You want your child to feel better equipped for life: able to recognise their strengths, manage themselves, recover from setbacks and take growing ownership of the future.
Build the inner coach,
not dependence on the coach.Coaching outlook · Coaching for your ChildThe aim is for each young person to pause, ask themselves a better question and choose a useful next step with growing independence.
I offer a neutral, non-judgemental space outside school and family. I listen first, then help the young person turn insight into small, realistic actions they can review and adapt.
Over time, they build an internal voice that can recognise strengths without boasting, respond to mistakes without self-attack, and balance encouragement with honest reflection.
Positive psychology does not mean overlooking stress, disappointment or difficult behaviour. It means bringing strengths, hope, relationships and possibility into the conversation alongside what is hard.
Every young person brings a different story. These familiar situations show how purposeful coaching can respond to their needs.
“I sit down to work, then lose an hour.”
Notifications and competing tasks can make it hard to begin—or stay with one thing.
“Everyone else seems better than me.”
Comparison, perfectionism and fear of mistakes can leave a capable young person holding back.
“I don’t know what to say—or where I fit.”
Friendships, new groups and asking for help can feel daunting, especially during change.
“I know I should, but I can’t get going.”
Repeated reminders can create tension when a young person feels stuck or cannot see a purpose.
“One bad result means I’m no good at this.”
Exams, setbacks and high expectations can make it hard to keep perspective and try again.
“What if I make the wrong choice?”
School moves, subject choices and a changing world can bring uncertainty about the future.
Clarity at the start protects trust later. Parents understand the process, the young person has a genuine voice, and everyone knows how progress will be reviewed.
Use 15–20 minutes to describe what you are noticing, ask questions and explore whether coaching is likely to be an appropriate next step.
I speak with the young person, then agree goals, roles, confidentiality limits, parent communication, safeguarding and practical arrangements together.
Sessions focus on student-owned goals and small experiments. Progress is reviewed at agreed points without turning private conversations into parent reports.
Useful coaching often shows up first in ordinary moments: beginning a task with less prompting, recovering more quickly after disappointment, asking for help earlier or describing a problem more clearly.
These are examples, not promised results. Progress can be uneven—and sometimes the most important change is quieter than a grade.
Trust gives a young person room to think aloud. Clear agreements reassure parents that privacy never means silence about safety.
Young person, parent and coach agree the goals, privacy and updates.
Space to speak and help shape their goals.
Agreed updates and a clear way to support.
I explain confidentiality limits and who to contact if further support is needed.
Original diagram of the coaching agreement. Professional reference: Global Code of Ethics for Coaches, Mentors and Supervisors ↗.
Before coaching begins, I agree with you and your child:
Coaching is educational and developmental. It is not therapy, counselling, diagnosis, medical treatment or emergency support. I recognise the limits of coaching and discuss more appropriate specialist support where needed.
See the coaching process and services →Not usually. Tutoring teaches subject content. Coaching helps the young person understand how they learn, respond and choose—and my educational background helps me understand study and exam demands.
I combine complementary approaches around an agreed purpose. Strengths work, solution-focused questions, self-talk, mindful attention and practical learning strategies can be brought together to suit the young person and reviewed as their needs develop.
The Evidence & Tools page offers a parent reading shelf, including Martin Seligman’s Flourish and Ryan Niemiec’s Character Strengths Interventions, plus free introductions to PERMA and character strengths.
Before coaching begins, I agree with you and your child what remains private, what progress information may be shared and the safeguarding situations in which confidentiality cannot be maintained.
No. Coaching can support insight, skills and student-owned action, but outcomes depend on many personal and contextual factors. No ethical coach can guarantee a result.
Coaching is not therapy, diagnosis or crisis support. Where a concern appears beyond its safe scope, I will discuss pausing and seeking suitably qualified professional support.
Your child may need a calmer way to approach school, the courage to speak up, or help finding a first step when everything feels a little too much. We begin with their experience and what matters to your family.
Where do we begin?
With a complimentary 15–20-minute parent conversation.
For ages 8–18, the language, activities and parent involvement are adapted to your child’s age and readiness. You do not need to arrive with all the answers.