Proactive coaching for schools

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REQUEST A SCHOOL CONSULTATION

becoming more

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becoming more

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becoming more

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becoming more

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becoming more ✳︎ becoming more ✳︎ becoming more ✳︎ becoming more ✳︎

Build student capacity, without adding to yours

Your students are capable of more than they're currently showing.  Some are disengaging - not because they don't care but because they can't see the point.

Others are struggling with confidence or emotional regulation. Many just need space to understand themselves and build the inner resources to manage their world. 

Rising Minds provides proactive, developmental coaching that strengthens self-regulation, confidence and ownership, while complementing your existing systems, not adding to staff workload.

When students understand themselves and have practical tools they can use, pressure reduces across the whole system.

CONTACT HAYLEY
CONTACT HAYLEY

  • What schools say

    "Hayley's work has been invaluable in supporting the resilience students need during some of their most vulnerable school years." 

    - DAN McNIFF, ASSISTANT PRINCIPAL, SIRIUS ACADEMY NORTH

  • What schools say

    "Students who have worked with Hayley actively seek her out during breaks and lunchtimes. They consistently report how much they have valued their sessions." 

    - RACHEL MOULDING, SAFEGUARDING & INCLUSION MANAGER, WOLFRETON SCHOOL

1:1 COACHING

Targeted early intervention before crisis

    • Students showing disengagement or low motivation

    • Students struggling with confidence or emotional regulation

    • Students at risk of behavioural escalation

    • KS4 & 5

    • 6–12 week coaching engagement

    • Weekly  60 minute sessions

    • Structured developmental framework

    • Designated staff link for integration

    • Clear reporting and feedback loop

  • It focuses on self-understanding, adolescent brain development and ownership — not behaviour management. Students learn how to manage themselves rather than rely on external control.

    • Increased engagement

    • Reduced emotional reactivity

    • Improved self-regulation

    • Stronger confidence and agency

  • Enquire for pricing

CONTACT HAYLEY
CONTACT HAYLEY

SHINE

Confidence and resilience programme for KS3 and KS4 girls

Adolescence can feel intense for girls. Friendship shifts, comparison, identity pressure and emotional overwhelm. SHINE creates space for girls to understand themselves and build confidence from the inside out.

    • KS4 girls lacking confidence

    • Students affected by comparison, friendship issues or self-doubt

    • Girls who internalise stress or withdraw

    • 6  hrs  structured  small-group programme

    • Flexible delivery (weekly/fortnightly/1/2 day sessions)

    • Grounded in positive psychology and adolescent development

    • Practical tools and real-life application

  • Girls are given language for what’s happening internally. They learn emotional regulation skills, strengthen identity and build self-belief before issues escalate.

    • Increased classroom participation

    • Greater emotional stability

    • Healthier peer relationships

    • Stronger resilience and self-worth

  • Enquire for pricing and availability.

CONTACT HAYLEY
CONTACT HAYLEY

LOCK IN

Engagement and motivation programme for KS4 boys

Some boys don’t disengage because they don’t care. They disengage because they can’t see the point. LOCK IN is designed to reconnect boys with purpose, ownership and motivation.

    • KS4 boys showing low motivation

    • Students with low-level disruption

    • Boys who appear indifferent or disconnected

    • Students capable of more than they are currently showing

    • 6  hrs  small-group programme

    •  High-impact sessions

    • Flexible delivery options (weekly/fortnightly/1/2 day sessions)

    • Strengths-based coaching approach

    • Focus on purpose, leadership and ownership

    • Practical goal-setting and accountability

  • It reframes disengagement as developmental. Boys uncover their strengths, understand how their brain works and learn how to channel energy productively.

    • Improved engagement and effort

    • Reduced low-level disruption

    • Greater ownership of behaviour

    • Clearer future focus and motivation

  • Enquire for pricing and availability.

CONTACT HAYLEY
CONTACT HAYLEY

What makes Rising Minds different?

This work understands schools. It supports staff rather than adding to workload.

  • We build on what's already there

  • Early intervention before escalation

  • Rooted in positive psychology and adolescent neuroscience

  • Making it last beyond sessions

  • 14+ years teaching in challenging school environments

GET IN TOUCH
GET IN TOUCH

What schools can expect to see

For students

  • Stronger self-regulation

  • Increased confidence and agency

  • Improved engagement

  • Reduced emotional escalation

  • Greater ownership of choices

For staff

  • Fewer reactive pastoral incidents

  • Students better able to manage themselves

  • Reduced behavioural pressure

  • Complementary support aligned with existing systems

Real impact

One Year 10 student was referred for disengagement and low motivation. In his words: "I just don't see the point."

After 9 weeks of 1:1 coaching:

  • Self-rated motivation increased by 50%

  • Low-level disruption reduced significantly

  • Clear direction and tangible next steps in place

  • Work experience opportunity secured

He hadn't just "improved behaviour." He’d discovered his purpose.

READ THE FULL CASE STUDY
READ THE FULL CASE STUDY

How it works

When young minds rise, they don't just cope, they expand into who they're meant to be. Their teachers see it. Their classmates experience it. The whole school feels it.

STEP 1

  • Together, we’ll discuss your current needs and identify where support will have the greatest impact.

STEP 2

  • We’ll agree on structure, student selection and timeline.

STEP 3

  • Programmes begin. Progress is monitored. Staff are informed to ensure impact lasts beyond sessions.

What schools say

  • "Hayley’s adaptable, child-centred approach allows her to meet students where they are- especially in more complex cases requiring extended timelines."

  • "Hayley’s work has been invaluable in supporting the resilience students need during some of their most vulnerable school years."

  • "Having Hayley at Wolfreton has been invaluable for our young people. Hayley responds quickly to emerging needs, even among students who have previously been reluctant to accept support."

  • "Hayley’s contributions have made a significant impact on both the academic and personal development of our students."

  • "Our students are happier, more motivated, and feel supported and valued, knowing there is someone who believes in their potential and is invested in their success."

Ready to strengthen student capacity?

If you’re looking for proactive, sustainable support that builds confidence, engagement and resilience across your school:

REQUEST A SCHOOL CONSULTATION
REQUEST A SCHOOL CONSULTATION