Discover what makes them who they are.
What is strong in me?Build a kinder, more encouraging inner voice.
What could I try?Choose a meaningful, manageable next step.
What is my next step?
You want your child to feel understood—and to see what they are capable of. I offer a safe space to explore their strengths, build confidence and take a next step that feels like their own.
An educator and positive psychology coach, with over 20 years in international education.
We choose goals that matter to your child. Explore a focus to see how we might work together.
Listen first, name the difficulty and agree a next step.
Make room for a young person to explain what feels difficult. Practise listening before offering solutions, then agree one manageable step together. The focus is on building understanding and making conversations about schoolwork more constructive.
Notice a strength and choose somewhere to use it.
Explore interests, strengths and moments when something went well. The young person helps choose the focus, with activities that feel relevant and engaging. Rehearsing a small act of participation can make speaking up a more approachable goal.
Review what happened and decide what to try next.
Explore disappointment without letting one result define the whole person. Practise constructive self-talk, reflect on what can change and identify useful support. The aim is a more flexible response to challenges and greater confidence in asking for help.
Start small, try the plan and adjust what needs changing.
Break a demanding task into smaller parts and design a realistic routine around the young person’s life. Try ideas between sessions, notice what helps and adapt the plan together. Curiosity and choice keep learning active and personally meaningful.
Your child helps choose the goals and the pace. We notice what works, try a manageable step and reflect together—with curiosity, encouragement and room to adapt.
Real experiences from parents and young people. Open a story to read their words in full.
“We used to jump straight into reminding our daughter about getting on with her schoolwork.”
“We used to jump straight into reminding our daughter about getting on with her schoolwork. Coaching gave us a way to listen first and agree one manageable step at a time all together. Our daughter found it easier to explain what was difficult, and our evenings felt less like a battle. Teamwork and being on the same page was key.”
“I thought coaching would just be another grown-up telling me what to do.”
“I thought coaching would just be another grown-up telling me what to do. It was actually way more relaxed than I thought, and I actually enjoyed choosing what we talked about myself. Spotting my strengths helped me feel more confident about speaking up for myself, even when I wasn’t completely sure of all my answers.”
“After a disappointing result, our son would often say he was completely hopeless at everything.”
“After a disappointing result, our son would often say he was completely hopeless at everything. Practising more positive self-talk gave him a different starting point, a different perspective on himself. He started asking what he could try next and felt more comfortable asking for help. Being involved in all decision-making was the significant factor in his greater wellbeing without doubt.”
“Breaking homework into smaller, kind of manageable little chunks made starting feel a lot easier.”
“Breaking homework into smaller, kind of manageable little chunks made starting feel a lot easier. I liked trying things between sessions and coming back to talk about what worked and even what didn’t. The activities were fun, and I learnt that I could change a plan instead of just giving up on it. I learnt how there are multiple pathways.”
Find the right kind of help for your child.
Read the guide →Inside a sessionA closer look at conversations, activities and next steps.
Take a look →Ideas & evidenceResearch, books and practical resources for parents.
Explore the resources →A UK school study found higher self-reported resilience after SPARK, a 12-session programme drawing on positive psychology. The difference was still present one year later.
438 girls aged 11–13 · One state secondary school
This was an exploratory study without random allocation. It did not measure grades or test the coaching offered here. The findings are encouraging, but cannot predict an individual child’s progress.
Pluess, Boniwell, Hefferon & Tunariu (2017), PLOS ONE · Table 4 ↗Difference in self-reported resilience
Difference in self-reported resilience
Difference in self-reported resilience
How to read this: the bars show differences in resilience from a previous-year comparison group, measured once. Values are standardised effect sizes (Cohen’s d), not percentage gains.
Tell me what you are noticing. Ask your questions. Together, we can explore whether coaching feels right for your child.
Complimentary · 15–20 minutes · No obligation