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).
310 Cajnko, Cajnko, GombocInteracción y P erspectiva. R evista de Trabajo S ocial V ol. 1 5 ( 1 ) : 2 0 2 5
METHODOLOGY
Our study utilized quantitative approaches to comprehensively understand students’ emotion-
al states and the impact of coaching on their emotional well-being. It also aimed to understand the
overall effect of coaching on students.
The quantitative method employed involved the use of two surveys. The first survey targeted
students (sample of 1740, conducted in 2024) to gather data on students’ emotional states at the
beginning and end of the school year. This survey covered various emotional states such as worry,
boredom, relaxation, enthusiasm, numbness, etc. The second survey targeted teachers (sample of
485, conducted in 2022) and provided deeper insights into teachers’ emotional states and their
responses to the introduction of a new teaching method.
Data collection method – first survey
The survey included demographic questions (gender, grade, region) and questions about stu-
dents’ emotional states at the beginning and end of the school year. The survey was distributed to
students through school channels and email.
Participants included students from grades 8 and 9 from various primary schools across Slo-
venia. The sample comprised 1740 respondents, 53% female, 43% male, and 3% non-binary. In
terms of grade level, 53% of students were in grade 8, while 47% were in grade 9. Geographically,
the largest proportion of primary schools (22%) came from the Pomurska region, followed by Os-
rednjeslovenska (14%) and Gorenjska regions (17%).
Data analysis – emotional states at the beginning and end of the school year
The empirical research was based on measurements within a specific time interval (from March
27, 2024, to May 6, 2024) and constituted a cross-sectional study. Data were collected using the
1KA platform on the defined sample. The survey data were analyzed using quantitative methods,
including ANOVA tests, to identify statistically significant differences in emotional states between
the beginning and end of the school year.
The most common emotional states students experience at the beginning of the school
year are worry and boredom. Nearly half of the students, 736 (44%), felt worried, while 37%
felt bored. Other prevalent emotional states at the beginning of the school year included re-
laxation (30%) and a sense of control over their lives (15%). At the end of the school year,
students most commonly felt worried and relaxed. Similar to the beginning of the year, worry
remained the most prevalent emotional state, experienced by almost two-fifths of students
(39%). In addition to worry, many students (39%) also felt relaxed. Other common emo-
tional states at the end of the year included boredom (26%) and a sense of control over their
lives (17%).
METHODOLOGY
Our study utilized quantitative approaches to comprehensively understand students’ emotion-
al states and the impact of coaching on their emotional well-being. It also aimed to understand the
overall effect of coaching on students.
The quantitative method employed involved the use of two surveys. The first survey targeted
students (sample of 1740, conducted in 2024) to gather data on students’ emotional states at the
beginning and end of the school year. This survey covered various emotional states such as worry,
boredom, relaxation, enthusiasm, numbness, etc. The second survey targeted teachers (sample of
485, conducted in 2022) and provided deeper insights into teachers’ emotional states and their
responses to the introduction of a new teaching method.
Data collection method – first survey
The survey included demographic questions (gender, grade, region) and questions about stu-
dents’ emotional states at the beginning and end of the school year. The survey was distributed to
students through school channels and email.
Participants included students from grades 8 and 9 from various primary schools across Slo-
venia. The sample comprised 1740 respondents, 53% female, 43% male, and 3% non-binary. In
terms of grade level, 53% of students were in grade 8, while 47% were in grade 9. Geographically,
the largest proportion of primary schools (22%) came from the Pomurska region, followed by Os-
rednjeslovenska (14%) and Gorenjska regions (17%).
Data analysis – emotional states at the beginning and end of the school year
The empirical research was based on measurements within a specific time interval (from March
27, 2024, to May 6, 2024) and constituted a cross-sectional study. Data were collected using the
1KA platform on the defined sample. The survey data were analyzed using quantitative methods,
including ANOVA tests, to identify statistically significant differences in emotional states between
the beginning and end of the school year.
The most common emotional states students experience at the beginning of the school
year are worry and boredom. Nearly half of the students, 736 (44%), felt worried, while 37%
felt bored. Other prevalent emotional states at the beginning of the school year included re-
laxation (30%) and a sense of control over their lives (15%). At the end of the school year,
students most commonly felt worried and relaxed. Similar to the beginning of the year, worry
remained the most prevalent emotional state, experienced by almost two-fifths of students
(39%). In addition to worry, many students (39%) also felt relaxed. Other common emo-
tional states at the end of the year included boredom (26%) and a sense of control over their
lives (17%).
Aprovechar las habilidades de coaching para la salud mental y el bienestar de los niños 311Vol. 15(1) enero-marzo 2025/ 304 - 317
TABLE 1. Emotional states at the beginning of the school year
What emotional state did you feel most at the beginning of the school year (you can choose from
several answers)?
Sub-questions Unit Entries
Frequency Valid %-Valid Appropriate %-Appropriate Frequency %
Concern 736 1676 44% 1749 42% 736 100%
Anxiety 301 1676 18% 1749 17% 301 41%
Awakening
(realizing that there
is a solution) 164 1676 10% 1749 9% 164 22%
Enthusiasm
(Progress) 215 1676 13% 1749 12% 215 29%
control (over one‘s
own life) 257 1676 15% 1749 15% 257 35%
numbness
(listlessness) 254 1676 15% 1749 15% 254 35%
boredom 615 1676 37% 1749 35% 615 84%
Relaxation 500 1676 30% 1749 29% 500 68%
TOTAL 1676 1749 736 100%
Sub-questions Frequency Valid %-Valid Appropriate %-Appropriate Frequency %
Source: own.
TABLE 2. Emotional states at the end of the school year
What emotional state do you feel now that the school year is coming to an end
(you can choose from several answers)?
Sub-questions Unit Entries
645 1668 39% 1749 37% 645 100%
Concern 302 1668 18% 1749 17% 302 47%
Anxiety 251 1668 15% 1749 14% 251 39%
Awakening (realizing
that there is a solution) 308 1668 18% 1749 18% 308 48%
Enthusiasm (Progress) 280 1668 17% 1749 16% 280 43%
control (over one‘s own life) 219 1668 13% 1749 13% 219 34%
numbness (listlessness) 431 1668 26% 1749 25% 431 67%
boredom 643 1668 39% 1749 37% 643 100%
Relaxation 1668 1749 645 100%
TOTAL Frequency Valid %-Valid Appropriate %-Appropriate Frequency %
Source: own.
TABLE 1. Emotional states at the beginning of the school year
What emotional state did you feel most at the beginning of the school year (you can choose from
several answers)?
Sub-questions Unit Entries
Frequency Valid %-Valid Appropriate %-Appropriate Frequency %
Concern 736 1676 44% 1749 42% 736 100%
Anxiety 301 1676 18% 1749 17% 301 41%
Awakening
(realizing that there
is a solution) 164 1676 10% 1749 9% 164 22%
Enthusiasm
(Progress) 215 1676 13% 1749 12% 215 29%
control (over one‘s
own life) 257 1676 15% 1749 15% 257 35%
numbness
(listlessness) 254 1676 15% 1749 15% 254 35%
boredom 615 1676 37% 1749 35% 615 84%
Relaxation 500 1676 30% 1749 29% 500 68%
TOTAL 1676 1749 736 100%
Sub-questions Frequency Valid %-Valid Appropriate %-Appropriate Frequency %
Source: own.
TABLE 2. Emotional states at the end of the school year
What emotional state do you feel now that the school year is coming to an end
(you can choose from several answers)?
Sub-questions Unit Entries
645 1668 39% 1749 37% 645 100%
Concern 302 1668 18% 1749 17% 302 47%
Anxiety 251 1668 15% 1749 14% 251 39%
Awakening (realizing
that there is a solution) 308 1668 18% 1749 18% 308 48%
Enthusiasm (Progress) 280 1668 17% 1749 16% 280 43%
control (over one‘s own life) 219 1668 13% 1749 13% 219 34%
numbness (listlessness) 431 1668 26% 1749 25% 431 67%
boredom 643 1668 39% 1749 37% 643 100%
Relaxation 1668 1749 645 100%
TOTAL Frequency Valid %-Valid Appropriate %-Appropriate Frequency %
Source: own.
312 Cajnko, Cajnko, GombocInteracción y P erspectiva. R evista de Trabajo S ocial V ol. 1 5 ( 1 ) : 2 0 2 5
Based on the results, it is evident that at the beginning of the school year, students more fre-
quently reported emotional states related to worry, anxiety, boredom, and lower relaxation. They
struggled more with feelings of control over their lives and experienced numbness. Towards the end
of the school year, there was a slight shift in emotional states, with decreases in worry, anxiety, bore-
dom, and numbness, while feelings of relaxation and enthusiasm slightly increased.
The data also reveals some correlations between different emotional states at the beginning and
end of the school year. For instance, there is a negative correlation between worry and relaxation,
indicating that students who are more worried at the beginning of the year often feel less relaxed,
while those who are less worried tend to feel more relaxed. This could suggest that a reduction in
worry towards the end of the year may be associated with increased relaxation.
Furthermore, a positive correlation between boredom and worry at the beginning of the year
can be observed, meaning that students who are more bored also tend to feel more worried. How-
ever, this correlation decreases by the end of the year, suggesting that boredom and worry do not
necessarily mutually reinforce each other; instead, one emotional state may decrease while the other
remains stable or even increases.
These correlations provide insights into the complexity of students’ emotional experiences and
how these experiences change throughout the school year.
We conducted ANOVA tests to determine statistically significant differences in emotional
states between the beginning and end of the school year. If the p-value is less than the chosen sig-
nificance level (p< 0.05), we can conclude that there are statistically significant differences between
groups (emotional states at the beginning and end of the school year). We listed the results of the
ANOVA tests for each emotional state:
• For the emotional state “Anxiety”, we obtained a p-value of 𝑝 = 0.9906.
• For the emotional state “Awakening”, we obtained a p-value of 𝑝 = 0.0517.
• For the emotional state “Enthusiasm”, we obtained a p-value of 𝑝 = 0.0047.
• For the emotional state “Control”, we obtained a p-value of 𝑝 = 0.6402.
• For the emotional state “Numbness”, we obtained a p-value of 𝑝 = 0.0311.
• For the emotional state “Boredom”, we obtained a p-value of 𝑝 = 0.0084.
• For the emotional state “Relaxation”, we obtained a p-value of 𝑝 = 0.0038.
Thus, statistically significant differences were observed in the emotional states of “Enthusi-
asm,” “Numbness,” “Boredom,” and “Relaxation,” as the p-values of these emotional states were less
than the chosen significance level of 0.05. This indicates statistically significant differences in these
emotional states between the beginning and end of the school year.
The observed statistically significant differences in emotional states between the beginning and
end of the school year (enthusiasm, numbness, boredom, and relaxation) could provide valuable in-
sights that could be used to improve the school environment and students’ well-being. Implement-
ing various supportive measures and strategies such as creating a safe and supportive environment,
stress and anxiety coping programs, promoting self-esteem and confidence, fostering an encouraging
learning environment, integrating innovative teaching methods, strengthening social support, and
regularly monitoring emotional states could help the school promote positive emotional well-being
among students and assist them in developing healthy coping strategies for emotional challenges.
Based on the results, it is evident that at the beginning of the school year, students more fre-
quently reported emotional states related to worry, anxiety, boredom, and lower relaxation. They
struggled more with feelings of control over their lives and experienced numbness. Towards the end
of the school year, there was a slight shift in emotional states, with decreases in worry, anxiety, bore-
dom, and numbness, while feelings of relaxation and enthusiasm slightly increased.
The data also reveals some correlations between different emotional states at the beginning and
end of the school year. For instance, there is a negative correlation between worry and relaxation,
indicating that students who are more worried at the beginning of the year often feel less relaxed,
while those who are less worried tend to feel more relaxed. This could suggest that a reduction in
worry towards the end of the year may be associated with increased relaxation.
Furthermore, a positive correlation between boredom and worry at the beginning of the year
can be observed, meaning that students who are more bored also tend to feel more worried. How-
ever, this correlation decreases by the end of the year, suggesting that boredom and worry do not
necessarily mutually reinforce each other; instead, one emotional state may decrease while the other
remains stable or even increases.
These correlations provide insights into the complexity of students’ emotional experiences and
how these experiences change throughout the school year.
We conducted ANOVA tests to determine statistically significant differences in emotional
states between the beginning and end of the school year. If the p-value is less than the chosen sig-
nificance level (p< 0.05), we can conclude that there are statistically significant differences between
groups (emotional states at the beginning and end of the school year). We listed the results of the
ANOVA tests for each emotional state:
• For the emotional state “Anxiety”, we obtained a p-value of 𝑝 = 0.9906.
• For the emotional state “Awakening”, we obtained a p-value of 𝑝 = 0.0517.
• For the emotional state “Enthusiasm”, we obtained a p-value of 𝑝 = 0.0047.
• For the emotional state “Control”, we obtained a p-value of 𝑝 = 0.6402.
• For the emotional state “Numbness”, we obtained a p-value of 𝑝 = 0.0311.
• For the emotional state “Boredom”, we obtained a p-value of 𝑝 = 0.0084.
• For the emotional state “Relaxation”, we obtained a p-value of 𝑝 = 0.0038.
Thus, statistically significant differences were observed in the emotional states of “Enthusi-
asm,” “Numbness,” “Boredom,” and “Relaxation,” as the p-values of these emotional states were less
than the chosen significance level of 0.05. This indicates statistically significant differences in these
emotional states between the beginning and end of the school year.
The observed statistically significant differences in emotional states between the beginning and
end of the school year (enthusiasm, numbness, boredom, and relaxation) could provide valuable in-
sights that could be used to improve the school environment and students’ well-being. Implement-
ing various supportive measures and strategies such as creating a safe and supportive environment,
stress and anxiety coping programs, promoting self-esteem and confidence, fostering an encouraging
learning environment, integrating innovative teaching methods, strengthening social support, and
regularly monitoring emotional states could help the school promote positive emotional well-being
among students and assist them in developing healthy coping strategies for emotional challenges.
Aprovechar las habilidades de coaching para la salud mental y el bienestar de los niños 313Vol. 15(1) enero-marzo 2025/ 304 - 317
Interpretation of results
Statistically significant differences in emotional states between the beginning and end of the
school year (enthusiasm, numbness, boredom, relaxation) suggest the need for developing targeted
coaching strategies in the school environment. Effective coaching programs could include measures
to promote positive emotional states and reduce the negative impacts of prolonged stress among
students.
Data collection method - second survey
To gather quantitative data, we designed questionnaires that encompassed teachers’ emotional
states and readiness for teaching innovations. The study included 485 teachers from various regions
of Slovenia.
Data analysis - coaching in the pedagogical process
The empirical research was based on measurements taken over a specific time interval (from
January 1, 2022, to April 30, 2022) and constituted a cross-sectional study. Using the 1KA plat-
form, we collected data from the defined sample, which were processed using Excel.
Regarding the statement: “In the past, I have adopted innovative ideas from elsewhere (e.g.,
from abroad) and incorporated them into my teaching process,” 399 respondents, representing 82%
of all participants, have already introduced innovations into their teaching process. A significantly
smaller proportion, specifically 86 respondents or 18%, responded negatively to this statement.
TABLE 3. Implementation of innovations in the teaching process
NEW TEACHING METHOD Introducing novelties into the teaching process.
In the past, I have already transferred an innovative idea from elsewhere
(e.g. from abroad) and incorporated it into my teaching process.
Responses Frequency Percentage Valid Cumulative
1 (YES) 399 63 % 82 % 82 %
2 (NO) 86 14 % 18 % 100 %
Valid Total 485 76 % 100 %
Average 1,2 Std. deviation 0,4
Source: own.
For the statement: “I am willing to introduce a new method into my teaching process, which
would result in gaining healthy/strong authority, while listeners would be more motivated and
successfully complete more activities,” 414 respondents, representing 86% of all participants, are
willing to introduce innovations into the teaching process. A negligible proportion, precisely 1% of
respondents (3 participants), are not willing to make this decision, while 64 respondents, constitut-
ing 13%, responded with “maybe” to the statement. Based on the responses to this statement, it can
be confidently stated that it is high time to make a move in the pedagogical space and introduce
innovation through coaching. Respondents have shown interest in collaboration, new knowledge
acquisition, and adopting new methods. Now, it depends on all of us to realize these intentions and
introduce new teaching methods that will enhance the satisfaction of the teaching staff, students,
and, consequently, school leaders.
Interpretation of results
Statistically significant differences in emotional states between the beginning and end of the
school year (enthusiasm, numbness, boredom, relaxation) suggest the need for developing targeted
coaching strategies in the school environment. Effective coaching programs could include measures
to promote positive emotional states and reduce the negative impacts of prolonged stress among
students.
Data collection method - second survey
To gather quantitative data, we designed questionnaires that encompassed teachers’ emotional
states and readiness for teaching innovations. The study included 485 teachers from various regions
of Slovenia.
Data analysis - coaching in the pedagogical process
The empirical research was based on measurements taken over a specific time interval (from
January 1, 2022, to April 30, 2022) and constituted a cross-sectional study. Using the 1KA plat-
form, we collected data from the defined sample, which were processed using Excel.
Regarding the statement: “In the past, I have adopted innovative ideas from elsewhere (e.g.,
from abroad) and incorporated them into my teaching process,” 399 respondents, representing 82%
of all participants, have already introduced innovations into their teaching process. A significantly
smaller proportion, specifically 86 respondents or 18%, responded negatively to this statement.
TABLE 3. Implementation of innovations in the teaching process
NEW TEACHING METHOD Introducing novelties into the teaching process.
In the past, I have already transferred an innovative idea from elsewhere
(e.g. from abroad) and incorporated it into my teaching process.
Responses Frequency Percentage Valid Cumulative
1 (YES) 399 63 % 82 % 82 %
2 (NO) 86 14 % 18 % 100 %
Valid Total 485 76 % 100 %
Average 1,2 Std. deviation 0,4
Source: own.
For the statement: “I am willing to introduce a new method into my teaching process, which
would result in gaining healthy/strong authority, while listeners would be more motivated and
successfully complete more activities,” 414 respondents, representing 86% of all participants, are
willing to introduce innovations into the teaching process. A negligible proportion, precisely 1% of
respondents (3 participants), are not willing to make this decision, while 64 respondents, constitut-
ing 13%, responded with “maybe” to the statement. Based on the responses to this statement, it can
be confidently stated that it is high time to make a move in the pedagogical space and introduce
innovation through coaching. Respondents have shown interest in collaboration, new knowledge
acquisition, and adopting new methods. Now, it depends on all of us to realize these intentions and
introduce new teaching methods that will enhance the satisfaction of the teaching staff, students,
and, consequently, school leaders.
314 Cajnko, Cajnko, GombocInteracción y P erspectiva. R evista de Trabajo S ocial V ol. 1 5 ( 1 ) : 2 0 2 5
Regarding the question: “Are you willing to further improve/educate yourself in order to
achieve the above?” 415 respondents, which is 86% of all, answered that they are willing to further
educate themselves to achieve the above. On the other hand, five respondents, constituting 1% of
all respondents, answered that they are unwilling to educate themselves for this purpose. Uncertain
respondents numbered 64, which represents 3% of all who answered the question with “maybe.” It
is noted that the vast majority of people are thus willing to further educate themselves in this direc-
tion, suggesting the need for an action plan and work plan on how to achieve this.
Finally, in the last question of this section, we asked: “Are you willing to implement innova-
tive ideas?” We found that 475 respondents, representing 98% of all, are willing to implement
innovative ideas. Meanwhile, 10 respondents, constituting 2% of all respondents to this question,
answered negatively. Based on the responses obtained, it can be confirmed that we are on the right
path and that our project must not go unnoticed.
TABLE 4. Willingness to implement innovative ideas
And finally, in this context, we would like to know if you dare to realize innovative ideas?
Responses Frequency Percentage Valid Cumulative
1 (YES) 475 75 % 98 % 98 %
2 (NO) 10 2 % 2 % 100 %
Total 485 76 % 100 %
Source: own.
Based on the research findings and the high readiness of the teaching staff to adopt innova-
tive approaches, the proposed implementation of coaching as a new teaching method in the school
environment is recommended. Coaching is expected to elevate the satisfaction of the teaching staff,
increase student motivation, and enhance emotional and academic development.
The data indicate that the majority of teachers have already introduced innovations into their
teaching processes and are prepared for further innovations, demonstrating a high readiness for
changes in pedagogical approaches.
Furthermore, the study findings on the impact of coaching on students have shown a reduc-
tion in negative emotional states such as anxiety, boredom, and apathy. Compared to the beginning
of the school year, most students have shown increased levels of relaxation and enthusiasm, indicat-
ing a positive effect of coaching on students’ emotional well-being.
RESULTS AND DISCUSSION
The research results confirm that coaching positively impacts the mental health and academic
performance of children. Quantitative data have shown statistically significant differences in stu-
dents’ emotional states between the beginning and the end of the school year, indicating an im-
provement in emotional well-being following the introduction of coaching.
Existing research has already suggested that coaching positively affects children’s mental health,
though previous studies have often been limited to specific populations or shorter time frames. Our
study is more extensive, encompassing a larger sample (1740 respondents) and a longer observation
period (from 2022 to 2024).
Regarding the question: “Are you willing to further improve/educate yourself in order to
achieve the above?” 415 respondents, which is 86% of all, answered that they are willing to further
educate themselves to achieve the above. On the other hand, five respondents, constituting 1% of
all respondents, answered that they are unwilling to educate themselves for this purpose. Uncertain
respondents numbered 64, which represents 3% of all who answered the question with “maybe.” It
is noted that the vast majority of people are thus willing to further educate themselves in this direc-
tion, suggesting the need for an action plan and work plan on how to achieve this.
Finally, in the last question of this section, we asked: “Are you willing to implement innova-
tive ideas?” We found that 475 respondents, representing 98% of all, are willing to implement
innovative ideas. Meanwhile, 10 respondents, constituting 2% of all respondents to this question,
answered negatively. Based on the responses obtained, it can be confirmed that we are on the right
path and that our project must not go unnoticed.
TABLE 4. Willingness to implement innovative ideas
And finally, in this context, we would like to know if you dare to realize innovative ideas?
Responses Frequency Percentage Valid Cumulative
1 (YES) 475 75 % 98 % 98 %
2 (NO) 10 2 % 2 % 100 %
Total 485 76 % 100 %
Source: own.
Based on the research findings and the high readiness of the teaching staff to adopt innova-
tive approaches, the proposed implementation of coaching as a new teaching method in the school
environment is recommended. Coaching is expected to elevate the satisfaction of the teaching staff,
increase student motivation, and enhance emotional and academic development.
The data indicate that the majority of teachers have already introduced innovations into their
teaching processes and are prepared for further innovations, demonstrating a high readiness for
changes in pedagogical approaches.
Furthermore, the study findings on the impact of coaching on students have shown a reduc-
tion in negative emotional states such as anxiety, boredom, and apathy. Compared to the beginning
of the school year, most students have shown increased levels of relaxation and enthusiasm, indicat-
ing a positive effect of coaching on students’ emotional well-being.
RESULTS AND DISCUSSION
The research results confirm that coaching positively impacts the mental health and academic
performance of children. Quantitative data have shown statistically significant differences in stu-
dents’ emotional states between the beginning and the end of the school year, indicating an im-
provement in emotional well-being following the introduction of coaching.
Existing research has already suggested that coaching positively affects children’s mental health,
though previous studies have often been limited to specific populations or shorter time frames. Our
study is more extensive, encompassing a larger sample (1740 respondents) and a longer observation
period (from 2022 to 2024).
Aprovechar las habilidades de coaching para la salud mental y el bienestar de los niños 315Vol. 15(1) enero-marzo 2025/ 304 - 317
The findings of the study have important practical implications for educational institutions
and practices. The findings indicate that coaching can significantly enhance students’ emotional
and academic states, underscoring the need to integrate such techniques into educational practices.
Proposed strategies for implementing coaching techniques in educational practices include
several key steps aimed at facilitating effective integration of coaching into school environments and
contributing to the improvement of students’ mental health and academic success.
The first strategy involves teacher training. Educational institutions should organize regular
training sessions where teachers acquire the necessary coaching skills. This includes practical work-
shops, seminars, and ongoing support to enable teachers to develop and reinforce new approaches in
working with students. This will better prepare teachers to promote personal and academic develop-
ment among their students.
The second critical strategy is creating a supportive environment within schools. Schools should
strive to create an environment where students feel safe and heard. This can be achieved through
regular individual discussions between teachers and students and organizing group activities that
encourage collaboration, communication, and mutual support. Such an environment will enable
students to better connect with their teachers and peers and cope with challenges more effectively.
The third strategy focuses on involving parents in the coaching process. Parents play a crucial
role in supporting children’s development, so it is important to familiarize them with the goals and
methods of coaching. Schools can organize workshops and informational meetings for parents to
educate them about the benefits and approaches of coaching and show them how they can support
their children at home.
The fourth strategy is regular monitoring and evaluation of the effects of coaching. The effects
of coaching should be regularly monitored by collecting feedback from students, teachers, and par-
ents. Based on this feedback, coaching programs can be adjusted and improved to ensure they are as
effective and relevant as possible for all involved.
The fifth strategy involves developing innovative teaching methods. Research findings indicate
teachers’ readiness to adopt new teaching methods that incorporate coaching techniques. Therefore,
schools should encourage innovative teaching approaches and provide support for their implemen-
tation. This may include using various coaching techniques in the teaching process, enabling more
interactive, dynamic, and student-centered education.
CONCLUSION
Our research confirms that coaching positively impacts students’ emotional and academic
states. The readiness of teachers and students to participate in such programs and the supportive
environment provided by parents and schools are crucial success factors. Educational institutions
must recognize the potential of coaching and integrate it into their practices, contributing to the
comprehensive development of children and improving the quality of education.
Integrating coaching techniques into educational and developmental practices can significant-
ly improve children’s mental health in multiple ways. Specifically, coaching helps children develop
positive self-esteem and confidence, contributing to better social interaction and academic success.
Coaching skills teach children how to effectively cope with stress and anxiety, contributing to a more
stable emotional state. Coaching encourages children to reflect on their goals, values, and potential,
contributing to their personal and academic development.
The findings of the study have important practical implications for educational institutions
and practices. The findings indicate that coaching can significantly enhance students’ emotional
and academic states, underscoring the need to integrate such techniques into educational practices.
Proposed strategies for implementing coaching techniques in educational practices include
several key steps aimed at facilitating effective integration of coaching into school environments and
contributing to the improvement of students’ mental health and academic success.
The first strategy involves teacher training. Educational institutions should organize regular
training sessions where teachers acquire the necessary coaching skills. This includes practical work-
shops, seminars, and ongoing support to enable teachers to develop and reinforce new approaches in
working with students. This will better prepare teachers to promote personal and academic develop-
ment among their students.
The second critical strategy is creating a supportive environment within schools. Schools should
strive to create an environment where students feel safe and heard. This can be achieved through
regular individual discussions between teachers and students and organizing group activities that
encourage collaboration, communication, and mutual support. Such an environment will enable
students to better connect with their teachers and peers and cope with challenges more effectively.
The third strategy focuses on involving parents in the coaching process. Parents play a crucial
role in supporting children’s development, so it is important to familiarize them with the goals and
methods of coaching. Schools can organize workshops and informational meetings for parents to
educate them about the benefits and approaches of coaching and show them how they can support
their children at home.
The fourth strategy is regular monitoring and evaluation of the effects of coaching. The effects
of coaching should be regularly monitored by collecting feedback from students, teachers, and par-
ents. Based on this feedback, coaching programs can be adjusted and improved to ensure they are as
effective and relevant as possible for all involved.
The fifth strategy involves developing innovative teaching methods. Research findings indicate
teachers’ readiness to adopt new teaching methods that incorporate coaching techniques. Therefore,
schools should encourage innovative teaching approaches and provide support for their implemen-
tation. This may include using various coaching techniques in the teaching process, enabling more
interactive, dynamic, and student-centered education.
CONCLUSION
Our research confirms that coaching positively impacts students’ emotional and academic
states. The readiness of teachers and students to participate in such programs and the supportive
environment provided by parents and schools are crucial success factors. Educational institutions
must recognize the potential of coaching and integrate it into their practices, contributing to the
comprehensive development of children and improving the quality of education.
Integrating coaching techniques into educational and developmental practices can significant-
ly improve children’s mental health in multiple ways. Specifically, coaching helps children develop
positive self-esteem and confidence, contributing to better social interaction and academic success.
Coaching skills teach children how to effectively cope with stress and anxiety, contributing to a more
stable emotional state. Coaching encourages children to reflect on their goals, values, and potential,
contributing to their personal and academic development.
316 Cajnko, Cajnko, GombocInteracción y P erspectiva. R evista de Trabajo S ocial V ol. 1 5 ( 1 ) : 2 0 2 5
Based on the results of this research, numerous areas are open for further research that could
deepen our understanding of the impact of coaching techniques on children’s mental health. Longi-
tudinal studies are needed to monitor the effects of coaching techniques on children’s mental health
over several years to better understand long-term benefits. Future research should include different
age groups of children to determine how the effects of coaching vary by age. Research should also
examine how various environmental factors, such as family relationships, socio-economic status,
and cultural differences, affect the effectiveness of coaching techniques.
BIBLIOGRAPHIC REFERENCES
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320-335. https://doi.org/10.1037/0003-066X.35.4.320
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• Brackett, M. A., & Rivers, S. E. (2014). Transforming students‘ lives with social and emotional
learning. Phi delta kappan, 96(2), 8-13. https://doi.org/10.4324/9780203148211
• Bradley, R. H., & Corwyn, R. F. (2002). Socioeconomic status and child development. Annual re-
view of psychology, 53(1), 371-399. https://doi.org/10.1146/annurev.psych.53.100901.135233
• Bronfenbrenner, U. (1979). The ecology of human development: Experiments by nature and de-
sign. Harvard university press.
• Conger, R. D., & Donnellan, M. B. (2007). An interactionist perspective on the socioecono-
mic context of human development. Annual review of psychology, 58(1), 175-199. https://doi.
org/10.1146/annurev.psych.58.110405.085551
• Dearing, E., McCartney, K., & Taylor, B. A. (2009). Does higher quality early child care
promote low-income children‘s math and reading achievement in middle childhood? Child
development, 80(5), 1329-1349. https://doi.org/10.1111/j.1467-8624.2009.01336.x
• Dweck, C. S. (2006). Mindset: The new psychology of success. Random house.
• Evans, G. W. (2006). Child development and the physical environment. Annual review of
psychology, 57, 423-451. https://doi.org/10.1146/annurev.psych.57.102904.190057
• García Coll, C., Lamberty, G., Jenkins, R., McAdoo, H. P., Crnic, K., Wasik, B. H., & Váz-
quez García, H. (1996). An integrative model for the study of developmental competencies in
minority children. Child development, 67(5), 1891-1914. https://doi.org/10.2307/1131600
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• Goleman, D. (1995). Emotional intelligence: Why it can matter more than IQ. Bantam books.
• Grant, A. M. (2003). The impact of life coaching on goal attainment, metacognition, and men-
tal health. Social Behavior and Personality: An International Journal, 31(3), 253-263. https://
doi.org/10.2224/sbp.2003.31.3.253
• Grant, A. M. (2016). The third ‚generation‘ of coaching: Creating a culture of quality con-
versations. Coaching: An International Journal of Theory, Research and Practice, 10(1), 37-52.
https://doi.org/10.1080/17521882.2016.1266005
• Green, L. S., Oades, L. G., & Grant, A. M. (2007). Cognitive-behavioral, solution-focused
life coaching: Enhancing goal striving, well-being, and hope. The Journal of Positive Psychology,
1(3), 142-149. https://doi.org/10.1080/17439760600619849
Based on the results of this research, numerous areas are open for further research that could
deepen our understanding of the impact of coaching techniques on children’s mental health. Longi-
tudinal studies are needed to monitor the effects of coaching techniques on children’s mental health
over several years to better understand long-term benefits. Future research should include different
age groups of children to determine how the effects of coaching vary by age. Research should also
examine how various environmental factors, such as family relationships, socio-economic status,
and cultural differences, affect the effectiveness of coaching techniques.
BIBLIOGRAPHIC REFERENCES
• Bandura, A. (1994). Self-efficacy. In V. S. Ramachaudran (Ed.), Encyclopedia of human beha-
vior (vol. 4, pp. 71-81). Academic press.
• Belsky, J. (1980). Child maltreatment: An ecological integration. American psychologist, 35(4),
320-335. https://doi.org/10.1037/0003-066X.35.4.320
• Bergin, A. E., & Garfield, S. L. (Eds.). (1994). Handbook Of Psychotherapy And Behavior Chan-
ge (4th Ed.). John Wiley & Sons.
• Brackett, M. A., & Rivers, S. E. (2014). Transforming students‘ lives with social and emotional
learning. Phi delta kappan, 96(2), 8-13. https://doi.org/10.4324/9780203148211
• Bradley, R. H., & Corwyn, R. F. (2002). Socioeconomic status and child development. Annual re-
view of psychology, 53(1), 371-399. https://doi.org/10.1146/annurev.psych.53.100901.135233
• Bronfenbrenner, U. (1979). The ecology of human development: Experiments by nature and de-
sign. Harvard university press.
• Conger, R. D., & Donnellan, M. B. (2007). An interactionist perspective on the socioecono-
mic context of human development. Annual review of psychology, 58(1), 175-199. https://doi.
org/10.1146/annurev.psych.58.110405.085551
• Dearing, E., McCartney, K., & Taylor, B. A. (2009). Does higher quality early child care
promote low-income children‘s math and reading achievement in middle childhood? Child
development, 80(5), 1329-1349. https://doi.org/10.1111/j.1467-8624.2009.01336.x
• Dweck, C. S. (2006). Mindset: The new psychology of success. Random house.
• Evans, G. W. (2006). Child development and the physical environment. Annual review of
psychology, 57, 423-451. https://doi.org/10.1146/annurev.psych.57.102904.190057
• García Coll, C., Lamberty, G., Jenkins, R., McAdoo, H. P., Crnic, K., Wasik, B. H., & Váz-
quez García, H. (1996). An integrative model for the study of developmental competencies in
minority children. Child development, 67(5), 1891-1914. https://doi.org/10.2307/1131600
• Gladwell, M. (2008). Outliers: The story of success. Little, Brown and Company.
• Goleman, D. (1995). Emotional intelligence: Why it can matter more than IQ. Bantam books.
• Grant, A. M. (2003). The impact of life coaching on goal attainment, metacognition, and men-
tal health. Social Behavior and Personality: An International Journal, 31(3), 253-263. https://
doi.org/10.2224/sbp.2003.31.3.253
• Grant, A. M. (2016). The third ‚generation‘ of coaching: Creating a culture of quality con-
versations. Coaching: An International Journal of Theory, Research and Practice, 10(1), 37-52.
https://doi.org/10.1080/17521882.2016.1266005
• Green, L. S., Oades, L. G., & Grant, A. M. (2007). Cognitive-behavioral, solution-focused
life coaching: Enhancing goal striving, well-being, and hope. The Journal of Positive Psychology,
1(3), 142-149. https://doi.org/10.1080/17439760600619849
Aprovechar las habilidades de coaching para la salud mental y el bienestar de los niños 317Vol. 15(1) enero-marzo 2025/ 304 - 317
• Johnson, D. W., & Johnson, R. T. (1994). Learning together and alone: Cooperative, competitive,
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ching: A meta-analysis of learning and performance outcomes from coaching. Journal of occu-
pational and organizational psychology, 89(2), 249-277. https://doi.org/10.1111/joop.12119
• Lane, D. A. (2007). Training school psychologists to be child advocates: Implementing an
ecological perspective. In M. E. Getz & J. L. Pretti-Frontczak (Eds.), early childhood education:
becoming a professional (pp. 199-214). Pearson Education.
• Schroeder, N. L., & Cenkci, A. T. (2020). Do measures of cognitive load explain the spatial
split-attention principle in multimedia learning environments? A systematic review. Journal of
educational psychology, 112(2), 254-270. https://doi.org/10.1037/edu0000372
• Passmore, J., & Fillery-Travis, A. (2011). A critical review of executive coaching research: A
decade of progress and what’s to come. Coaching: an international journal of theory, research and
practice, 4(2), 70-88. https://doi.org/10.1080/17521882.2011.596484
• Reynolds, A. J., & Ou, S. R. (2011). Pathways to early educational achievement and behavior:
The role of family, school, and community. In K. McCartney & D. Phillips (Eds.), Handbook
of early childhood development (pp. 339-366). Blackwell Publishing.
• Rubin, K. H., Bukowski, W. M., & Parker, J. G. (2006). Peer interactions, relationships, and
groups. In W. Damon & R. M. Lerner (Eds.), Handbook of child psychology: Vol. 3. Social, emo-
tional, and personality development (6th ed.) (pp. 571-645). John wiley & sons.
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• Schunk, D. H., & Ertmer, P. A. (2000). Self-regulation and academic learning: Self-efficacy
enhancing interventions. In M. Boekaerts, P. R. Pintrich, & M. Zeidner (Eds.), Handbook of
self-regulation (pp. 631-649). Academic Press.
• Seligman, M. E., & Csikszentmihalyi, M. (2000). Positive psychology: An introduction. Ame-
rican psychologist, 55(1), 5-14. https://doi.org/10.1037/0003-066X.55.1.5
• Haryanto, S., Jemmy, Rumbiak, H., Batubara, F. A., & Apriyanti, E. (2024). Evaluation
the impact of digital technology on children’s mental health and psychological wellbeing.
World psychology, 3(2), 219-232. Retrieved from https://www.researchgate.net/publica-
tion/382447636_Evaluation_the_Impact_of_Digital_Technology_on_Children‘s_Mental_
Health_and_Psychological_Wellbeing
• Spence, G. B., & Grant, A. M. (2007). Professional and peer life coaching and the enhance-
ment of goal striving and well-being: An exploratory study. The journal of positive psychology,
2(3), 185-194. https://doi.org/10.1080/17439760701228896
• Stober, D. R., & Grant, A. M. (2006). Evidence-based coaching handbook: Putting best practices
to work for your clients. John wiley & sons.
• Sylva, K., Melhuish, E., Sammons, P., Siraj-Blatchford, I., & Taggart, B. (2004). The effective
provision of pre-school education (EPPE) project: Final report. Department for education and
skills. Research report rr578.
• Whitmore, J. (2002). Coaching for performance: Growing human potential and purpose (3rd
ed.). Nicholas brealey publishing.
• World Health Organization. (2021). Mental health of adolescents. Retrieved from https://
www.who.int/news-room/fact-sheets/detail/adolescent-mental-health
• Johnson, D. W., & Johnson, R. T. (1994). Learning together and alone: Cooperative, competitive,
and individualistic learning (3rd ed.). Allyn and Bacon.
• Jones, R. J., Woods, S. A., & Guillaume, Y. R. F. (2015). The effectiveness of workplace coa-
ching: A meta-analysis of learning and performance outcomes from coaching. Journal of occu-
pational and organizational psychology, 89(2), 249-277. https://doi.org/10.1111/joop.12119
• Lane, D. A. (2007). Training school psychologists to be child advocates: Implementing an
ecological perspective. In M. E. Getz & J. L. Pretti-Frontczak (Eds.), early childhood education:
becoming a professional (pp. 199-214). Pearson Education.
• Schroeder, N. L., & Cenkci, A. T. (2020). Do measures of cognitive load explain the spatial
split-attention principle in multimedia learning environments? A systematic review. Journal of
educational psychology, 112(2), 254-270. https://doi.org/10.1037/edu0000372
• Passmore, J., & Fillery-Travis, A. (2011). A critical review of executive coaching research: A
decade of progress and what’s to come. Coaching: an international journal of theory, research and
practice, 4(2), 70-88. https://doi.org/10.1080/17521882.2011.596484
• Reynolds, A. J., & Ou, S. R. (2011). Pathways to early educational achievement and behavior:
The role of family, school, and community. In K. McCartney & D. Phillips (Eds.), Handbook
of early childhood development (pp. 339-366). Blackwell Publishing.
• Rubin, K. H., Bukowski, W. M., & Parker, J. G. (2006). Peer interactions, relationships, and
groups. In W. Damon & R. M. Lerner (Eds.), Handbook of child psychology: Vol. 3. Social, emo-
tional, and personality development (6th ed.) (pp. 571-645). John wiley & sons.
• Rucska, A., Lakatos, C., & Perge, A. (2021). Mental Health Status of the Population of a
Hungarian Disadvantaged Region. Studies in Educational Management, 9, 30-42. https://doi.
org/10.32038/sem.2021.09.03
• Schunk, D. H., & Ertmer, P. A. (2000). Self-regulation and academic learning: Self-efficacy
enhancing interventions. In M. Boekaerts, P. R. Pintrich, & M. Zeidner (Eds.), Handbook of
self-regulation (pp. 631-649). Academic Press.
• Seligman, M. E., & Csikszentmihalyi, M. (2000). Positive psychology: An introduction. Ame-
rican psychologist, 55(1), 5-14. https://doi.org/10.1037/0003-066X.55.1.5
• Haryanto, S., Jemmy, Rumbiak, H., Batubara, F. A., & Apriyanti, E. (2024). Evaluation
the impact of digital technology on children’s mental health and psychological wellbeing.
World psychology, 3(2), 219-232. Retrieved from https://www.researchgate.net/publica-
tion/382447636_Evaluation_the_Impact_of_Digital_Technology_on_Children‘s_Mental_
Health_and_Psychological_Wellbeing
• Spence, G. B., & Grant, A. M. (2007). Professional and peer life coaching and the enhance-
ment of goal striving and well-being: An exploratory study. The journal of positive psychology,
2(3), 185-194. https://doi.org/10.1080/17439760701228896
• Stober, D. R., & Grant, A. M. (2006). Evidence-based coaching handbook: Putting best practices
to work for your clients. John wiley & sons.
• Sylva, K., Melhuish, E., Sammons, P., Siraj-Blatchford, I., & Taggart, B. (2004). The effective
provision of pre-school education (EPPE) project: Final report. Department for education and
skills. Research report rr578.
• Whitmore, J. (2002). Coaching for performance: Growing human potential and purpose (3rd
ed.). Nicholas brealey publishing.
• World Health Organization. (2021). Mental health of adolescents. Retrieved from https://
www.who.int/news-room/fact-sheets/detail/adolescent-mental-health