How Schools Can Positively Help Young People's Wellbeing

The Growing Demand for Wellbeing Support

Global disruption and uncertainty continue to affect vulnerable young people's access to wellbeing services. Schools consistently face increased demand for one-to-one support, yet resources remain stretched. The challenge is clear: how can schools provide meaningful, sustained wellbeing support when the need outpaces capacity?

Near Peer Coaching: A Sustainable Solution

Near Peer Coaching offers a powerful answer. By training teams of older students — typically around 20 per school — schools can support roughly 60 younger pupils each year. One Near Peer Coach typically supports 3.4 younger pupils annually, creating a ripple effect of positive impact throughout the school community.

The approach is grounded in the understanding that young people often respond best to support from those closer to their own age. Older students bring relatability, recent shared experience, and a perspective that complements the work of professional staff.

What the Evidence Shows

Independent evaluation has noted that coaches "increase their levels of empathy, self-confidence" through the programme. Research has demonstrated statistically significant improvements across several key areas:

• Happiness — pupils report feeling more positive about their daily lives
• Perseverance — increased ability to stick with challenges
• Self-confidence — greater belief in their own abilities
• Self-awareness — improved understanding of their strengths and emotions

Benefits for Schools

Near Peer Coaching delivers advantages that extend well beyond the coaching sessions themselves:

• Strengthens school capacity — builds internal wellbeing support rather than relying solely on external services
• Develops workplace and academic skills — coaches gain leadership, communication, and empathy skills valued by employers and universities
• Cost-effective — once trained, coaches can deliver support sustainably within existing school structures
• Enables peer signposting — coaches are well-placed to identify pupils who may need additional professional support
• Works within existing school systems — integrates into timetables and pastoral frameworks without major restructuring