Convince the parents

The Henderson household was exactly what Alex had expected—a showcase of upper-middle-class aspirations with its perfectly manicured lawn and tasteful exterior. As he rang the doorbell, he adjusted his tie and straightened the folder of "educational materials" under his arm.

*Time to see how far this trend setting can go*, he thought with dark anticipation.

Madison's mother, Katherine Henderson, opened the door with a practiced smile that faltered only slightly when she saw him. "Mr. Mercer, right on time. Please come in."

"Alex, please," he corrected smoothly. "We're on a first-name basis at Westwood now. Part of creating a more collaborative educational environment."

Katherine nodded, accepting this explanation without question—another small victory for his ability. "Of course, Alex. Madison mentioned you'd be coming to discuss her literature performance."

She led him into a well-appointed living room where Madison sat stiffly on the couch, her father beside her. The girl's face drained of color when she saw Alex, but she maintained her composure.

"Richard Henderson," Madison's father introduced himself, standing to shake Alex's hand. "We appreciate you taking the time for this home visit. Madison's academic success is very important to us."

"That's precisely why I'm here," Alex replied, setting his folder on the coffee table. "Madison has been struggling with some of the deeper analytical concepts in our literature studies, and I believe she would benefit from more... intensive instruction."

Madison's knuckles whitened as she gripped the edge of the couch, but she remained silent.

"What did you have in mind?" Katherine asked, settling into an armchair across from her daughter.

Alex opened his folder and removed several official-looking documents—complete fabrications he'd created that morning. "Westwood has been implementing new educational methodologies based on recent neurological research. The results have been quite impressive."

Richard leaned forward with interest. "What kind of methodologies?"

"They involve physiological responses to enhance cognitive function," Alex explained, using deliberately vague academic language. "We've found that certain physical stimuli create powerful neurological pathways that improve analytical thinking and retention."

"Sounds fascinating," Katherine commented. "Is this why Madison's struggling? She hasn't been receiving these new teaching methods?"

Alex nodded solemnly. "Exactly. Madison has been resistant to classroom implementation of the protocols, which is why I suggested home instruction. Sometimes students need privacy to fully engage with new learning techniques."

Madison opened her mouth as if to protest, then closed it again, clearly uncertain how to combat the absurd situation unfolding before her.

"What would these home sessions involve?" Richard asked, glancing at his daughter's uncomfortable expression.

Alex smiled reassuringly. "I'd work directly with Madison on her literary analysis skills using the advanced recognition protocols. These sessions can be quite intense and may seem... unconventional, but the academic results speak for themselves."

He slid a chart across the table—another fabrication showing dramatic improvement in test scores following "protocol implementation."

"The numbers are impressive," Richard acknowledged, studying the chart. "How many sessions do you think Madison would need?"

"I'd recommend starting with three evenings a week," Alex replied. "The protocols work best when applied consistently and thoroughly."

"Dad," Madison finally spoke, her voice tight. "I don't think—"

"Madison has been resistant to new teaching methodologies," Alex interrupted smoothly. "It's quite common for high-achieving students to struggle with educational innovation—they've succeeded in traditional systems and fear change might affect their performance."

Richard nodded with understanding. "That sounds like Madison. Always by the book."

"I'm not resistant to innovation," Madison protested. "I'm resistant to—"

"To stepping outside your comfort zone," Alex finished for her. "Which is precisely what these protocols require. They challenge students to experience education differently."

Katherine placed a gentle hand on her daughter's arm. "Honey, your father and I just want what's best for your education. If Alex thinks these new methods will help you improve your analysis skills before college, we should at least try them."

Madison looked from her mother to Alex, trapped between revealing the truth—which would sound outlandish given his Trend Setter influence—and submitting to further "instruction."

"The first session would ideally begin tonight," Alex suggested. "We could use Madison's bedroom for privacy. The protocols can involve vocalizations that might be distracting in common areas."

"Vocalizations?" Richard questioned.

"Verbal processing techniques," Alex clarified smoothly. "Students are encouraged to verbalize their analytical breakthroughs, which can sometimes be quite... energetic."

Madison's face flushed crimson as she understood his implication.

"Well, that sounds reasonable," Katherine decided. "Madison's room is at the end of the hall upstairs. Would you like some privacy to begin now? Richard and I could watch television downstairs."

"That would be perfect," Alex agreed, gathering his materials. "These sessions typically last a couple of hours. It's important not to interrupt the cognitive process once we've begun, regardless of what you might hear. Educational breakthroughs can be emotionally intense."

"Of course," Richard nodded. "We'll stay out of your way."

Madison rose stiffly, her eyes fixed on Alex with a mixture of horror and resignation. "This way," she said tersely, leading him toward the stairs.

As they ascended, Alex allowed himself a moment of pure satisfaction. Not only had Madison's parents accepted his presence in their home, but they had effectively given him permission to do whatever he wanted to their daughter behind closed doors.