Aprovechar las habilidades de coaching para la salud
mental y el bienestar de los niños
Petra Cajnko1
, Kaja Cajnko 2
, Timi Gomboc 3
1
University of Maribor, Faculty of Natural Sciences and Mathematics, Maribor, Slovenia.
Email: petra.cajnko@um.si; ORCID: https://orcid.org/0000-0002-2117-6377
2
University of Maribor, Faculty of Arts, Maribor, Slovenia.
Email: kaja.cajnko@student.um.si; ORCID: https://orcid.org/0009-0007-5646-2596
3
University of Maribor, Faculty of Mechanical Engineering, Maribor, Slovenia.
Email: timi.gomboc@um.si; ORCID: https://orcid.org/0000-0002-1431-7936
Resumen. El poder del entorno en la formación de la productividad de los niños
es verdaderamente notable. Hoy en día, muchos niños están absortos en actividades
triviales y entretenimiento artificial, a menudo pasando por alto el mundo real que
los rodea. Como escribió Tolstoi, „Todo el mundo piensa en cambiar el mundo, pero
nadie piensa en cambiarse a sí mismo“. El coaching, como habilidad, ha ganado una
importante popularidad a nivel mundial. Al dominar esta habilidad, las personas pue-
den embarcarse con valentía en su transformación personal y navegar por el „juego
interior“ dentro de sus mentes. Esta investigación se basa en la literatura eslovena y
extranjera junto con la investigación empírica que utiliza métodos estadísticos. Adopta
un enfoque retrospectivo, examinando influencias pasadas a través de la evaluación
de datos cuantitativos, incluidas encuestas con niños y maestros. El tema actual tiene
como objetivo iluminar la importancia positiva y el impacto de las habilidades de coa-
ching en los niños. Además, pretende introducir un nuevo conjunto de habilidades en
las instituciones educativas, integrando así las habilidades de coaching en el proceso
de enseñanza.
Palabras clave: entorno, productividad, coaching, transformación personal, análisis
retrospectivo.
Recibido: 05/05/2024 ~ Aceptado: 28/09/2024
INTERACCIÓN Y PERSPECTIVA
Revista de Trabajo Social
ISSN 2244-808X ~ Dep. Legal pp 201002Z43506
DOI: https://doi.org/10.5281/zenodo.14031943
Vol. 15 (1): 304 - 317 pp, 2025
mental y el bienestar de los niños
Petra Cajnko1
, Kaja Cajnko 2
, Timi Gomboc 3
1
University of Maribor, Faculty of Natural Sciences and Mathematics, Maribor, Slovenia.
Email: petra.cajnko@um.si; ORCID: https://orcid.org/0000-0002-2117-6377
2
University of Maribor, Faculty of Arts, Maribor, Slovenia.
Email: kaja.cajnko@student.um.si; ORCID: https://orcid.org/0009-0007-5646-2596
3
University of Maribor, Faculty of Mechanical Engineering, Maribor, Slovenia.
Email: timi.gomboc@um.si; ORCID: https://orcid.org/0000-0002-1431-7936
Resumen. El poder del entorno en la formación de la productividad de los niños
es verdaderamente notable. Hoy en día, muchos niños están absortos en actividades
triviales y entretenimiento artificial, a menudo pasando por alto el mundo real que
los rodea. Como escribió Tolstoi, „Todo el mundo piensa en cambiar el mundo, pero
nadie piensa en cambiarse a sí mismo“. El coaching, como habilidad, ha ganado una
importante popularidad a nivel mundial. Al dominar esta habilidad, las personas pue-
den embarcarse con valentía en su transformación personal y navegar por el „juego
interior“ dentro de sus mentes. Esta investigación se basa en la literatura eslovena y
extranjera junto con la investigación empírica que utiliza métodos estadísticos. Adopta
un enfoque retrospectivo, examinando influencias pasadas a través de la evaluación
de datos cuantitativos, incluidas encuestas con niños y maestros. El tema actual tiene
como objetivo iluminar la importancia positiva y el impacto de las habilidades de coa-
ching en los niños. Además, pretende introducir un nuevo conjunto de habilidades en
las instituciones educativas, integrando así las habilidades de coaching en el proceso
de enseñanza.
Palabras clave: entorno, productividad, coaching, transformación personal, análisis
retrospectivo.
Recibido: 05/05/2024 ~ Aceptado: 28/09/2024
INTERACCIÓN Y PERSPECTIVA
Revista de Trabajo Social
ISSN 2244-808X ~ Dep. Legal pp 201002Z43506
DOI: https://doi.org/10.5281/zenodo.14031943
Vol. 15 (1): 304 - 317 pp, 2025
Aprovechar las habilidades de coaching para la salud mental y el bienestar de los niños 305Vol. 15(1) enero-marzo 2025/ 304 - 317
Harnessing coaching skills for children’s mental health
and well-being
Abstract. The power of the environment in shaping children’s productivity is tru-
ly remarkable. Many children nowadays are absorbed in trivial activities and artificial
entertainment, often overlooking the real-life world surrounding them. As Tolstoy fa-
mously wrote, “Everyone thinks of changing the world, but no one thinks of changing
himself.” Coaching, as a skill, has gained significant traction globally. Through master-
ing this skill, individuals can courageously embark on their personal transformation
and navigate the “inner game” within their minds. This research draws from Slove-
nian and foreign literature alongside empirical research utilizing statistical methods. It
adopts a retrospective approach, examining past influences through quantitative data
evaluation, including surveys with children and teachers. The current topic aims to il-
luminate the positive significance and impact of coaching skills on children. Moreover,
it intends to introduce a new skill set to educational institutions, thereby integrating
coaching skills into the teaching process.
Keywords: environment, productivity, coaching, personal transformation, retrospective analysis.
INTRODUCTION
Children’s mental health has become a crucial area of research and concern in modern society.
According to the World Health Organization (WHO, 2021), mental health issues among young
people are steadily increasing. Various factors such as digital distractions, lack of physical activity,
and limited social interaction, play significant roles in this trend (Haryanto et al., 2024).
The mental health of children not only affects their current well-being but also has long-term
consequences on their academic success, social skills, and overall development. Research indicates
that children with well-developed mental health are more resilient to stress, confident, and moti-
vated to learn (Evans, 2006). Negative childhood experiences, such as emotional difficulties, can
influence long-term mental health and behavioral problems later in life (Bronfenbrenner, 1979).
The influence of the environment on children’s mental health is complex and multifaceted
(Rucska, Lakatos, & Perge, 2021). School environment, family dynamics, the digital world, and
access to social networks can significantly impact a child’s mental well-being. Children exposed to
stressful circumstances at home or school often develop symptoms of anxiety, depression, or be-
havioral issues (Evans, 2006). Research also indicates a link between excessive use of digital devices
and reduced concentration ability, as well as increased rates of anxiety in children and adolescents
(Haryanto et al., 2024).
Understanding and improving environmental factors influencing children’s mental health is
crucial for promoting their resilience, productivity, and long-term well-being. Integrating appropri-
ate approaches, such as coaching skills, can play a key role in this process by enabling children to
develop essential skills for managing emotions, achieving goals, and overcoming obstacles in their
academic and personal lives.
Harnessing coaching skills for children’s mental health
and well-being
Abstract. The power of the environment in shaping children’s productivity is tru-
ly remarkable. Many children nowadays are absorbed in trivial activities and artificial
entertainment, often overlooking the real-life world surrounding them. As Tolstoy fa-
mously wrote, “Everyone thinks of changing the world, but no one thinks of changing
himself.” Coaching, as a skill, has gained significant traction globally. Through master-
ing this skill, individuals can courageously embark on their personal transformation
and navigate the “inner game” within their minds. This research draws from Slove-
nian and foreign literature alongside empirical research utilizing statistical methods. It
adopts a retrospective approach, examining past influences through quantitative data
evaluation, including surveys with children and teachers. The current topic aims to il-
luminate the positive significance and impact of coaching skills on children. Moreover,
it intends to introduce a new skill set to educational institutions, thereby integrating
coaching skills into the teaching process.
Keywords: environment, productivity, coaching, personal transformation, retrospective analysis.
INTRODUCTION
Children’s mental health has become a crucial area of research and concern in modern society.
According to the World Health Organization (WHO, 2021), mental health issues among young
people are steadily increasing. Various factors such as digital distractions, lack of physical activity,
and limited social interaction, play significant roles in this trend (Haryanto et al., 2024).
The mental health of children not only affects their current well-being but also has long-term
consequences on their academic success, social skills, and overall development. Research indicates
that children with well-developed mental health are more resilient to stress, confident, and moti-
vated to learn (Evans, 2006). Negative childhood experiences, such as emotional difficulties, can
influence long-term mental health and behavioral problems later in life (Bronfenbrenner, 1979).
The influence of the environment on children’s mental health is complex and multifaceted
(Rucska, Lakatos, & Perge, 2021). School environment, family dynamics, the digital world, and
access to social networks can significantly impact a child’s mental well-being. Children exposed to
stressful circumstances at home or school often develop symptoms of anxiety, depression, or be-
havioral issues (Evans, 2006). Research also indicates a link between excessive use of digital devices
and reduced concentration ability, as well as increased rates of anxiety in children and adolescents
(Haryanto et al., 2024).
Understanding and improving environmental factors influencing children’s mental health is
crucial for promoting their resilience, productivity, and long-term well-being. Integrating appropri-
ate approaches, such as coaching skills, can play a key role in this process by enabling children to
develop essential skills for managing emotions, achieving goals, and overcoming obstacles in their
academic and personal lives.
306 Cajnko, Cajnko, GombocInteracción y P erspectiva. R evista de Trabajo S ocial V ol. 1 5 ( 1 ) : 2 0 2 5
Development of key skills in the school environment
Coaching skills significantly improve children’s mental health and well-being by systematically
promoting the development of key skills essential for their overall growth. One of the key benefits
of coaching is enhancing self-awareness and emotional intelligence in children (Green et al., 2007).
By becoming more aware of their thoughts, emotions, and behaviors, children learn to better under-
stand themselves and others, which is crucial for managing emotions and interpersonal relationships
(Brackett & Rivers, 2014).
Setting realistic goals and developing strategies to achieve them is another important aspect of
coaching, as it fosters children’s motivation and perseverance, positively impacting their self-esteem
and sense of worth (Grant, 2003; Schunk & Ertmer, 2000). Additionally, coaching helps children
develop problem-solving skills, enabling them to overcome obstacles and build resilience (Gladwell,
2008; Seligman & Csikszentmihalyi, 2000).
As children achieve their goals through the coaching process, their confidence also strength-
ens as they learn to believe in themselves and successfully cope with various challenges (Bandura,
1994; Dweck, 2006). Coaching also promotes improved communication and interpersonal rela-
tionships as children develop skills in active listening, clear communication, and conflict resolu-
tion, which are crucial for their social integration and academic success (Johnson & Johnson,
1994; Goleman, 1995).
Effective integration of coaching skills into educational practices requires training educators
in coaching techniques (Passmore & Fillery-Travis, 2011). Educators need to gain an under-
standing of coaching fundamentals, communication techniques, goal-setting, and motivational
strategies to successfully incorporate these techniques into learning processes. It is important to
integrate coaching approaches into everyday pedagogical work, such as using methods like active
listening and asking open-ended questions that encourage reflection and self-reflection among
students (Whitmore, 2002).
Adapting coaching approaches according to the individual needs and characteristics of each
child is crucial (Stober & Grant, 2006). Involving parents in the coaching process further en-
hances its effectiveness, as parents can support the developed skills at home and, together with the
school, create a supportive environment for the child’s growth (Lane, 2007). Systematic moni-
toring and evaluation of coaching effectiveness enable adjustment of approaches and continuous
improvement of school practices to support children’s mental health and holistic development
(Bergin & Garfield, 1994).
LITERATURE REVIEW
Definition of coaching skills
Coaching skills refer to a set of techniques, approaches, and methods used by coaches (men-
tors, counselors) to support individuals in achieving their goals, developing their potential, and
enhancing their effectiveness and success (Passmore & Fillery-Travis, 2011). The primary focus of
coaching is on developing awareness, responsibility, and self-reflection in individuals, encouraging
them toward independent problem-solving and decision-making (Grant, 2016).
Development of key skills in the school environment
Coaching skills significantly improve children’s mental health and well-being by systematically
promoting the development of key skills essential for their overall growth. One of the key benefits
of coaching is enhancing self-awareness and emotional intelligence in children (Green et al., 2007).
By becoming more aware of their thoughts, emotions, and behaviors, children learn to better under-
stand themselves and others, which is crucial for managing emotions and interpersonal relationships
(Brackett & Rivers, 2014).
Setting realistic goals and developing strategies to achieve them is another important aspect of
coaching, as it fosters children’s motivation and perseverance, positively impacting their self-esteem
and sense of worth (Grant, 2003; Schunk & Ertmer, 2000). Additionally, coaching helps children
develop problem-solving skills, enabling them to overcome obstacles and build resilience (Gladwell,
2008; Seligman & Csikszentmihalyi, 2000).
As children achieve their goals through the coaching process, their confidence also strength-
ens as they learn to believe in themselves and successfully cope with various challenges (Bandura,
1994; Dweck, 2006). Coaching also promotes improved communication and interpersonal rela-
tionships as children develop skills in active listening, clear communication, and conflict resolu-
tion, which are crucial for their social integration and academic success (Johnson & Johnson,
1994; Goleman, 1995).
Effective integration of coaching skills into educational practices requires training educators
in coaching techniques (Passmore & Fillery-Travis, 2011). Educators need to gain an under-
standing of coaching fundamentals, communication techniques, goal-setting, and motivational
strategies to successfully incorporate these techniques into learning processes. It is important to
integrate coaching approaches into everyday pedagogical work, such as using methods like active
listening and asking open-ended questions that encourage reflection and self-reflection among
students (Whitmore, 2002).
Adapting coaching approaches according to the individual needs and characteristics of each
child is crucial (Stober & Grant, 2006). Involving parents in the coaching process further en-
hances its effectiveness, as parents can support the developed skills at home and, together with the
school, create a supportive environment for the child’s growth (Lane, 2007). Systematic moni-
toring and evaluation of coaching effectiveness enable adjustment of approaches and continuous
improvement of school practices to support children’s mental health and holistic development
(Bergin & Garfield, 1994).
LITERATURE REVIEW
Definition of coaching skills
Coaching skills refer to a set of techniques, approaches, and methods used by coaches (men-
tors, counselors) to support individuals in achieving their goals, developing their potential, and
enhancing their effectiveness and success (Passmore & Fillery-Travis, 2011). The primary focus of
coaching is on developing awareness, responsibility, and self-reflection in individuals, encouraging
them toward independent problem-solving and decision-making (Grant, 2016).
Aprovechar las habilidades de coaching para la salud mental y el bienestar de los niños 307Vol. 15(1) enero-marzo 2025/ 304 - 317
Key components of coaching skills include goal setting, asking appropriate questions to stimu-
late thinking and reflection, active listening, providing constructive feedback, and developing plans
and strategies to achieve desired outcomes (Whitmore, 2002). Coaching often operates on prin-
ciples of respecting individual values, adapting approaches to individual needs, and building trust
and support between the coach and the individual (Stober & Grant, 2006).
The aim of coaching is to promote sustainable changes and growth in individuals, both person-
ally and professionally (Bergin & Garfield, 1994). Coaching skills are applied in various contexts,
including business consulting, personal development, sports coaching, education, and more, and
are tailored to individuals’ specific needs and goals (Lane, 2007).
Development of coaching skills and their application in different contexts
The development of coaching skills is crucial for their successful application across different
contexts, enabling individuals and groups to achieve their goals, overcome obstacles, and develop
their potential. Coaching has evolved from sports into a broader practice encompassing business
consulting, personal development, education, and other fields.
Key focuses in developing coaching skills include goal setting, understanding and fostering in-
dividual developmental potential, and assisting in overcoming personal and professional challenges.
Additionally, the ability of coaching to establish and maintain trust and communicate effectively
with various stakeholders is essential (Passmore & Fillery-Travis, 2011).
In the business world, coaching develops leadership skills, improves team processes, resolves
conflicts, and enhances productivity. In sports, coaching aids athletes in achieving peak perfor-
mance, managing pressure, and improving technical skills (Whitmore, 2002).
In educational contexts, coaching supports teachers in enhancing learning processes, encour-
aging students toward self-directed learning, and improving interpersonal relationships within the
school environment (Stober & Grant, 2006).
It is important for coaches in these diverse contexts to continually develop their skills through
ongoing education, reflection, and adaptation of approaches based on specific client needs. This
involves understanding different coaching theories and models and applying them effectively in
real-world scenarios.
Impact of environment on child development
The impact of the environment on child development is a crucial aspect, as the surroundings in
which children grow up can significantly influence their physical, emotional, social, and intellectual
development. Various environmental factors such as family dynamics, peers, school, community,
and broader societal culture play pivotal roles in shaping children’s behaviors, personality traits, and
abilities.
The family is the first and most influential environment affecting child development. The qual-
ity of parent-child relationships, parenting styles, family communication, and the support children
receive strongly influence their emotional stability, self-confidence, and social skills (Belsky, 1980).
In addition to the family, peers also have a significant impact. Interactions with peers allow
children to learn social skills, develop empathy, and form their own identities (Rubin et al., 2006).
Key components of coaching skills include goal setting, asking appropriate questions to stimu-
late thinking and reflection, active listening, providing constructive feedback, and developing plans
and strategies to achieve desired outcomes (Whitmore, 2002). Coaching often operates on prin-
ciples of respecting individual values, adapting approaches to individual needs, and building trust
and support between the coach and the individual (Stober & Grant, 2006).
The aim of coaching is to promote sustainable changes and growth in individuals, both person-
ally and professionally (Bergin & Garfield, 1994). Coaching skills are applied in various contexts,
including business consulting, personal development, sports coaching, education, and more, and
are tailored to individuals’ specific needs and goals (Lane, 2007).
Development of coaching skills and their application in different contexts
The development of coaching skills is crucial for their successful application across different
contexts, enabling individuals and groups to achieve their goals, overcome obstacles, and develop
their potential. Coaching has evolved from sports into a broader practice encompassing business
consulting, personal development, education, and other fields.
Key focuses in developing coaching skills include goal setting, understanding and fostering in-
dividual developmental potential, and assisting in overcoming personal and professional challenges.
Additionally, the ability of coaching to establish and maintain trust and communicate effectively
with various stakeholders is essential (Passmore & Fillery-Travis, 2011).
In the business world, coaching develops leadership skills, improves team processes, resolves
conflicts, and enhances productivity. In sports, coaching aids athletes in achieving peak perfor-
mance, managing pressure, and improving technical skills (Whitmore, 2002).
In educational contexts, coaching supports teachers in enhancing learning processes, encour-
aging students toward self-directed learning, and improving interpersonal relationships within the
school environment (Stober & Grant, 2006).
It is important for coaches in these diverse contexts to continually develop their skills through
ongoing education, reflection, and adaptation of approaches based on specific client needs. This
involves understanding different coaching theories and models and applying them effectively in
real-world scenarios.
Impact of environment on child development
The impact of the environment on child development is a crucial aspect, as the surroundings in
which children grow up can significantly influence their physical, emotional, social, and intellectual
development. Various environmental factors such as family dynamics, peers, school, community,
and broader societal culture play pivotal roles in shaping children’s behaviors, personality traits, and
abilities.
The family is the first and most influential environment affecting child development. The qual-
ity of parent-child relationships, parenting styles, family communication, and the support children
receive strongly influence their emotional stability, self-confidence, and social skills (Belsky, 1980).
In addition to the family, peers also have a significant impact. Interactions with peers allow
children to learn social skills, develop empathy, and form their own identities (Rubin et al., 2006).
308 Cajnko, Cajnko, GombocInteracción y P erspectiva. R evista de Trabajo S ocial V ol. 1 5 ( 1 ) : 2 0 2 5
School plays a crucial role in children’s intellectual development. The quality of the educa-
tional system, teacher-student relationships, and opportunities for learning and exploration impact
children’s motivation, academic achievements, and cognitive development (Reynolds & Ou, 2011).
Beyond immediate environments, the broader community in which a child lives also exerts
its influence. Culture, norms, values, and social structures influence children’s moral, ethical, and
cultural development, as well as their worldview (García Coll et al., 1996).
All these dimensions of the environment interact and form a complex network of influences
on child development. Understanding these influences is crucial for shaping policies, programs, and
approaches that promote optimal child development in diverse social contexts.
The importance of supportive and stimulating environments for cognitive
and emotional development of children
Supportive and stimulating environments play a crucial role in children’s cognitive and emo-
tional development. This environment encompasses both family and school/community factors that
directly impact a child’s learning ability, understanding, and adaptation.
The family environment is central to a child’s development. Quality relationships between
parents and children, the support children receive, and positive parenting practices are key factors
influencing their emotional stability, self-confidence, and development of cognitive abilities (Brad-
ley & Corwyn, 2002).
In addition to the family, the school environment also plays a significant role. The quality of
the educational system, classroom experiences, interactions between teachers and students, and ac-
cess to stimulating learning materials and opportunities influence a child’s cognitive stimulation and
intellectual development (Sylva et al., 2004).
Community factors, such as access to quality daycare facilities, parks, libraries, cultural institu-
tions, and other educational resources, also contribute to children’s development. These opportuni-
ties allow children to broaden their interests and develop creativity, and social skills (Dearing et al.,
2009).
A supportive and stimulating environment not only promotes children’s cognitive develop-
ment but also strengthens their emotional stability, self-confidence, and social skills. Research in-
dicates that children growing up in such environments are more motivated to learn, achieve better
academic outcomes, and develop better problem-solving skills and decision-making abilities (Con-
ger & Donnellan, 2007).
Understanding the importance of a supportive and stimulating environment for child develop-
ment is crucial for designing policies and programs that will promote optimal child development in
various social and cultural contexts.
Previous studies on coaching and mental health
Research on coaching and its impact on mental health is significant, as it shows that coaching
can positively contribute to various aspects of individuals’ mental well-being. One of the key ben-
efits of coaching is its focus on developing self-awareness and emotional intelligence.
Studies have shown that coaching contributes to increased self-confidence, self-esteem, and
emotional intelligence in children (Green et al., 2007; Spence & Grant, 2007). For example, studies
School plays a crucial role in children’s intellectual development. The quality of the educa-
tional system, teacher-student relationships, and opportunities for learning and exploration impact
children’s motivation, academic achievements, and cognitive development (Reynolds & Ou, 2011).
Beyond immediate environments, the broader community in which a child lives also exerts
its influence. Culture, norms, values, and social structures influence children’s moral, ethical, and
cultural development, as well as their worldview (García Coll et al., 1996).
All these dimensions of the environment interact and form a complex network of influences
on child development. Understanding these influences is crucial for shaping policies, programs, and
approaches that promote optimal child development in diverse social contexts.
The importance of supportive and stimulating environments for cognitive
and emotional development of children
Supportive and stimulating environments play a crucial role in children’s cognitive and emo-
tional development. This environment encompasses both family and school/community factors that
directly impact a child’s learning ability, understanding, and adaptation.
The family environment is central to a child’s development. Quality relationships between
parents and children, the support children receive, and positive parenting practices are key factors
influencing their emotional stability, self-confidence, and development of cognitive abilities (Brad-
ley & Corwyn, 2002).
In addition to the family, the school environment also plays a significant role. The quality of
the educational system, classroom experiences, interactions between teachers and students, and ac-
cess to stimulating learning materials and opportunities influence a child’s cognitive stimulation and
intellectual development (Sylva et al., 2004).
Community factors, such as access to quality daycare facilities, parks, libraries, cultural institu-
tions, and other educational resources, also contribute to children’s development. These opportuni-
ties allow children to broaden their interests and develop creativity, and social skills (Dearing et al.,
2009).
A supportive and stimulating environment not only promotes children’s cognitive develop-
ment but also strengthens their emotional stability, self-confidence, and social skills. Research in-
dicates that children growing up in such environments are more motivated to learn, achieve better
academic outcomes, and develop better problem-solving skills and decision-making abilities (Con-
ger & Donnellan, 2007).
Understanding the importance of a supportive and stimulating environment for child develop-
ment is crucial for designing policies and programs that will promote optimal child development in
various social and cultural contexts.
Previous studies on coaching and mental health
Research on coaching and its impact on mental health is significant, as it shows that coaching
can positively contribute to various aspects of individuals’ mental well-being. One of the key ben-
efits of coaching is its focus on developing self-awareness and emotional intelligence.
Studies have shown that coaching contributes to increased self-confidence, self-esteem, and
emotional intelligence in children (Green et al., 2007; Spence & Grant, 2007). For example, studies
Aprovechar las habilidades de coaching para la salud mental y el bienestar de los niños 309Vol. 15(1) enero-marzo 2025/ 304 - 317
have demonstrated that children improve their emotional regulation and cope better with stressful
situations at school after participating in coaching programs (Schroeder et al., 2020).
Additionally, coaching helps individuals set clear goals, develop strategies to achieve them and
maintain motivation throughout the goal-attainment process. This can increase self-confidence,
self-esteem, and satisfaction (Schunk & Ertmer, 2000; Bandura, 1994).
Studies have also shown that coaching can improve problem-solving skills and resilience, which
helps individuals cope better with stressful situations (Gladwell, 2008; Seligman & Csikszentmih-
alyi, 2000).
Alongside these individual benefits of coaching, studies also address its potential in collective
and organizational contexts, where it can contribute to improved teamwork, conflict management,
and increased productivity and employee satisfaction (Grant, 2016; Passmore & Fillery-Travis,
2011).
Despite many positive findings, further research is needed to better understand the long-term
effects of coaching on individuals’ mental health in various contexts.
Insights into gaps in existing research
Despite advancements in research on coaching and its impact on children’s mental health,
there are several important gaps that need to be addressed for a better understanding and utilization
of coaching in educational contexts.
Current studies often treat coaching as a universal method without exploring how the ef-
fects of coaching may vary across different age groups of children (Jones et al., 2015). Insufficient
research thoroughly investigates the specific mechanisms through which coaching influences chil-
dren’s mental health (Grant, 2003). Understanding these mechanisms would enable better adap-
tation of coaching approaches to meet the individual needs of children. Moreover, most existing
research focuses on the short-term effects of coaching. It is crucial to examine the long-term effects
to understand whether the positive effects of coaching are sustained and how long they last (Jones
et al., 2015). Finally, the majority of studies concentrate on the use of coaching in school contexts.
Research should also explore the use of coaching outside of school environments, such as in the
home, club settings, and other extracurricular activities (Jones et al., 2015).
How our study addresses these gaps
Our study aims to address the gaps in current research on the impact of coaching on children’s
mental health with a comprehensive approach that includes several key aspects.
Firstly, the study will focus on the impact of coaching across age-specific groups. This means
examining how the effects of coaching differ between middle school (8th graders) and high school
students (9th graders).
Secondly, the study will conduct a detailed analysis of the mechanisms of coaching. The goal is
to understand how and why coaching influences various aspects of children’s mental health, includ-
ing emotional regulation, self-esteem, and social skills. Using quantitative methods, the study will
enable a deeper understanding of these mechanisms and identify specific processes through which
coaching operates (Grant, 2003).
have demonstrated that children improve their emotional regulation and cope better with stressful
situations at school after participating in coaching programs (Schroeder et al., 2020).
Additionally, coaching helps individuals set clear goals, develop strategies to achieve them and
maintain motivation throughout the goal-attainment process. This can increase self-confidence,
self-esteem, and satisfaction (Schunk & Ertmer, 2000; Bandura, 1994).
Studies have also shown that coaching can improve problem-solving skills and resilience, which
helps individuals cope better with stressful situations (Gladwell, 2008; Seligman & Csikszentmih-
alyi, 2000).
Alongside these individual benefits of coaching, studies also address its potential in collective
and organizational contexts, where it can contribute to improved teamwork, conflict management,
and increased productivity and employee satisfaction (Grant, 2016; Passmore & Fillery-Travis,
2011).
Despite many positive findings, further research is needed to better understand the long-term
effects of coaching on individuals’ mental health in various contexts.
Insights into gaps in existing research
Despite advancements in research on coaching and its impact on children’s mental health,
there are several important gaps that need to be addressed for a better understanding and utilization
of coaching in educational contexts.
Current studies often treat coaching as a universal method without exploring how the ef-
fects of coaching may vary across different age groups of children (Jones et al., 2015). Insufficient
research thoroughly investigates the specific mechanisms through which coaching influences chil-
dren’s mental health (Grant, 2003). Understanding these mechanisms would enable better adap-
tation of coaching approaches to meet the individual needs of children. Moreover, most existing
research focuses on the short-term effects of coaching. It is crucial to examine the long-term effects
to understand whether the positive effects of coaching are sustained and how long they last (Jones
et al., 2015). Finally, the majority of studies concentrate on the use of coaching in school contexts.
Research should also explore the use of coaching outside of school environments, such as in the
home, club settings, and other extracurricular activities (Jones et al., 2015).
How our study addresses these gaps
Our study aims to address the gaps in current research on the impact of coaching on children’s
mental health with a comprehensive approach that includes several key aspects.
Firstly, the study will focus on the impact of coaching across age-specific groups. This means
examining how the effects of coaching differ between middle school (8th graders) and high school
students (9th graders).
Secondly, the study will conduct a detailed analysis of the mechanisms of coaching. The goal is
to understand how and why coaching influences various aspects of children’s mental health, includ-
ing emotional regulation, self-esteem, and social skills. Using quantitative methods, the study will
enable a deeper understanding of these mechanisms and identify specific processes through which
coaching operates (Grant, 2003).