficacy of our products. We are inviting United States-based faculty members, graduate students, and qualified researchers to submit their proposals no later than August 15, 2025.

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College attendance is up. While total postsecondary enrollment was down the past few years, it finally rebounded above pre-COVID levels in the Fall of 2024, according to the National Student Clearinghouse Research Center. Undergraduate enrollment rose 4.7% YoY, while freshman enrollment rose 5.5% YoY, meaning more high school students are contemplating postsecondary education. At the same time, students in this age group are grappling with more mental health issues than ever.

High school educators have a golden opportunity to help students prepare for the transition, whether they are heading to a community college, attending a four-year school or training for a full-time career.

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Do you ever feel like you need a vacation from your vacation?

It’s a common lament — and a reality educators may experience as they return from winter break. That’s because the holiday season can bring both excitement and exhaustion. Between checking off first-semester action items (like finalizing grades and organizing end-of-year activities) and managing personal obligations (like planning celebrations or travels), it’s easy to feel drained from wrapping up the school year. The holiday season can also magnify and compound personal struggles, which can lead to a heightened risk of depression or anxiety. Due to the “busyness” of the holidays, it can be difficult for educators to prioritize their own mental health. Yet, it can be tough to “pour” into others when one’s own mental health is compromised.

While the time off during the holidays can be a source of much-needed rest and rejuvenation, the start of a new year can also bring its own set of pressures, from setting new goals to tackling unfinished work. Here are some tips to help start the year right with mental health as a priority. 

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According to the U.S. Center for Disease Control and Prevention (CDC), more than 11% of U.S. children ages 3 to 17 years have ever been diagnosed with attention deficit hyperactivity disorder (ADHD). Boys were overwhelmingly more likely to be diagnosed than girls, at 15% to 8%, respectively. Similarly, dyslexia affects approximately 20% of the world population, and some studies find that males are more often diagnosed with the disorder than females. However, that doesn’t necessarily mean that ADHD and dyslexia occur more often in boys. The more likely situation is that girls are underdiagnosed.

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‘Tis the season for sparkles, snowflakes and...squirmy students? As the holiday countdown begins, classrooms can quickly turn into winter wonderlands of distractions. While many kids are anticipating downtime and holiday fun with friends and family, some may harbor hidden worries about complex family dynamics, stretched budgets and other adversities. They may also have underlying anxieties about the disrupted routines that accompany school vacations.

While educators are undoubtedly looking forward to decompression time of their own, they also have to consider the impact the upcoming break from classes will have on students’ hard-won learning progress. The great news is that there are some easy strategies you can implement today to help keep your students involved while arming them with critical skills to manage holiday stress. Since we know the kids likely have their minds on the holidays, giving these exercises some holiday dazzle is sure to get their attention and interest. 

Here are four strengths you can focus on to maintain momentum in positive and engaging ways.

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After many years of an arguably “hidden” status in schools, dyslexia has emerged as a critical concern in education thanks to parental advocacy and because of dyslexia’s far-reaching implications for a child’s well-being and educational success. However, while awareness and recognition have increased, dyslexia may still go unidentified or misidentified in elementary school classrooms.

As a speech-language pathologist (SLP), assessment professional, and parent, I’ve gained an acute appreciation for dyslexia and all the learning I’ve gathered over the decades from research, practice, and individuals/families. Yet, I continue to learn that many professionals still may not be comfortable identifying common symptoms which indicate the need for assessment and will open the door to effective support and growth.

As educators settle into their routines with the new school year well underway, I think daily about supporting teachers who often notice behaviors and student performance before anyone else. While I encourage all my fellow SLPs to step into the classroom and listen to teacher assessments often, I also want to encourage our classroom teacher colleagues (and the rest of the educational team). Here are some of the indicators that can help identify students who may have dyslexia so they can get the support they need to succeed in school and beyond.

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