How Schools Can Help Young People's Wellbeing Through Near Peer Coaching

The Challenge Schools Face

Schools consistently anticipate increased demand for wellbeing support. Many students experience anxiety, low self-esteem, and difficulties navigating the social and academic pressures of school life. The question facing educators is clear: how can schools meet this ongoing need without relying solely on external expert interventions?

External services, while valuable, are often limited by capacity, waiting lists, and cost. Schools need sustainable, internal solutions that complement professional support.

What Is Near Peer Coaching?

Near Peer Coaching is defined as "a positive, solution-focused, goal setting, self-directed action learning conversation" rooted in positive psychology. It involves trained older or more experienced students delivering support to younger peers through empathy-based listening.

The approach is not therapy, nor is it counselling. It is a structured conversation that helps younger students identify their own goals, explore their own solutions, and take their own steps forward. The coach listens, asks questions, and supports — but does not advise or prescribe.

How It Works in Practice

Rather than bringing in external experts, schools can train teams of approximately 20 young people to support roughly 60 younger pupils annually. The programme integrates into existing school structures — timetabled sessions, pastoral systems, and safeguarding frameworks.

Coaches receive thorough training in listening skills, goal-setting techniques, safeguarding awareness, and boundaries. They are supervised throughout, ensuring quality and safety for both coach and coachee.

Benefits for the Whole School

• Strengthens school community capacity — wellbeing support is built from within, creating a sustainable resource
• Develops workplace and academic skills — coaches gain leadership, communication, and empathy skills recognised by employers and universities
• Cost-effective — once established, the programme runs within existing school resources
• Enables peer signposting — coaches are well-positioned to identify pupils who may need referral to professional services
• Works within existing school systems — no major restructuring required

What the Evidence Shows

An independent evaluation noted that coaches "increase their levels of empathy, self-confidence, and the amount of skills which they found useful." The benefits extend to the coaches themselves, not just the younger pupils they support.

Quantitative research has demonstrated statistically significant improvements in key wellbeing indicators:

• Happiness — pupils report improved daily wellbeing
• Perseverance — greater ability to persist through challenges
• Self-confidence — stronger belief in personal capabilities
• Self-awareness — deeper understanding of strengths and areas for growth