I’m Serenella Muradore Gallas. I help gifted, ADHD, and twice-exceptional students turn uneven potential into skills that actually hold up under pressure. I also help businesses turn scattered data into clearer decisions and sustainable growth.
Different fields, the same work: understanding what is really getting in the way, then building a system that works.
For ADHD, gifted and twice-exceptional students who understand more than their performance shows. One-to-one tutoring and learning strategy designed to build academic skill, self-knowledge, and habits that outlast any single course.
Paid media and growth strategy for businesses that want more than activity and dashboards. I connect campaigns, messaging, tracking, and conversion to the commercial result.
I am developing a research agenda around ADHD, giftedness, and twice-exceptionality: how these traits mask each other, how context changes performance, and how teaching can respond more intelligently.
Maths, statistics, a master’s in Scotland, seven years in marketing since 2019, teaching since 2012, and a late ADHD diagnosis that finally explained the rest. The long version is on this page.
A child can be brilliant and still need help opening the document, starting the first question, or recovering after one mistake.
Tutoring is the work happening now. The long-term vision is larger: an educational model and research thread designed specifically for gifted, ADHD, and twice-exceptional students, where academic challenge, executive-function support, and psychological safety are part of the structure from the beginning, not accommodations added after a child has already struggled.
For families, that means more than better grades. It means a child who can increasingly understand and direct their own learning.
I identify what is actually limiting the result, whether the issue lies in understanding, execution, strategy, targeting, or resource allocation.
I identify the small number of changes most likely to alter the result.
I define what improvement should look like before I begin.
I turn what I learn into a clear priority, a practical action, and a reason for choosing it.
At first glance, a twice-exceptional student avoiding homework and a company wasting advertising budget have little in common. But the first question is the same: what is the real obstacle?
May not need a longer explanation. They may need clearer structure, more intellectual challenge, a way to externalise working memory, or a strategy for beginning before motivation arrives.
May not need a larger budget. It may need a clearer offer, better tracking, or a landing page that answers the questions the advertisement creates.
I do not begin by blaming effort. I begin by examining the system.
None of this is remedial. These minds were always capable. They had just never been taught the way they actually think.
Newsletter
Three separate streams. You only receive the ones you choose, and you can change your mind from any email.
Choose one or more