Many neurodivergent and disabled students struggle with revision. Reading dense material, creating study resources from it, testing themselves reliably, and knowing what to review and when, all draw on the same functions that conditions including dyslexia, ADHD, autism, and anxiety most commonly impair: processing speed, working memory, sustained attention, and self-regulation.
Free revision tools exist. However, as stated in the DfE's own review notes – while free tools offer comparable features, Luna alone is "designed around neurodivergent needs."
Luna is built specifically for neurodivergent and disabled students. It is not a general flashcard app with accessibility features added. Every design decision addresses the barriers that make revision disproportionately difficult for neurodivergent and disabled students. It removes the cognitive load of creating study materials, structures review sessions around how well the student actually knows the content, and adapts to individual learning pace and exam schedule. No configuration expertise is required. Students can get started immediately and see progress from their first session.
Key features of Luna
Flashcards
Luna removes the barrier of creating revision materials from scratch.
Students generate flashcards directly from their own notes or learning material. Luna's AI creates the cards automatically, but the student stays in control at every stage: they can edit questions and answers, change question types, and add or discard cards before saving a set. Students can also create cards manually if they prefer.
This matters for disabled students because the effort of manually converting notes into study materials is itself a significant barrier. For students with slow processing speed, working memory difficulties, or poor concentration, that effort often uses up cognitive capacity that should be going into learning. Luna eliminates that stage entirely.
Luna's AI operates according to strict principles. It generates content only from the material the student provides, does not produce outputs beyond the scope of that material, and keeps the student in control of everything that is saved and reviewed. This approach is designed to give students full confidence in the flashcards created, to align with Higher Education academic integrity policies, and ensure assessors can recommend a product without reservation.
Scheduling
Luna creates a revision schedule built around how the student actually learns.
Students choose from three scheduling options: smart schedules, which use spaced repetition to determine the optimal time to review each card; increasing interval schedules, which space reviews out progressively; and custom schedules, which the student builds around their own learning pace.
This matters for disabled students because self-directed revision planning is one of the hardest things to do well when executive function is impaired. Students with ADHD, autism, or dyslexia often do not know where to start, review material at random, or avoid revision entirely because it feels unmanageable. Luna replaces that unstructured approach with a clear, personalised plan the student does not have to generate themselves.
Reviews
Luna tests students' knowledge actively, not passively.
During each review session, Luna presents flashcards and asks students to rate their confidence for each one. Luna uses these ratings to adjust when each card next appears: cards the student finds difficult come back sooner, cards they know well are spaced further apart. After reviews, students can retake or edit cards they are struggling with, and see their confidence scores develop over time, giving them a clear picture of what they know and where they still need to focus.
This matters for disabled students because passive re-reading is one of the least effective revision strategies, and it is the one that students with poor self-monitoring skills tend to default to. Active recall through confidence-rated review builds stronger memory retention and gives students an accurate, ongoing picture of their own knowledge. For students whose disability impairs metacognition, that external measure of progress is particularly important.