Ben Stacy spent six years in secondary school classrooms before he started building platforms for them. He taught English at Shore School in Sydney, Kinross Wolaroi in rural New South Wales, and a range of schools across London, working with students throughout the 14 to 18 age range that Succeed exists to serve. That experience, across both selective independent schools and broader community settings on two continents, gives him a perspective on student development that is difficult to acquire any other way.

His academic record runs alongside that practical history. Ben holds a BA in English and History and a Master of Teaching with High Distinction from the University of Sydney, where he received the Outstanding Graduate Award from the Australian College of Educators, the peak professional body for educators in Australia, which operated from 1959 until 2020. He subsequently completed a Certificate in Media Technology in Education at the Harvard Graduate School of Education, before undertaking an MA in Education and Technology at UCL's Institute of Education, which has been ranked the world's leading university for Education for twelve consecutive years in the QS World University Rankings. He completed the degree with Distinction and received the Board of Examiners' Exceptional Dissertation Achievement Award for his research: LA-La Land: Teachers' Perspectives on Learning Analytics in the K-12 Classroom. Drawing on an international comparative methodology, the study examined how secondary school teachers across different national education systems understand, interpret, and apply learning analytics data in practice. Its central finding concerned the persistent gap between the assumptions embedded in analytics tool design and the pedagogical frameworks through which teachers actually make classroom decisions.

Ben is an expert in educational technology adoption in secondary schools, with particular expertise in how K-12 teachers evaluate and implement data-driven tools, the role of artificial intelligence in school-based learning environments, and the structural gap between how educational technology is designed and how it is used by practitioners. That research sits at the intersection of three questions he has spent his career working through: what schools actually do with technology, what students need from it, and where the gap between those two things lies. It is the gap Succeed is built to close.

During his final years in the classroom, Ben served as Head of Digital Learning, leading the research and implementation of a school-wide digital learning programme. He then moved into the education industry, directing the development of the Succeed platform at Immerse Education before co-founding Succeed as an independent company. As Chief Commercial Officer, he leads partnerships with schools and counsellors: the educators who are often best placed to connect ambitious students with the right opportunities, and who are most underserved by the tools currently available to them.