Helping Teachers See Every Student

Social worker and education innovator Moshe Fried is on a mission to help every child feel seen and supported.

INTERVIEW | by Victor Rivero

When social worker Moshe Fried, LCSW first sat in classrooms observing teachers, he noticed something troubling: even the most dedicated educators were stretched so thin that some students inevitably slipped through the cracks. That realization set the course for his career. Now the co-founder and CEO of ClasStars, Moshe has spent nearly two decades helping teachers, parents, and students build stronger connections and more supportive learning environments. In this EdTech Digest interview, he reflects on that journey — from his early work counseling families to collaborating with educators worldwide — and shares how research, empathy, and simple daily practices can help every child feel seen. A Top 100 Visionary in Education at the 2021 GFEL conference in Las Vegas and host of the ClasStars Podcast, Moshe continues to champion tools and ideas that bring out the best in both teachers and students.

What prompted you to first get involved in this area of tech enhancing learning? what was (is still) your original purpose in this area?

I didn’t start in tech — I started as a social worker sitting in classrooms and talking to kids. I’d ask teachers very specific questions, like: “How often does this happen?” or “What time of day is toughest?” and I’d usually get the same look you see when the copier jams for the third time that morning. Not because they didn’t care — but because there was no simple way to keep track of those details in real time.

At the same time, I kept hearing kids tell me: “My teacher doesn’t like me.” That hit me hard, because I knew from my own experience growing up that when I felt a teacher liked me, I was motivated to do better. And when I didn’t, well… motivation was harder to come by.

One teacher told me, “I want to help my students, but I can’t track everything while I’m also teaching.” That was the lightbulb: if we could make data collection as simple as a swipe, teachers could actually use it without losing focus on their kids.

‘That was the lightbulb: if we could make data collection as simple as a swipe, teachers could actually use it without losing focus on their kids.’

Our original purpose — and it still drives us today — was simple: to give teachers clarity in those moments. To take what was invisible and make it visible, so they can build stronger connections and help every child feel seen, supported, and yes — liked.

What highlights from your past inform your current success?

When I think about highlights, they’re not the traditional big milestones. For me, it was the small, everyday moments that stuck.

One came on a New York City subway. I was watching someone play Subway Surfers. I’d played it myself plenty of times, but this time it struck me differently. Every action in that game is just one gesture: swipe left, swipe right, jump, duck. No instruction manual needed. And I thought: if people can swipe with such precise timing on a moving subway, surely we can design a system simple enough for a chaotic classroom.

Another was reading Malcolm Gladwell’s Blink, where I discovered John Gottman’s research. Gottman showed that the ratio of positive to negative interactions could predict the quality of a relationship. Later, when I met him in person, it hit me how much that applied to schools. The kids who were struggling weren’t even getting the “divorce rate” ratio of positive to negative interactions.

I’ll never forget a student telling me, “My teacher doesn’t like me.” Those words stuck with me. It reminded me that relationships drive learning. That insight is still one of the highlights shaping ClasStars today.

Describe the development story of ClasStars. What values drove you, governed your decisions?

“ClasStars started with two problems I wanted to solve. First, I needed a way to collect data simply enough that I could measure the progress of my clients. Second, I wanted to help teachers notice the kids and situations that too often slipped through the cracks.

The challenge? I had absolutely no idea how to build an app. So I did the obvious thing — I bought App Development for Dummies. Two pages in, I quit. That was my first lesson in staying true to our values: if the solution isn’t simple enough to stick with, it’s not the right solution.

So I went looking for a partner. At a family event, I approached my uncle, who at the time was developing software for a bank, and I pitched him the idea. He liked it, and the rest is history.

From the beginning, three values drove every decision we made: simplicity, relationships, and meaningful data. A lot of programs were data-focused, but in ways that weren’t useful for teachers or students. We wanted ClasStars to give teachers just enough clarity to act in the moment, strengthen relationships, and make a real impact on kids who might otherwise be overlooked.

‘We wanted ClasStars to give teachers just enough clarity to act in the moment, strengthen relationships, and make a real impact on kids who might otherwise be overlooked.’

That combination of a clear mission and the right partner is what got us started — and it’s still what guides us today.”

So much detailed data on a student’s every move might not sit well with every parent. What are the positives here, what are students, parents, teachers, administrators saying that make it work very well for them?

That’s a thoughtful question — and one we’ve spent a lot of time on. Different people in schools approach data differently. Administrators look for patterns that help them support teachers and guide schoolwide decisions. Teachers need something practical that fits into the flow of a busy classroom. Parents want reassurance that their child is understood and supported.

ClasStars was built with all three in mind. For teachers, it’s designed to be simple — just a tap or swipe — so they can capture meaningful moments without breaking their rhythm. For administrators, the aggregated data provides insight that’s clear and actionable, without being overwhelming. And for parents, the key is that ClasStars treats misbehavior as a signal for support, not punishment. Recording it is just the first step in noticing a child, establishing a baseline, and then showing progress — the kind of progress that often goes unnoticed when a child is only remembered for their challenges.

One teacher told us, “I thought I didn’t have time for one more tool, but ClasStars actually makes me more positive with my students. It’s helped me see kids I used to overlook.” That’s the kind of feedback we love hearing. Teachers feel more positive, kids feel more seen, administrators see patterns that help them focus resources where they’re needed most.

‘Teachers feel more positive, kids feel more seen, administrators see patterns that help them focus resources where they’re needed most.’

In short, ClasStars helps everyone shine a light into the corners of the classroom where kids used to disappear.

Anything else you care to add or emphasize, concerning ClasStars, student data, or the future of learning?

“At the end of the day, learning is a human experience. With all the technology being developed, what truly lifts up the students who are struggling — and advances those already thriving — is the human element. Education is not just the consumption of information; it’s the cultivation of humanity.

That’s why we believe so strongly in supporting teachers and administrators. They are the people who make learning happen. What ClasStars provides is simple: the easiest way to collect meaningful data, and a clear framework — through color-coded dashboards and charts — to act on it.

We’re seeing it in the schools that use ClasStars. Every teacher has a story about how it’s changing their students’ lives for the better. One teacher told us, “ClasStars helped me notice a quiet student I’d been overlooking. Now she participates more, and her confidence has completely changed.” Those are the stories that matter most.

For us, it’s an honor to be part of that work — to shine a light on what matters most, and to make sure no child slips through the cracks.”

—

Victor Rivero is the Editor-in-Chief of EdTech Digest. Write to: victor@edtechdigest.com

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