Learning science, not learning theater.
My B.S. in Neuroscience included minors in Mathematics and Philosophy. I translate that foundation into retrieval, practice, reflection, and study systems that students can actually use.
About me
I work where potential meets confusion.
I help students turn difficult material into a method they can use—at school, on tests, and when the next important opportunity arrives.
I’m Prasanjit Sahoo: a learning scientist, founder of Astreos Learning, neuroscience graduate, and medical student at Northeast Ohio Medical University.
I have spent the last several years moving between research labs, tutoring sessions, curriculum design, and the quiet work of figuring out why an idea has not clicked yet. That range matters because a student’s problem is rarely just “the homework.” It may be a missing concept, an unclear plan, a high-stakes test, or the belief that struggling means they are not capable.
I do not want to make students dependent on me. I want to leave them with a clearer map, better questions, and enough confidence to keep going without me in the room.
Medical Student Candidate @ NEOMED
The standard I hold.
A strong teacher starts with a beginner’s mindset, knows the path they are asking a student to walk, and can articulate each step along the way.
That means making hard things legible, being honest about what is not working, and treating progress as something we can practice—not something a student either has or does not have.
Between science and spirit.
I work between two realms that are often separated: the measurable world of neuroscience and learning, and the interior world of meaning, attention, and practice.
Science helps me ask what works. Spiritual practice helps me ask what the work is for. Together, they keep learning human: grounded in evidence, open to wonder, and directed toward becoming more capable in the world.
Why me
A teacher who can see the whole system.
My work combines the patience of a tutor, the rigor of a researcher, and the builder’s instinct to turn insight into something usable.
Research-backed, human in practice.
Research experience taught me to respect evidence and uncertainty. Tutoring taught me that evidence only matters when it reaches a real person in a real moment of confusion.
Built through repetition.
Since 2017, I have created learning resources, coached students, built curriculum, and published explanations. The work keeps getting sharper because it keeps meeting real learners.
Built for self-reliance.
For school, tests, scholarships, and selective programs, I help students build the fundamentals and evidence of initiative that make their next step clearer. I do not promise admissions; I help students do work worth telling the truth about.
Publications & intellectual work
Research that keeps the teaching honest.
My academic work sits at the intersection of physiology, neurobiology, self-esteem, and the conditions that help people change.
The Journal of Nutrition, Health & Aging · 2022
Modestly increased incidence of ketosis in caloric restriction does not significantly alter the effects of caloric restriction.
Co-authored with B. S. Ferguson, E. McGrail, A. Francois, and M. S. Stratton. Volume 26, issue 7, pages 657–662.
Read the publicationArmament and Disarmament Summer School · 2025
Building Nation-level Self-esteem: Disarmament through the Lens of Neurobiology and Self-esteem.
An intellectual-work submission exploring how neurobiology and self-esteem can shape the conditions for collective de-escalation.
Proof I can stand behind
The work leaves a trail.
These are aggregate outcomes from my tutoring and curriculum work. I will only publish individual stories with a student or family’s permission.
100+
learners supported through tutoring and curriculum work
25%
overall math-performance improvement in curriculum work
+7
average ACT/SAT increase for a class of 15 students
90%+
learner satisfaction reported in tutoring work
Start with the real bottleneck
See how I can help.
Explore the support paths, or read the full record behind this work.