I’m Trevor Hunt: an educator, positive psychology coach and researcher-practitioner. I bring together international teaching, Oxford training and coaching for teacher and student development to help young people grow in confidence, purpose and independence.
I have spent my career helping people learn, and I remain especially drawn to working with young people at the point where confidence, identity and possibility are taking shape. A student can have considerable ability and still struggle to believe in it, direct their attention or find a reason to begin. I want to help them develop the inner resources and practical habits to move forward.
The approach is purposeful and integrative. It brings together strengths-based positive psychology, solution-focused coaching, reflective learning and my experience of life in demanding educational environments. We explore the whole person: their hopes, relationships, culture, self-talk, learning habits and sense of what matters.
I trained as a teacher at the University of Oxford and later completed its MSc in Education at St Hugh’s College. My MSc in Applied Positive Psychology and Coaching Psychology at the University of East London complements this educational foundation. Alongside my VIA Strengths Coach accreditation, these studies connect my day-to-day work with research into learning, confidence and wellbeing.
I listen carefully, ask purposeful questions and offer practical ways to experiment. Together, we notice what is already working, imagine a worthwhile direction and choose manageable steps. My aim is for each young person to leave with a more capable inner coach: someone who can encourage themselves, reflect honestly and act with growing independence.
You want your child to feel at ease with themselves: to recognise their own worth, enjoy warm relationships and approach life with growing confidence. My coaching connects the way they speak to themselves with the strengths they can draw on and the goals that matter to them.
Together, we notice qualities such as curiosity, kindness or perseverance and explore when—and how—to use them well. Helpful self-talk grows from real experience: recognising effort, remembering what has helped before and finding a manageable next step. The aim is a steady belief in themselves that leaves room for mistakes, learning and joy.
Feeling heard, accepted and supported—and learning to offer the same care to others.
Discover, practise and adapt the strengths that fit the situation.
Develop a kind, realistic inner voice grounded in those strengths.
Take steps towards meaningful goals, notice progress and learn from setbacks.
I can try one part at a time and ask for help.
Work in leading educational and training institutions has given me a close understanding of high expectations, international transitions and the everyday relationships that help people learn.
I teach French, German and Italian in St. Gallen, with experience across iGCSE, A-level, AP and IB. My work also includes summer-programme language coordination and positive psychology and strengths workshops for students and staff.
A current understanding of the pressures and possibilities of international school life.
I taught French across iGCSE, A-level and IB and served as a live-in resident tutor for boys aged 13–18. Teaching and pastoral work brought academic progress, belonging and growing independence into the same conversation.
Experience supporting teenagers beyond the classroom as well as within it.
As a professional teacher development coach and curriculum coordinator, I supported English-language teaching, curriculum development and reflective professional learning. I also introduced positive psychology themes including strengths, resilience and wellbeing.
Teacher development coaching that connects research, reflection and practical changes in learning.
I am based in Switzerland and have worked in education across Italy, Germany, Ireland, the United Kingdom, Saudi Arabia and Switzerland. My background in French, German, Italian, English-language education and translation has made me attentive to the relationship between language, confidence and identity.
Living across cultures has taught me to ask before assuming. A young person’s experience of achievement, belonging and independence is shaped by family, language and school as well as personality. That understanding matters especially when a student is adapting to a new country or learning environment.
I coach online in English, working with families internationally. My linguistic and cultural experience helps me listen closely to each learner’s context and the future they want to create.
My academic background brings together education, coaching psychology, language learning and intercultural understanding.
European Mentoring and Coaching Council (EMCC)
VIA Character Strengths
Project: Mindfulness-based Strengths Practice: a new paradigm for strengths optimisation
University of East London (UEL)
Dissertation: Self-talk for Self-confidence - analysing the mechanism of high achievers
University of Oxford, St Hugh’s College
Dissertation: The effects of technology on your child's learning experience
University of Oxford / England
Dissertation: ADHD and its consequences on student learning
Diploma in Teaching English to Speakers of Other Languages
Group work and peer collaboration: students learning from and with one another in classroom settings
Dublin City University
Dissertation: Impact of first language on the efficacy of counselling sessions
My research has explored ADHD and student learning, the effects of technology on a child’s learning experience, and self-talk for self-confidence among high achievers. Other areas of study include the influence of first language in counselling, peer collaboration in classrooms and mindfulness-based strengths practice.
These experiences inform the questions I bring to coaching: What is a young person saying to themselves? Where is their attention going? Which strengths could they draw on? What would make the next attempt feel possible? Research helps me consider useful approaches, while the individual learner’s experience guides how we apply and review them.
Explore the books, authors and tools →I am an EMCC accredited Practitioner. Accreditation is awarded by the European Mentoring and Coaching Council (EMCC).
The European Mentoring and Coaching Council is an international professional body for coaching, mentoring and supervision. Its individual accreditation recognises demonstrated coaching competence and experience, supported by ethical practice, reflective learning, supervision and continuing professional development.
For parents, this offers an independently assessed professional standard when choosing a coach. Accreditation complements my educational and psychological training; it is not a licence to practise therapy or a promise of particular outcomes.
Explore EMCC’s individual accreditation standards ↗The coaching I offer is educational and developmental, not therapy, diagnosis, medical treatment or emergency support. Goals, roles, confidentiality and its limits, parent involvement, safeguarding and practical arrangements are agreed clearly at the outset. When a need sits beyond the safe scope of coaching, the responsible next step is to pause and discuss more appropriate 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.