Coaching Skills for Students

Part One: Coaching Skills for Students

This one-day workshop introduces students to the core mindsets and skills of coaching, equipping them to engage in purposeful, reflective conversations. Students learn how coaching differs from advising or mentoring, and begin practising essential skills such as listening, questioning, and goal-focused dialogue. Through interactive activities and peer practice, they explore how coaching supports wellbeing, leadership, and student agency.

Key focus areas:

• Foundations of coaching and its purpose
• Core skills: listening, questioning, and reflection
• Introduction to the GROWTH conversation model
• Peer practice and guided reflection
• Links to wellbeing, goal setting, and student voice

Part Two: Becoming a Student Coach

This half-day workshop builds on foundational skills, preparing selected students to take on peer coaching roles with confidence and care. Students learn how to structure coaching conversations, establish clear agreements, and navigate ethical considerations such as confidentiality and boundaries. Practical coaching labs, including observation and feedback, support students to apply their skills in realistic scenarios.

Key focus areas:

• Structuring effective peer coaching conversations
• Ethics, confidentiality, and safeguarding
• Coaching agreements and expectations
• Practice, observation, and feedback
• Tools and templates to support coaching conversations

Part Three: Ongoing Support (Optional)

Ongoing support ensures the sustainability and quality of student coaching within the school. Through reflective practice sessions, check-ins, and staff-supported supervision, both students and staff are supported to refine their skills, manage challenges, and maintain alignment with school priorities. This continuous approach strengthens both student wellbeing and program impact over time.

Key focus areas:

• Reflective practice and coaching supervision
• Ongoing feedback and skill development
• Support for wellbeing and ethical challenges
• Staff capability to sustain and oversee the program