At St Dunstan’s College, we are committed to developing students who are not only academically successful, but also reflective, resilient and confident learners. A key part of this work has been the deliberate embedding of a coaching culture across the school. This approach is now established in a range of ways. Selected members of staff have undertaken formal coach training, enabling them to support colleagues and students through more reflective, purposeful conversations. Alongside this, student peer mentors receive focused training, developing their ability to listen well, ask thoughtful questions, and support one another with care and confidence.

In the classroom, coaching-informed questioning is increasingly used by teachers to help students think more deeply, take intellectual risks, and develop academic resilience. Rather than simply focusing on correct answers, students are encouraged to explore their thinking, reflect on their learning process, and persist when work feels challenging. We have also extended this approach beyond the classroom. Our dynamic parents’ evenings have included sessions on using coaching skills at home, supporting parents to have more constructive, open and empowering conversations with their teenagers.

This work has recently been recognised in an article published in Impact, the professional journal of the Chartered College of Teaching, where Helen Riddle, our Director of Teaching & Learning, shares a case study on using coaching skills to strengthen student resilience.

Together, these strands reflect a forward-looking, evidence-informed approach to education, where coaching is helping to shape a culture of independence, reflection and growth across the whole school community.