AbstractBackground: Almost 18% of Ontario students received special education support through an IEP in the 2023-2024 school year. These students may have been identified as needing support with diagnosis such as learning disability or Autism or with a non-identified IEP. In this paper we will refer to these students as having a learning differences. The connection between learning difference and difficulties with motor control is well documented but not well understood, partly due to underdiagnosis and the lack of standardized assessment criteria. The Kinarm, a robotic assessment tool, is a quick and objective measure of sensory, motor, and cognitive functions. This research explored the use of the Kinarm as an assessment tool for coordination in high school students and the relationship between Kinarm standard tests (KSTs) and school success measures such as naming speed tasks, word reading, teacher generated grades, and standardized testing.Methods: Thirty-nine high school students completed 7 of the KSTs. Students also completed rapid digit naming, word reading, and working memory task. Academic and testing scores were collected. Visual exploratory analysis was conducted along with Pearson correlations (1-tailed).Results: There were moderate correlations between a variety of co-ordination tasks and cognitive/school scores. KSTs. The correlations remained moderate after controlling for speed and continued to be evident after an adjustment for false discovery rate.Discussion: Despite a small sample size and limited number of neurodiverse participants this research confirms a relationship between co-ordination and measures of school success. Students with Individual Education Plans appeared more often as outliers in movement measures. This study confirms the feasibility of using a robotic assessment with high school students. Future studies can explore the use of Kinarm with a larger sample and larger number of exceptional learners.