• Listen. Provide positive feedback. Challenge. Support. Praise.
  • Teach real, simple, accessible skills and strategies.
  • Develop self-awareness and understanding of others.
  • Lead the goal setting process
  • Developing a sense of motivation
  • Build confidence
  • Validate strengths and help students to  draw upon past success
  • Use techniques for visualising/imagining success/solving problems
  • ​Be more optimistic
  • Acknowledge their strengths and use them
  • Maintain a sense of perspective
  • Have an awareness of ‘self’ (to include ‘metacognition and awareness of the ways they learn)
  • Use the resources around them to help.
  • Seek meaning/purpose
  • ‘Respond’ rather than ‘react’.
  • Relate better to the people around them (friends, family, teachers, authority)
  • Embrace relevant risks.
  • Set goals properly and effectively
  • Learn how to manage obstacles and
  • Generate numerous pathways to achieve their goals
  • Be motivated by 'connecting' to their future-self.
  • Follow up goals with dedicated action
  • Connect to others
  • Exercise self-care

For information about large presentations and SCHOOL WORKSHOPS - Click here.

Coaching helps students to:

Performance Coaching in schools can take the form of:


Where does Coaching fit in?

SCHOOLS

Performance Coaching can support schools by filling the space between the Form Tutor & Head of Year, or between the Head of Year  and the School Counsellor, or even that metaphorical space between the home and the school gate.


Heads of Year spend much of their time with 'types' of students. With every year group, there are some generic problems that repeat. For example:


  • Students who are 'difficult' in class.
  • Students who are under-achieving.
  • Students who are receiving Learning Support, but need to overcome recurring obstacles to behaviour change.
  • The students ‘lost’ in the system – the ones who ‘drift’….perhaps achieving academically but seem unsure socially or have low self-esteem.
  • Students who face typical teenage problems! (friendship, parents, siblings, body image, anger etc)).
  • Students returning from exclusion.
  • The students who have goals and ambitions and would like help to get there (university choices, career, sporting goals etc).


Schools can offer parents the opportunity for support (direct) or could facilitate a coaching experience on-site.


I have a DBS certificate. All my work is contracted with parents/caregivers and the student and issues around confidentiality are made clear.

What do I do as a Coach?

Either the school (HoY, Pastoral Care, SENCO, Head of Studies) or the parent identifies the need for additional support.


School provides the referral and I deal direct with parents in all aspects of finance and paperwork OR schools can employ me on an hourly/weekly/termly basis.


I can work with students on-site, day time or evenings. My work space requires privacy and relative quiet.


I comply with all child protection legislation and contract both parents and students (please see Youth Coaching)

How does Coaching fit in?

'Types' of students that would benefit from Life Coaching......

  • the child with poor social skills and few friends – the one who is solitary and appears unhappy.
  • the child who is a perfectionist and constantly overwhelmed and anxious.
  • the child who has fallen out with friends, is upset and feels ostracised.
  • the child who worries about exams.
  • the potentially high achiever who is 'cruising'.
  • the child who needs to prepare for an important interview/presentation/public speaking etc.
  • the low risk taker who is anxious and needs to embrace challenges.
  • the child who finds personal organisation and timekeeping difficult (possibly dyslexic or dyspraxic) who could benefit from planning/owning their own strategies.
  • the child who is uncomfortable talking about emotions and 'letting go'.
  • the child with low self esteem - based on low academic achievement, who needs to feel better about themselves.
  • the child who would find 'understanding themselves' a profoundly empowering experience.
  • the ambitious child who has some exciting and aspirational goals and needs some help to get there (eg Oxbridge, Apprenticeship, Business Owner etc)