Coaching by Kieran

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Coaching by Kieran

Life coaching, improving the lives of young people Hi, I'm Kieran, I am a professionally qualified Life Coach working with young people to improve their lives.

What is coaching & how can it help young people? In a nutshell, coaching is a practical way to get you from where you are to where you want to be through advise, guidance & challenging. Coaching can help young people make positive improvements in their lives and set them up for success as they transition through school, secondary school onto college and university and into their career. As a coach I occupy a unique position where they are able to open up more as we explore their passion and skills along with areas that require more work. I am able relate to different young people and teach them skills to build their own toolkit to navigate their way through lives challenges and to excel in all areas. What I offer
My sessions are predominantly conducted online via video call. I also offer in person and active movement sessions which are fantastic for improving mental wellbeing. As a youth development coach and mentor my passion is helping young people improve their lives! I do this by teaching skills, advising, guiding and challenging as we focus on 4 key areas of life;

Mindset
Performance
Lifestyle
Purpose

For me these act like the wheels of a car, keeping us operating at a high level and living meaningful life in a balanced way. I work with a range of young people from different backgrounds and at different stages in their life. I am trained as a life coach and have experience working with young people with mental health conditions and who are neurodiverse including ADHD, autism, anxiety and low mood. Additional I am a mental health & youth mental health first aider and have completed training in neuodiversity, being trauma informed & specific autism awareness training. For more information check out my website where you can also subscribe to my MPLP newsletter

www.coachingbykieran.com

05/10/2026

When a young person feels stuck, it is easy to search for an immediate answer.

“How do I become more confident?”
“What is the best routine?”
“What should I do next?”

Technology can be helpful. But sometimes the most useful first step is a conversation.

A good conversation helps someone slow down, understand what is really happening and choose one small next move that fits their real life.

Talk. Reflect. Try. Then use technology carefully.

Read the full article → https://coachingbykieran.com/articles-and-reflections/f/don’t-begin-with-the-algorithm-begin-with-the-person

Photo by Priscilla Du Preez

21/09/2026

A student’s week can become crowded very quickly.
Lessons, homework, deadlines, revision, activities and personal commitments all compete for attention.
A simple weekly reset can help.

Review:

Calendar → Tasks → Notes → Projects

Then choose one to three priorities for the week ahead.

The aim is not to control every minute. It is to make the next action clearer, reduce pressure and create space for proactive revision.

A useful question to finish with is:
What would make next week easier to execute?

I’ve written about how students can use a simple weekly reset to organise their work and build greater independence.

14/09/2026

Most revision systems are reactive.

A test appears on the calendar. Anxiety increases. Notes are gathered.

Hours are spent trying to absorb everything at once.
A more useful approach is proactive revision:

Capture → Review → Recall → Teach Back → Improve

The goal is not to revise for hours every day. It is to stay close to the learning, identify gaps early and improve the way you study.
A simple question to finish with is:

What did I learn about how I learn?

I’ve written about building a practical revision system that helps students work with more clarity and less last-minute pressure.

Read the full article here
https://coachingbykieran.com/articles-and-reflections/f/proactive-revision-stay-close-to-the-learning

09/09/2026

“Work harder” is not a system.

Many students know what they should be doing, but struggle to turn that knowledge into a repeatable way of working.

That is why I use the idea of a Student OS: a simple personal system for capturing information, clarifying the next action, planning study, reviewing learning and adjusting what is not working.

It is not about building the perfect timetable.
It is about helping students become more capable of managing their own work.

Start with one question:
Where does your current system break down?

That is usually the best place to begin.

01/09/2026

One bad day can quickly become a conclusion about who we are.

A difficult conversation becomes, “Nobody likes me.”

A poor performance becomes, “I’m not good at this.”

A rejection becomes, “I’ll never be good enough.”

But the event is real. The conclusion is often a story added
afterwards.

Try asking:
What else could be true?

Then separate:

- What happened?
- What am I assuming it means?
- What do I actually know?
- What is my next useful move?

This is not about forcing positive thinking. It is about making room for accuracy before turning one difficult moment into an identity.

28/08/2026

Maybe it is not a motivation problem

Before asking how to motivate a young person, study where motivation already happens without a reminder.

They may avoid revision, exercise or applications—yet willingly spend hours playing golf, creating videos, gaming, drawing, researching an interest or speaking to friends.

That is useful information.

Ask:

What is present in the activity that already works?

Choice?
Visible progress?
Friends?
Challenge?
Skill?
Feedback?
Fun?

The useful question may not be, “How do I create motivation?”

It may be: What could the harder activity borrow from the thing that already works?

24/08/2026

The parent–teenager stand-off

The parent thinks: “I know they could do more.”

The teenager thinks: “Stop telling me what to do.”

Both may want progress. The problem is often the pattern.

Tell → remind → ask → let them plan → review

Stepping back does not mean withdrawing support. It means changing the kind of support you offer.

Instead of: “Have you done it yet?”

Try: “What is your plan?”**

The long-term goal is not for parents to become less involved. It is for young people to gradually become more able to direct their own next move.

21/08/2026

Some young people can achieve something difficult and still describe it as “decent”.

But one mistake can stay in their thoughts for hours.

Confidence does not only grow from achievement. It grows when we notice what happened, interpret it fairly and remember it for the next challenge.

Try asking:

**What did you actually do? What quality did that require?**

Specific evidence is often more useful than generic praise.

I’ve written about building an Evidence Bank for confidence—one small piece of evidence at a time.

20/08/2026

Caught this from the window this morning 🌈

A decent reminder to look up once in a while.

Definitely wasn’t leaning halfway out the window trying to get the photo.

14/08/2026

Before you remind them again, ask one question

Something I have noticed in coaching: young people often know what they need to do.

The difficult part is starting without somebody else carrying the responsibility for them.

Parent knows they need to revise, train, send the email or tidy their room.
Young person knows too.
The reminder comes. Then another. Frustration builds.

Before the next reminder, try asking:

**What do you think you need to do next?**

Then leave a little space.

The aim is not only to get one task done. It is to help a young person practise noticing, deciding and starting for themselves.

Where could you replace a reminder with a question this week?

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