For the classroom
Every student gets a voice. Every teacher gets the picture.
A great school culture brings out the best in every student. RELAY helps your classrooms do exactly that: students get a way to say what they haven’t understood yet, and teachers see where the class actually is, as it happens.
What RELAY is
A real-time read on how your class is tracking.
RELAY works alongside what a class is already doing. As students work, it invites them to explain their thinking in their own words, and passes what it hears straight to their teacher.
A student explains their thinking
In their own words, as they work. Nothing is marked and nothing counts towards a report, so there is no reason to perform.
RELAY surfaces what it hears
Questions, second guesses and gaps are grouped and passed to the teacher as they happen, not at the end of a unit.
The teacher decides what happens
Reteach it, pull a few students aside, or carry on. RELAY reports what it saw; the professional judgement stays with the teacher.
Teachers know their students.
RELAY helps them hear from all of them.
In a full classroom with limited time, the students who speak up are not always the ones who most need to.
49%
Not everyone will put a hand up
Around half of students told us they are uncomfortable telling a teacher they haven’t understood something.
54%
Understanding is hard to self-judge
More than half thought they had understood something in class, then realised later that they hadn’t.
Now
Early enough to act on
Seeing this while the unit is still running means there is still a lesson left in which to do something about it.
EQV Group survey of NSW high school students, July 2026.
What makes RELAY different
Three things we decided from the start.
Click through each one to see what it looks like in practice.
Psychologically safe by design
The day-to-day comprehension check is ungraded, so saying “I haven’t got this yet” costs a student nothing. That safety is what makes honesty possible, and it matters most for the students least likely to speak up in front of a class.
While the lesson can still change
Understanding becomes visible as it happens, rather than in a result that arrives weeks later. That timing is the difference between something a teacher can act on and something that only explains what already happened.
Yours, not off the shelf
RELAY is configured to your curriculum, your teaching and your cohort, and works only from material your teachers supply. Every question it asks traces back to something you gave it.
How it works
What goes in, and what comes back.
Pick any of them. Each shows what a student or a teacher actually puts in, and what RELAY gives back.
A student, on their own
I get that the writer uses a metaphor here.
But I don’t really know what “tone” means in this question.
What the teacher sees
Student 04
“I don’t really know what ‘tone’ means in this question.”
Student 11
“I picked the answer but I’m not sure why it’s right.”
The question they would never raise in front of the class.
Saying “I don’t understand” in front of the class is easy for some students and hard for others. RELAY gives every student a low-stakes way to say it, and passes it on in their own words so it reaches the person who can help.
Wednesday, 9:40pm
Homework, question 4
I got an answer but I don’t know if the method is right.
I think I just copied the example.
No teacher awake. No hand to put up. Nowhere else this goes.
Before your next class
Student 07 · last night
“I think I just copied the example.”
Same issue, same question
6 of 28 students
You walk in knowing what to open with, and who to check in with.
The moment nobody sees.
A lot of confusion surfaces at a kitchen table at night, hours from the nearest teacher. RELAY catches it there and has it waiting before your next class, so you can start where the class actually is and have the conversation well before a summative assessment.
Tuesday, period 3
The class is working through the set task.
Nothing is marked. Nothing is submitted. Understanding is simply becoming visible as it happens.
Live, mid-lesson
Before the test, not after it.
Confusion surfaces while there is still a lesson left to change. Not in a summative result three weeks later, when the chance to do anything about it has already gone.
What the student is asked
Explain your reasoning in your own words.
No mark is attached. Nothing here counts towards a report. There is no one to perform for.
What comes back
Remove the mark and you remove the performance.
A graded task teaches students to look like they understand. RELAY is purely formative, so honesty costs them nothing, and honesty is the only thing that makes the confusion visible in the first place.
RELAY has surfaced something
Four students are stuck on the same idea.
RELAY reports it. It does not decide what to do about it, and it never contacts a student on your behalf.
Yours to choose
RELAY stops here. That is a deliberate design decision, not a missing feature.
It informs. You decide.
RELAY never recommends an action or replaces a professional judgement. It tells you what it saw and stops. The teacher knows the child, the room and the week, and remains the one who decides.
What you give it
Your syllabus
Your class notes
Your answer sheet
Your rubric
Nothing from the open internet. Nothing from another school.
What it works from
“Explain why you chose that method.”
drawn from your Year 9 rubric, section 2
Every question RELAY asks can be traced back to something a teacher gave it.
The guardrails are yours to set.
Guardrailed does not mean prescriptive. RELAY only ever draws on what your teachers provide, and the school decides how tightly it is drawn, which is exactly why it isn’t an off-the-shelf subscription.
Before it leaves the school
Every student is a nickname.
No names, no identifiers, nothing that could point back to a child.
What we hold
No personal information. No model training.
Student data is never used to train models, and no personally identifying information leaves your school. Full technical detail is available on request.
Extras such as AI-use detection, white-labelling, multi-language support, and more can be built into your deployment.
The other half
And when the work is handed in.
What a student gets out of it.
What changes for the student sitting in the room.
Somewhere to say “I don’t understand”
Around half of students say they are uncomfortable telling a teacher they haven’t understood. RELAY gives them a way to say it that isn’t in front of the class.
Support that steps back
RELAY is built on co-regulation: more structure early, less of it over time. The aim is a student who can judge their own understanding without an adult having to ask first.
Confidence to attempt more
A student who is sure they have understood something is readier to take a risk on a harder question, or on a subject they had written off.
For teachers
A formative partner for your teaching.
Day to day, RELAY works alongside the assessment a school already does. It carries no marks and reaches no conclusions of its own.
Visibility before it counts
Where a class has actually landed on a concept, in the students’ own words, early enough that there is still something you can do about it.
Conversations you can prepare for
Walk into a conversation with a student already knowing what the difficulty is. The same holds for a colleague, a head of faculty, or a parent.
No extra marking
The day-to-day comprehension check is ungraded, so nothing from it lands on a marking pile. The point is to lower what a teacher has to hold in their head.
The future of education is more human.
AI’s place in a classroom is to strengthen the people, knowledge and relationships that make a school exceptional.
Start a conversation
Make RELAY part of your classroom experience.
Tell us about your school and how your classrooms run, and we’ll show you what RELAY looks like in them. We work closely with every school on how it is set up.
Talk to us