This is a helpful comment, thank you. Prioritizing sociological factors in the design of educational systems seems common, but balancing the differences within an educational population with policy requirements makes it so that only some students get the resources they need.

In my life, I have been lucky to have a sticky brain, which has gotten me through for a long time. The problem is that I cannot pinpoint any significant moment in my education where some tactic or teaching influenced the way I study. I remember lectures about Cornell notes and other strategies, but I never needed them, and then once educational challenges became too great for me to handle with my habits, that's when I REALLY needed them. I've taken the project to heart and prioritize my exploration and implementation of better learning strategies. It took me years.

It's like, the world of knowledge is a huge cavern, and I adjusted and mastered navigating by touch. Once I reached a larger opening, the cave was much too large to navigate in the same way, and I found myself stuck many times. If only I had realized that by opening my eyes I would have noticed the torches lining the walls above my head. I think I would have been able to contribute much more in the time I've been around so far.

I don't feel sorry for myself. I live a good life. I have taken responsibility for my own advancement and learning. I empathize with others who struggle with what I've struggled (and continue to contend with) in terms of learning methodology. I hope that throwing my little anecdote into the mix counts as a drop in the bucket.