Our Impact
Why Coaching?
The Association for Coaching defines coaching as an intervention that provides a means of facilitated, dialogic and reflective choices to an individual, positively impacting the way they think and behave.
Coaching is non-directive, meaning the emphasis is on helping individuals identify their own resources and find their own answers and solutions.
In this way, coaching differs considerably from interventions such as mentoring. As coaches, we do not give our story, we do not share our opinions, nor do we give advice on how we or others have overcome obstacles or achieved outcomes. Our job is to facilitate individuals to find the answers that are right for them, drawing on the knowledge, strength, and experience that they already have.
This coaching approach is how we work with all our partners and students. The more questions we can ask someone, the greater the clarity they get on what they want and how they will achieve it. The non-directive element of coaching means that our coachees are the agents and creators of change.
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of our workshop participants gain new skills and knowledge, and leave our workshops with actions and tools to use
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of students feel more confident about their future following coaching
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increase in student's motivation and resilience following our coaching programmes
While young people from different socioeconomic groups have a similar propensity to construct possible selves, those from disadvantaged groups are less likely to have articulated strategies for achieving them, concluding that the issue is not with different destinations, but the paths to achieving them."
And why coaching for students?
For the students we work with, seeing the progress made across a series of coaching sessions increases their self-efficacy and confidence: with each step forward a coachee’s connection to their future possible self becomes stronger and more achievable, which in turn increases motivation.
As highlighted in the recent review of evidence of the impact of interventions for widening access to HE by TASO and the Education Policy Institute, coaching interventions have been proven to be successful in increasing confidence, self-efficacy and achieving higher rates of HE engagement.
The link between coaching, confidence and higher levels of HE engagement, is also evidenced in the Elitist Britain report in 2019, which demonstrated that students who had access to more supportive, coaching-type schooling were more likely to enter HE and gain access to ‘elite’ jobs thereafter. This type of support helped the students to foster “‘essential life skills’ such as confidence and motivation”.
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strongly agreed that they were more motivated to do well in their career
Brilliant session, calm, friendly hosting, great examples given throughout. Would love to use again in the future for students and myself."
