Abstract
This article presents findings from an early-stage pilot study investigating how coaching can support students aged 16–18 in England. As part of a wider comparative project involving England and Canada, this first paper focuses on the English context, drawing on semi-structured interviews with two students at a sixth form college in the East Midlands region of the United Kingdom. The study examines how coaching influences learning strategies, motivation, confidence, and overall well-being during the critical two-year stage between the General Certificate in Secondary Education (GCSE) exams at age 16 and A-Level exams at age 18. Sixth form students face high-stakes assessments alongside increased autonomy and responsibility for their learning. Coaching, distinguished from traditional mentoring or tutoring by its emphasis on questioning, reflection, and goal-setting, offers a structured yet personalized approach to supporting academic and personal development. Findings from the pilot indicate that coaching positively impacted students’ attainment by fostering self-assessment, and practical study strategies, while also enhancing confidence, self-efficacy, and resilience. Participants highlighted coaching as a mechanism for stress management, workload planning, and coping with the pressures of study. Additionally, peer-led support emerged as a potentially effective model to strengthen engagement, belonging, and motivation. This study contributes to the growing evidence that coaching can enhance both academic outcomes and personal well-being, suggesting that embedding coaching within sixth form practice may foster a culture of reflective learning, empowerment, and sustained student success.